Fostering Honesty and Responsibility: Measuring Inter-Rater Reliability of Self-Assessment of Speaking Performance  

Oleh:

Rini, Nur

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-6.
Topik: self-assessment; inter-rater reliability; rater training; speaking
Fulltext: 78.NUR RINI.pdf (49.84KB)

Isi artikel

To do self-assessment, students must be honest. Carrying out self-assessment will promote students’ learning responsibility. One characteristic of an autonomous learner is being able to set his own learning goals. Since setting the learning goal is based on the self-assessment the inter-rater reliability is required. If the students are not able to do self-assessment well, the learning goal will not be set appropriately. It may lead to the wrong direction. Improving the inter-rater reliability in doing self-assessment is crucial. This paper reports on a study attempting to estimate the self-assessment inter-rater reliability of speaking performances and to find out whether there is significant difference between the inter-rater reliability without training and that with training. The rater training used was adapted from the model developed by Herman, Aschbacher and Winters (1992). This study which employed quasi-experiment design collected data by asking two speaking classes to conduct self-assessment on their two speaking performances. It was found that there is a significant difference of the rs of the experiment group before and after treatment. It means that the students’ assessing consistency is good. For that reason, teachers may give students more control to assess their own speaking performance.

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