Lyness, S. A.; Peterson, K.; Yates, K. Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates. Education Sciences, 2021, 11, 648. https://doi.org/10.3390/educsci11100648.
Lyness, S. A.; Peterson, K.; Yates, K. Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates. Education Sciences, 2021, 11, 648. https://doi.org/10.3390/educsci11100648.
Lyness, S. A.; Peterson, K.; Yates, K. Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates. Education Sciences, 2021, 11, 648. https://doi.org/10.3390/educsci11100648.
Lyness, S. A.; Peterson, K.; Yates, K. Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates. Education Sciences, 2021, 11, 648. https://doi.org/10.3390/educsci11100648.
Abstract
The Performance Assessment for California Teachers (PACT) is a high stakes summative assessment that was designed to measure pre-service teacher readiness. We examined the inter-rater reliability (IRR) of trained PACT evaluators who rated 19 candidates. As measured by Cohen’s weighted kappa, the overall IRR estimate was .17 (poor strength of agreement). IRR estimates ranged from -.29 (worse than expected by chance) to .54 (moderate strength of agreement); all were below the standard of .70 for consensus agreement. Follow up interviews of 10 evaluators revealed possible reasons we observed low IRR, such as departures from established PACT scoring protocol, and lack of, or inconsistent, use of a scoring aid document. Evaluators reported difficulties scoring the materials that candidates submitted, particularly the use of Academic Language. Cognitive Task Analysis (CTA) is suggested as a method to improve IRR in the PACT and other teacher performance assessments such as the edTPA.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
