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Problem Statement: Performance assessments have emerged as an alternative method to measure what a student knows and can do. One of the shortcomings of performance assessments is the subjectivity and inconsistency of raters in scoring. A common criticism of performance assessments is the subjective nature of scoring procedures. The effectiveness of the performance assessment procedure depends highly on the quality and coordination of teacher and rubric. To gain a better understanding of the interaction between teachers and performance assessments, it is crucial to examine the effects of teacher-related factors and how teachers interact with scoring rubrics when grading performance assessments. One of these factors is teachers’ work and scoring experience. When grading performance assessments, the experienced teachers may be expected to grade student performances more objectively through their experience in instruction and evaluation than the teachers with less teaching and scoring experience. Purpose of Study: This study investigates the impact of rubric use and teaching experience on teachers’ scoring behaviors in performance assessments. The effects of teaching experience and rubric use on the consistency of scores assigned by teachers is examined through an empirical study.

Crossed Random-Effect Modeling: Examining the Effects of Teacher Experience and Rubric Use in Performance Assessments