Variance In Performance Ratings Research Articles

Detecting Randomness Effect among Raters in Physics Essay Items using Many-Facet Rasch Measurement

This study sought to detect randomness effects among raters in physics essay items using Many-Facet Rasch Measurement. The research design adopted for this study is descriptive research design based on survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3,642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. Three hundred and sixty-four (364) SSS3 physics students and 37 physics teachers from the 31 selected secondary schools in Uyo Senatorial District were sampled using multistage sampling technique for effective selection. The multi-stage sampling technique was adopted for the study. The instrument used for data collection was Physics Achievement Test (PAT) obtained from WAEC and NECO 2020 Physics Essay items with reliability coefficients of 0.91 and 0.90 respectively. The finding revealed that most of the individual raters commit randomness effect when rating physics essay Items. It also revealed there is a significant difference at the rater's group level exhibiting randomness effect when rating physics essay items, which implies that there is no group-level randomness effect present among raters when rating physics essay items. We concluded that rater effects are sources of variance in performance ratings that are associated with the raters' behaviour and not the actual performance of the ratee. It was recommended that raters should follow the rating guidelines to reduce the impact of randomness in their ratings and provide more accurate and objective evaluations.

Investigating The Central Tendency Effect Among Raters in Complex Problem-Solving Skills in Physics Essay Items: An Application of Many-Facet Rasch Measurement

The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. 364 SS3 physics students and 37 physics teachers from the 31 selected secondary schools in Uyo Senatorial District were sampled using a multistage sampling technique for effective selection. The multi-stage sampling technique was adopted for the study. The instrument used for data collection was the Physics Achievement Test (PAT) obtained from WAEC and NECO 2020 Physics Essay items. However, the reliability coefficient of 0.91 and 0.90 respectively. The finding revealed that there was no central tendency effect error committed by individual raters when rating complex problem-solving skills in WAEC and NECO 2020 physics Essay Items. Also, reveals there is a significant difference at the rater's group level exhibiting central tendency effect when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items which implies that there is no group-level central tendency effect present among raters when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items. The researchers concluded that rater effects are sources of variance in performance ratings that are associated with the rater's behaviour and not the actual performance of the ratee. It was recommended that to prevent the central tendency effect, it is important for superior raters to regularly observe their subordinates throughout the evaluation period and keep notes for future reference.

Does rater personality matter? A meta‐analysis of rater Big Five–performance rating relationships

We examined rater personality traits consistent with the Five‐Factor Model as sources of systematic non‐performance variance in job performance ratings using meta‐analysis (k = 28). Several personality factors, including agreeableness, extraversion, and emotional stability, were related to performance ratings (ρ = .25, .12, and .12, respectively), and features of the rating context (e.g., study setting, appraisal purpose, accountability) moderated these relationships. Cumulatively, the Big Five accounted for between 6% and 22% of the variance in performance ratings. Implications for performance appraisal research and practice are discussed.Practitioner points Performance ratings serve a number of important functions in organizations, and their construct validity is a central issue. We identified rater personality traits, consistent with the Five‐Factor Model, as sources of non‐performance variance in performance ratings. To the extent that job performance ratings are contaminated by rater personality traits, requiring raters to justify their ratings may result in criterion scores that reflect greater levels of criterion relevance.

Performance Ratings in Co-located and Virtual Teams: A Social Relations Analysis

Peer ratings are common components of performance appraisals for many organizations, including companies relying on team-based work. Peer ratings may represent the best way to monitor performance in both co-located and virtual teams. However, biases may affect performance ratings in the form of perceiver tendencies (e.g., leniency) or relationship-specific effects. The current study uses the social relations model to examine the relative contribution of the ratee (i.e., target), rater (i.e., perceiver), and their unique relationship to the variance in performance ratings. This study also examines the extent to which teammates’ ratings exhibit reciprocity. The results indicate that all three factors contribute to variance in the ratings of co-located and virtual team members. However, there is only evidence of reciprocity in ratings in co-located teams.

Can Admissions Interviews Predict Performance in Residency?

The authors aim to determine whether admission interviews predict performance in residency. The authors determined whether interview and other admission data were correlated with performance during postgraduate years 2-4 and with remaining in the residency in 544 residents enrolled in a single psychiatry residency program between 1963 and 2004. Considered together, admissions data predicted 13% of the variance in performance ratings in postgraduate year 2 (PGY-2) and 5% in PGY-4. Interview scores were moderately correlated with performance ratings in PGY-2, modestly correlated with performance in PGY-3, and not correlated with performance ratings in PGY-4. Letters of reference were moderately correlated with performance ratings in PGY-2 and modestly correlated with performance in PGY-3 and PGY-4. In PGY-2, interview scores differentiated between the top quartile of performance and the other three quartiles, while letters of reference differentiated performance in the top and bottom quartiles from the middle quartiles. Numerical differences among groups were not great enough to be practically useful, and no variables predicted which residents would leave the program before completing it. As they are currently conducted, application interviews do not have sufficient power to predict performance during residency. Letters of reference may be useful to the extent that they reflect personal experience with the applicant, but differences in ratings of these letters are not great enough to base admission decisions on them. As it is currently performed, the interview process may be more useful as a means of interesting applicants in the program than of evaluating their potential for success in the residency.

