Publication: Bridging the Grade Gap: Reducing Assessment Bias in a Multi-Grader Class
Bridging the Grade Gap: Reducing Assessment Bias in a Multi-Grader Class
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Kates, S., Paulsen, T., Yntiso, S., & Tucker, J. A. (2023). Bridging the Grade Gap: Reducing Assessment Bias in a Multi-Grader Class. Political Analysis, 31, 642–650. https://doi.org/10.1017/pan.2022.27
Abstract
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Abstract
Many large survey courses rely on multiple professors or teaching assistants to judge student responses to open-ended questions. Even following best practices, students with similar levels of conceptual understanding can receive widely varying assessments from different graders. We detail how this can occur and argue that it is an example of differential item functioning (or interpersonal incomparability), where graders interpret the same possible grading range differently. Using both actual assessment data from a large survey course
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- Kates, Sean
- Yntiso, Sidak
- Tucker, Joshua A
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Kates, S., Paulsen, T., Yntiso, S., & Tucker, J. A. (2023). Bridging the Grade Gap: Reducing Assessment Bias in a Multi-Grader Class. Political Analysis, 31, 642–650. https://doi.org/10.1017/pan.2022.27
