Disparities in ratings of internal and external applicants: A case for model-based inter-rater reliability

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10380400" target="_blank" >RIV/00216208:11410/18:10380400 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/67985807:_____/18:00494344

Výsledek na webu

<a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0203002" target="_blank" >https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0203002</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1371/journal.pone.0203002" target="_blank" >10.1371/journal.pone.0203002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Disparities in ratings of internal and external applicants: A case for model-based inter-rater reliability

Popis výsledku v původním jazyce

Ratings are present in many areas of assessment including peer review of research proposals and journal articles, teacher observations, university admissions and selection of new hires. One feature present in any rating process with multiple raters is that different raters often assign different scores to the same assessee, with the potential for bias and inconsistencies related to rater or assessee covariates. This paper analyzes disparities in ratings of internal and external applicants to teaching positions using applicant data from Spokane Public Schools. We first test for biases in rating while accounting for measures of teacher applicant qualifications and quality. Then, we develop model-based inter-rater reliability (IRR) estimates that allow us to account for various sources of measurement error, the hierarchical structure of the data, and to test whether covariates, such as applicant status, moderate IRR. We find that applicants external to the district receive lower ratings for job applications compared to internal applicants. This gap in ratings remains significant even after including measures of qualifications and quality such as experience, state licensure scores, or estimated teacher value added. With model-based IRR, we further show that consistency between raters is significantly lower when rating external applicants. We conclude the paper by discussing policy implications and possible applications of our model-based IRR estimate for hiring and selection practices in and out of the teacher labor market.

Název v anglickém jazyce

Disparities in ratings of internal and external applicants: A case for model-based inter-rater reliability

Popis výsledku anglicky

Ratings are present in many areas of assessment including peer review of research proposals and journal articles, teacher observations, university admissions and selection of new hires. One feature present in any rating process with multiple raters is that different raters often assign different scores to the same assessee, with the potential for bias and inconsistencies related to rater or assessee covariates. This paper analyzes disparities in ratings of internal and external applicants to teaching positions using applicant data from Spokane Public Schools. We first test for biases in rating while accounting for measures of teacher applicant qualifications and quality. Then, we develop model-based inter-rater reliability (IRR) estimates that allow us to account for various sources of measurement error, the hierarchical structure of the data, and to test whether covariates, such as applicant status, moderate IRR. We find that applicants external to the district receive lower ratings for job applications compared to internal applicants. This gap in ratings remains significant even after including measures of qualifications and quality such as experience, state licensure scores, or estimated teacher value added. With model-based IRR, we further show that consistency between raters is significantly lower when rating external applicants. We conclude the paper by discussing policy implications and possible applications of our model-based IRR estimate for hiring and selection practices in and out of the teacher labor market.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GJ15-15856Y" target="_blank" >GJ15-15856Y: Odhad psychometrických vlastností jako součást vývoje přijímacích testů</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

PLoS One

ISSN

1932-6203

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

000446545500004

EID výsledku v databázi Scopus

2-s2.0-85054464213