Agreeableness and Conscientiousness as predictors of university students’ self/peer-assessment rating error

References

• AlFallay, I. 2004. “The Role of Some Selected Psychological and Personality Traits of the Rater in the Accuracy of Self-And Peer-Assessment.” System 32: 407–425. doi: 10.1016/j.system.2004.04.006
   Google Scholar
• Allan, D. 2004. Oxford Placement Test 1. Oxford: Oxford University Press.
   Google Scholar
• Andrade, H. G., and A Valtcheva. 2009. “Promoting Learning and Achievement Through Self-Assessment.” Theory Into Practice 48: 12–19. doi: 10.1080/00405840802577544
   Web of Science ®Google Scholar
• Andrade, H., X. Wang, Y. Du, and R Akawi. 2009. “Rubric-Referenced Self-Assessment and Self-Efficacy for Writing.” The Journal of Educational Research 102: 287–302. doi: 10.3200/JOER.102.4.287-302
   Web of Science ®Google Scholar
• Arnaudet, M. L., and M. E. Barrett. 1990. Paragraph Development: A Guide for Students of English (2nd ed.). Englewood Cliffs: Prentice Hall.
   Google Scholar
• Bernardin, H. J., D. K. Cooke, and P Villanova. 2000. “Conscientiousness and Agreeableness as Predictors of Rating Leniency.” Journal of Applied Psychology 85: 232–236. doi: 10.1037/0021-9010.85.2.232
   PubMed Web of Science ®Google Scholar
• Blanche, P. 1988. “Self-Assessment of Foreign Language Skills: Implications for Teachers and Researchers.” RELC Journal 19: 75–96. doi: 10.1177/003368828801900105
   Google Scholar
• Borman, W. C., and G. L. Hallam. 1991. “Observation Accuracy for Assessors of Work-sample Performance: Consistency across Task and Individual-differences Correlations.” Journal of Applied Psychology 76: 11–18. doi: 10.1037/0021-9010.76.1.11
   Web of Science ®Google Scholar
• Boud, D., and N. Falchikov. 2007. Rethinking Assessment in Higher Education: Learning for the Longer Term. London: Routledge.
   Google Scholar
• Brantmeier, C., and R. Vanderplank. 2008. “Descriptive and Criterion-Referenced Self-Assessment with L2 Readers.” System 36: 456–477. doi: 10.1016/j.system.2008.03.001
   Web of Science ®Google Scholar
• Brown, A. 2005. “Self-Assessment of Writing in Independent Language Learning Programs: The Value of Annotated Samples.” Assessing Writing 10: 174–191. doi: 10.1016/j.asw.2005.06.001
   Google Scholar
• Brown, J. D., and T Hudson. 1998. “The Alternatives in Language Assessment.” TESOL Quarterly 32: 653–675. doi: 10.2307/3587999
   Web of Science ®Google Scholar
• Cassidy, S. 2007. “Assessing ‘Inexperienced’ Students’ Ability to Self-Assess: Exploring Links with Learning Style and Academic Personal Control.” Assessment & Evaluation in Higher Education 32: 313–330. doi: 10.1080/02602930600896704
   Google Scholar
• Clement, R., R. Gardner, and P. Smythe. 1977. “Motivational Variables in Second Language Acquisition: A Study of Francophones Learning English.” Canadian Journal of Behavioral Science 9: 123–133. doi: 10.1037/h0081614
   Web of Science ®Google Scholar
• Cohen, J. 1992. “A Power Primer.” Psychological Bulletin 112: 155–159. doi: 10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Cortina, J. M., M. L. Doherty, N. Schmitt, G. Kaufman, and R. G Smith. 1992. “The Big Five Personality Factors in the IPI and MMPI: Predictors of Police Performance.” Personnel Psychology 45: 119–140. doi: 10.1111/j.1744-6570.1992.tb00847.x
   Web of Science ®Google Scholar
• Costa, P. T., and R. R. McCrae. 1992. Revised NEO Personality Inventory (NEO–PI-R) and NEO Five-Factor Inventory (NEO–FFI): Professional manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Costa, P. T., and R. R. McCrae. 1997. “Longitudinal Stability of Adult Personality.” In Handbook of Personality Psychology, edited by R. Hogan, J. Johnson, and S. Briggs, 269–290. San Diego, CA: Academic Press.
   Google Scholar
• Davidson, F., and G. Henning. 1985. “A Self-Rating Scale of English Proficiency: Rasch Scalar Analysis of Items and Rating Categories.” Language Testing 2: 164–179. doi: 10.1177/026553228500200205
   Google Scholar
• Dlaska, A., and C. Krekeler. 2008. “Self-Assessment of Pronunciation.” System 36: 505–516. doi: 10.1016/j.system.2008.03.003
   Web of Science ®Google Scholar
• Dochy, F., M., Segers, and S. Sluijman. 1999. “The Use of Self-, Peer and Co-Assessment in Higher Education: A Review.” Studies in Higher Education 24: 330–350. doi: 10.1080/03075079912331379935
   Web of Science ®Google Scholar
• Falchikov, N., and D. Boud. 1989. “Student Self-Assessment in Higher Education: A Meta Analysis.” Review of Educational Research 59: 395–430. doi: 10.3102/00346543059004395
   Web of Science ®Google Scholar
• Falchikov, N., and J. Goldfinch. 2000. “Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks.” Review of Educational Research 70: 287–322. doi: 10.3102/00346543070003287
   Web of Science ®Google Scholar
• Falchikov, N., and D. Magin. 1997. “Detecting Gender Bias in Peer Marking of Students’ Group Progress Work.” Assessment & Evaluation in Higher Education 22: 385–396. doi: 10.1080/0260293970220403
   Google Scholar
• Feist, J., and G. J. Feist. 2006. Theories of Personality. 6th ed. New York, NY: McGraw-Hill.
   Google Scholar
• Garousi, M. T., A. H. Mehryar, and M. Ghazi Tabatabayi. 2001. “Application of the NEO-PI- R Test and Analytic Evaluation of Its Characteristics and Factorial Structure Among Iranian University Students.” Journal of Humanities 11: 173–198.
   Google Scholar
• Giordano, P. J. 2008. “Personality Psychology.” In 21^stcentury Psychology: A Reference Handbook, edited by S. F. Davis, and W. Buskist, 402–412. Thousand Oaks, CA: Sage.
   Google Scholar
• Gipps, C. V. 1994. Beyond Testing: Towards a Theory of Educational Assessment. London: The Falmer Press.
   Google Scholar
• Grahek, M. 2007. Personality and Rater Leniency: Comparison of Broad and Narrow Measures of Conscientiousness and Agreeableness. Masters’ thesis, Denton, Texas: University of North Texas.
   Google Scholar
• Graziano, W. G., and N. Eisenberg. 1997. “Agreeableness; A Dimension of Personality.” In Handbook of Personality Psychology, edited by R. Hogan, S. Briggs, and J. Johnson, 795–824. San Diego, CA: Academic Press.
   Google Scholar
• Gregersen, T., and E. Horwitz. 2002. “Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance.” Modern Language Journal 86: 562–570. doi: 10.1111/1540-4781.00161
   Web of Science ®Google Scholar
• Harris, M. 1997. “Self-Assessment of Language Learning in Formal Settings.” ELT Journal 51: 12–20. doi: 10.1093/elt/51.1.12
   Google Scholar
• Heilenmann, K. L. 1990. “Self-Assessment of Second Language Ability: The Role of Response Effects.” Language Testing 7: 174–201. doi: 10.1177/026553229000700204
   Google Scholar
• Hughey, J. B., D. R. Wormuth, V. F. