Investigation of the Reliability of Teachers, Self and Peer Assessments at Primary School Level with Generalizability Theory

Abstract

This study aims at determining the reliability coefficients of teacher, self and peer assessments carried out at primary school level. In line with this aim, an interdisciplinary approach is adopted, and the notion of helpfulness included within the scope of values education is addressed in connection with the practices followed in Turkish, social studies and music lessons. The study group consists of 30 students of the third graders from a public school in the city of Ankara. In the light of the aim of the study, the Generalizability Theory is used for the data analysis. It is found out at the end of the study that the variance component estimated for the main effect of the student is the largest component of the total variance in all three lessons. When G and Ф coefficients are examined, reliability coefficients are found to be over .80 in music, and over .90 in Turkish and social studies. According to G-Facet analysis results, when teacher and peer assessments are excluded from the analysis, respectively, G and Ф coefficients have a decreasing tendency whereas these coefficients increase when self-assessment is excluded from the analysis. Especially in the music lesson, the reliability coefficients obtained by excluding teacher and peer assessments from the analysis are found to be around .60, which is a remarkable result.

Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India

“…Children become aware of their learning problems by recognizing their strengths and weaknesses. They can produce solutions to their own learning problems by using the detailed information they have acquired about their own learning paths (Gürlen, Boztunç-Öztürk, & Eminoğlu, 2019). Children should be taught ways of selfevaluation so that the child can recognize himself, and this dimension should be included in pre-school education curricula.…”

The Impact of Self-assessment on Academic Performance: A Meta-analysis Study

“…On the other hand, accuracy of self-assessment for summative purposes has been argued because of some reliability issues (Brooks, 2002;Brown, Andrade and Chen, 2015). When comparing to teacher assessment and peer assessment, raters are generally more generous with self-assessment (Gürlen, Boztunç Öztürk, & Eminoğlu, 2019;Karakaya, 2015). The research studies showed that some relationship exists between self-assessment and students' academic achievement (Brown & Harris, 2013;.…”