Validity and reliability of peer-grading in in-service teacher training

Authors

  • Laura Carlotta Foschi Pensa MultiMedia Editore
  • Graziano Cecchinato

Abstract

This paper aims to investigate the validity and reliability of peer-grading in in-service teacher training, a field where this practice has been little explored. The study has examined the peer-grading results in an inservice teacher training course involving high school teachers. The validity was measured by using the similarity between peer-grading and trainer-grading scores
calculated by the Pearson correlation coefficient; while the reliability was measured by using the agreement of scores given by multiple peer graders calculated by the intraclass correlation coefficient. The empirical findings indicate that in-training teachers provided scores similar to those of the course trainers as well as fairly consistent grading results, thus highlighting that peer-generated grades seems to be valid and reliable in the field of in-service teacher training.

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Published

2019-06-08

How to Cite

Foschi, L. C., & Cecchinato, G. (2019). Validity and reliability of peer-grading in in-service teacher training. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 177–194. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/3276

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Special Issue

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Researches

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