Abstract
Although behaviorally anchored rating scales (BARS) have both intuitive and empirical appeal, they have not always yielded superior results in contrast with graphic rating scales. The present study examined the issue of how behavioral descrip tions are anchored. Subjects scaled anchors describ ing teaching performance in a college classroom using either a graphic rating procedure or a pair- comparison procedure. The two different methods resulted in scale anchors with different properties, particularly with respect to item dispersions. It was proposed that the choice of an anchoring procedure depends on the nature of the actual rating process.
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