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    An analysis of scoring via analytic rubric and general impression in peer assessment
    (Mehmet Tekerek, 2019) Ozturk, Nagihan Bortunc; Sahin, Melek Gulsah; Ilhan, Mustafa
    The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.
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    Öğe
    Views of academician examiners on the testing accommodations of the measurement, selection and placement center for disabled test takers
    (Ijate-Int Journal Assessment Tools Education, 2022) Ilhan, Mustafa; Sahin, Melek Gulsah; Cetin, Bayram
    The Measurement, Selection and Placement Center-MSPC (original acronym: 0lcme, Secme ve Yerlestirme Merkezi-0SYM) administers many of the high-stake examinations applied in Turkiye. In order to support equality of opportunity in education and create a fair evaluation system, MSPC actualizes various testing accommodations by adjusting the standardization protocol for disabled test takers. In this research, we examined the views of academicians who served in the halls where disabled candidates take the test in the examinations held by MSPC about the testing accommodations for the disabled. The study design was in the basic qualitative research model. The participants consisted of 12 academicians working at a state university in Turkiye, who had served at least three times in the examination halls reserved for disabled test takers by MSPC. We collected the data via an interview form which included four items and administered it to the participants according to the drop-off and pick-up later method. The research results revealed that academician examiners have various positive opinions about MSPC's testing accommodations for disabled test takers. However, the participants also expressed that current accommodations have certain limitations that should be revised.