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RESEARCH IN ORAL SECONDARY SCHOOL LEAVING EXAMINATIONS IN GERMANY
Author(s) -
INGENKAMP K.,
WOLF B.
Publication year - 1982
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1982.tb02520.x
Subject(s) - psychology , german , reliability (semiconductor) , presentation (obstetrics) , validity , variance (accounting) , mathematics education , developmental psychology , psychometrics , geography , medicine , power (physics) , physics , accounting , archaeology , quantum mechanics , business , radiology
S ummary . Past research has often confirmed the poor reliability and validity of oral examinations. But little is known about the factors influencing the evaluation of orals. Two recent studies of the secondary school leaving examination in Germany investigated the influence of information about past achievement, sequential effects and speed of speaking. Using an analysis of variance design, examination sessions in literature and geography were recorded on videotape and evaluated by 156 teachers of German literature from 39 schools and by 81 geography teachers from 24 schools. The results confirmed a remarkable between‐rater variance. The differences were significantly influenced by the speed of speaking (about 17 per cent), background information about past achievement, and the contrast of performance related to the sequence of presentation. Examinations which are so open to uncontrolled influences have a low inter‐rater reliability and therefore low reliability and validity. Further research is needed to analyse different sources of differences among various raters. Raters should be trained according to these findings in objective rating techniques.