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Interrater reliability of constructed response items in standardized tests of reading
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-9375-9512
Oslo universitet.
Norwegian University of Science and Technology.
2018 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 2, p. 118-137Article in journal (Refereed) Published
Abstract [en]

This article reports from a study of interrater reliability of constructed response items in standardized tests of reading. Two panels of raters (lower secondary teachers and test developers) were asked to rate student responses on 11 different items taken from the Norwegian national reading test in eighth grade. Consensus estimates and measurement estimates were combined with a qualitative analysis of difficult-to-score student responses. Based on findings about rater agreement, distribution of severity, and troublesome response characteristics, the article provides knowledge about both actual and possible levels of interrater reliability and discusses the use and development of open-ended reading test items.

Place, publisher, year, edition, pages
Universitetsforlaget AS , 2018. Vol. 38, no 2, p. 118-137
Keywords [en]
Assessment, Constructed response, Interrater reliability, National tests, Reading
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-69005DOI: 10.18261/issn.1891-5949-2018-02-03Scopus ID: 2-s2.0-85048856410OAI: oai:DiVA.org:kau-69005DiVA, id: diva2:1245510
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2019-02-28Bibliographically approved

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Tengberg, Michael

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  • apa
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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