Emotional intelligence and individual performance: evidence of direct and moderated effects

AbstractWe examined the direct and moderated effects of an ability‐based measure of emotional intelligence (MSCEIT© V2.0) on individual performance in a sample of business undergraduates. Controlling for general mental ability and personality, emotional intelligence explained unique incremental variance in performance ratings on only one of two measures of interpersonal effectiveness (public speaking effectiveness). However, the interaction of emotional intelligence with conscientiousness explained unique incremental variance both in public speaking and group behavior effectiveness, as well as academic performance (cumulative GPA). We conclude that the effects of emotional intelligence on performance are more indirect than direct in nature. Individuals must not only have emotional intelligence, but also must be motivated to use it. Copyright © 2006 John Wiley & Sons, Ltd.

On the Trait Antecedents and Outcomes of Service Worker Job Resourcefulness: A Hierarchical Model Approach

In a series of three studies, a four-level hierarchical model of personality was employed to identify the antecedents and three validating criteria of a newly developed trait labeledjob resourcefulness (JR). JR is defined as an enduring disposition to garner scarce resources and overcome obstacles in pursuit of job-related goals. Across three service contexts, JR was shown to predict customer orientation, self-rated performance, and supervisor-rated performance. The results also revealed that the hierarchical model accounted for more variance in performance ratings than one version of the 5-Factor Model of personality. Results are discussed in terms of their implications for selecting high-performing service employees.

Multisource feedback in the assessment of physician competencies.

Multisource feedback (MSF), or 360-degree employee evaluation, is a questionnaire-based assessment method in which rates are evaluated by peers, patients, and coworkers on key performance behaviors. Although widely used in industrial settings to assess performance, the method is gaining acceptance as a quality improvement method in health systems. This article describes MSF, identifies the key aspects of MSF program design, summarizes some of the salient empirical research in medicine, and discusses possible limitations for MSF as an assessment tool in health care. In industry and in health care, experience suggests that MSF is most likely to succeed and result in changes in performance when attention is paid to structural and psychometric aspects of program design and implementation. A carefully selected steering committee ensures that the behaviors examined are appropriate, the communication package is clear, and the threats posed to individuals are minimized. The instruments that are developed must be tested to ensure that they are reliable, achieve a generalizability coefficient of Ep2 = .70, have face and content validity, and examine variance in performance ratings to understand whether ratings are attributable to how the physician performs and not to factors beyond the physician's control (e.g., gender, age, or setting). Research shows that reliable data can be generated with a reasonable number of respondents, and physicians will use the feedback to contemplate and initiate changes in practice. Performance may be affected by familiarity between rater and ratee and sociodemographic and continuing medical education characteristics; however, little of the variance in performance is explained by factors outside the physician's control. MSF is not a replacement for audit when clinical outcomes need to be assessed. However, when interpersonal, communication, professionalism, or teamwork behaviors need to be assessed and guidance given, it is one of the better tools that may be adopted and implemented to provide feedback and guide performance.

The role of interpersonal factors in the application of computer-based training in an industrial setting

This study measures the impact of training content validity, opportunity to use learning, and four interpersonal support factors on supervisory ratings of workplace application of standard operating procedures learned from computer-based training. After controlling for learning and motivation to transfer, a hierarchical regression analysis showed that content validity, supervisor support variables (supervisor sanctions, supervisor support) and coworker support variables (peer support, change resistance) produced significant increments in explained variance in performance ratings. In the full regression model, content validity, peer support, change resistance and supervisor sanctions emerged as significant predictors of performance ratings (R2 = .43). The findings underscore the value of establishing valid training content and cultivating supervisor and co-worker support for the transfer of workplace learning.

Leniency effect as a function of rating format, purpose for appraisal, and rater individual differences

The effect of rating format and non-performance variables on rating leniency were studied in two law enforcement organizations. One of these variables, trust in the appraisal process, was defined as the extent to which a rater believes that fair and accurate appraisal will be made in the organization. A measure of trust in appraisal accounted for a significant proportion of variance in performance ratings. The purpose of appraisal (i.e., feedback or promotion) also accounted for rating variance. A mixed-standard rating format showed less susceptibility to the non-performance variables on the extent of leniency. Discussion centers on the usefulness of rater and organizational variables in performance appraisal research.