Assessing Pre-Service Teachers’ Competencies in Open-Ended Item Development: Self-, Peer, Instructor Assessment
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, cilt.17, sa.1, ss.24-41, 2026 (ESCI, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 17 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.21031/epod.1759742
- Dergi Adı: Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.24-41
- Erciyes Üniversitesi Adresli: Evet
Özet
This research focused on the role of self-, peer, and instructor assessments in assessing pre-service teachers’ competencies in open-ended item development and aimed to determine whether there were rater biases in the scorings. Besides, it focused on the differences in the scores of pre-service teachers according to their gender and education type. Participants who 116 pre-service students were asked to prepare one open-ended item in the measurement and evaluation course as a performance task. Self and peers scored the items, and the instructor did so through a holistic rubric. Many facets of Rasch were used to analyze the data. Analysis showed that self- assessment was the most lenient rater type while instructor assessment had the most severe ratings, and there was no rater bias in the scoring. Besides, female pre-service teachers were more lenient than male pre-service teachers, and pre-service teachers studying in daytime classes were more lenient than those in evening classes.