Multi-Rater Performance Assessment as a Catalyst for Chair Professional Development

2017 ◽  
Vol 28 (2) ◽  
pp. 12-15
Author(s):  
Kenneth R. Ryalls ◽  
Steve Benton
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Rater Performance

scholarly journals Encouraging residents’ professional development and career planning: the role of a development-oriented performance assessment

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Kirsten Dijkhuizen ◽  
Jacqueline Bustraan ◽  
Arnout J. de Beaufort ◽  
Sophie I. Velthuis ◽  
Erik W. Driessen ◽  
...  
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Career Planning

scholarly journals Integrating Performance Assessment, Maintenance of Competence, and Continuing Professional Development of Community Pharmacists

2007 ◽  
Vol 71 (1) ◽  
pp. 15 ◽  
Author(s):  
Nancy E. Winslade ◽  
Robyn M. Tamblyn ◽  
Laurel K. Taylor ◽  
Lambert W. T. Schuwirth ◽  
Cees P. M. Van der Vleuten
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Community Pharmacists ◽  
Continuing Professional Development

scholarly journals Statewide Professional Development Conference

2000 ◽  
Vol 8 ◽  
pp. 13 ◽  
Author(s):  
Paul V. Bredeson ◽  
Jay Paredes Scribner
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Informal Learning ◽  
Significant Role ◽  
Financial Support ◽  
Large Scale ◽  
Formal And Informal Learning ◽  
New Knowledge ◽  
Critical Issues ◽  
K 12

In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessment—what it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

scholarly journals The Rater Performance Categorization System (RPCS) for Intensive English Programs

2021 ◽  
Vol 9 (3) ◽  
pp. 225-241
Author(s):  
Alper Şahin
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Performance Assessments ◽  
Intensive English ◽  
High Stakes ◽  
Specialized Software ◽  
Intensive English Programs ◽  
Categorization System ◽  
Rater Performance ◽  
Academic Year

There are several student performance are assessed in Intensive English Programs (IEP) worldwide in each academic year. These student performances are mostly graded by human raters with a certain degree of error. However, the accuracy of these performance assessment is of utmost importance because they feed data into some high stakes decisions about the students and such performance assessments constitute a large number of students’ scores. Therefore, the accuracy of these performance assessments should be given priority by the IEPs. However, when the current rater performance monitors systems which can help the administrators of IEPs to monitor rater performance in performance assessment are away from practicality because they require the use of complex mathematical models and specialized software. A practical and easy to maintain rater performance categorization system is proposed in this paper and it was accompanied by a sample study  Its benefits to the administrators of IEPs and their raters are also discussed besides its practical considerations.

scholarly journals The influence of rater empathy, age and experience on writing performance assessment

2017 ◽  
Vol 3 ◽  
pp. 7-19
Author(s):  
Pilvi Alp ◽  
Anu Epner ◽  
Hille Pajupuu
Keyword(s):  
Correlation Analysis ◽  
Performance Assessment ◽  
Language Proficiency ◽  
Language Testing ◽  
Self Report ◽  
Years Of Experience ◽  
Writing Performance ◽  
Estonian Language ◽  
Rater Performance ◽  
Regular Training

Assessment reliability is vital in language testing. We have studied the influence of empathy, age and experience on the assessment of the writing component in Estonian Language proficiency examinations at levels A2–C1, and the effect of the rater properties on rater performance at different language levels. The study included 5,270 examination papers, each assessed by two raters. Raters were aged 34–73 and had a rating experience of 3–15 years. The empathy level (EQ) of all 26 A2–C1 raters had previously been measured by Baron-Cohen and Wheelwright’s self-report questionnaire. The results of the correlation analysis indicated that in case of regular training (and with three or more years of experience), the rater’s level of empathy, age and experience did not have a significant effect on the score.

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