<Research Papers>Can Students' Self-Assessment or Peer-Assessment in Performance Assessment be Close to Valid Assessment? A Case from the Field of Civic Online Reasoning

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  • <研究論文>パフォーマンス評価における学生の自己評価・相互評価は妥当な評価に近づきうるか --市民的オンライン推論能力を素材として--
  • パフォーマンス評価における学生の自己評価・相互評価は妥当な評価に近づきうるか : 市民的オンライン推論能力を素材として
  • パフォーマンス ヒョウカ ニ オケル ガクセイ ノ ジコ ヒョウカ ・ ソウゴ ヒョウカ ワ ダトウ ナ ヒョウカ ニ チカズキウル カ : シミンテキ オンライン スイロン ノウリョク オ ソザイ ト シテ

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The purpose of this study is to reveal whether learners' assessment results in performance assessment can be close to valid assessment. In a case from the field of civic online reasoning, the authors first developed performance tasks and a rubric. Referring to previous research, our performance tasks sought the facilitation of scoring by incorporating objectively judgeable points and clarifying the relationship to the rubric. We had 90 private university students engage in performance tasks and conduct self- and peer-assessments using the rubric. Agreement between self- and peer assessment results from the students and those of the test developers themselves were calculated with two indicators: concordance percentage and correlation coefficient. The results indicated that high agreement was observed between students' self- and peer assessments and test developers' assessments. Our study revealed that when using certain assessment methods for targeted competencies, assessment results by learners themselves can be nearly equivalent to those of experts. This finding suggests that learners' self- or peer assessment results can be utilized to improve the feasibility of performance assessment.

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