Comparison of Self, Peer and Instructor Assessments in the Portfolio Assessment by Using Many Facet Rasch Model
Ismail Karakaya

The purpose of this study was to compare self, peer and instructor assessments during the assessment of portfolios prepared by prospective teachers. The many facet Rasch Model was used for this purpose. Four facets were determined for the application of the many facet Rasch Model. These facets were students’ achievement of criteria; prospective teachers’ gender; severity/leniency of self, peer and instructor assessments; and criteria used in the portfolio assessment. The participants of the study were 74 prospective teachers who were third-year students in University and who were taking the Measurement and Evaluation course and preparing a portfolio within the scope of the course. The rubric, which was prepared by the researcher and composed of 7 criteria, was used as the data collection instrument in the research. As a result of the analysis, it was seen that the students with high achievement levels had better portfolio performances, and that the female students’ performances were better than those of the male students. When self, peer and instructor assessments were compared, it was concluded that self-assessments were the most lenient while peer assessments were the severest, and that there was a statistically significant difference among the raters.

Full Text: PDF     DOI: 10.15640/jehd.v4n2a22