Effects of Scoring by Section and Independent Scorers’ Patterns on Scorer Reliability in Biology Essay Tests

Abstract

The study investigated the effects of scoring by section, use of independent scorers and conventional patterns on scorer reliability in Biology essay tests.  It was revealed from literature review that conventional pattern of scoring all items at a time in essay tests had been criticized for not being reliable.  The study was true experimental study of post-test only control design.  All the 42 Biology teachers from the 23 secondary schools in Enugu Education zone were used.  The 42 Biology teachers were assigned to three groups namely: experimental group I: scoring by section, experimental group II: scoring by independent scorers and group III: conventional pattern of scoring all items. The treatment lasted for 13 days (three days coordination and 10 days scoring exercise).  The research question was answered by calculating the mean scores and Kendal’s coefficient of concordance (w).  The hypothesis was tested using t-test.  The results revealed that the use of independent scorers was found to be the most effective followed by the scoring by section while conventional pattern was not significant. Recommendations were made based on the findings.

Impact name: Effects of scoring, section and independent patterns, scorer reliability, Biology essay tests.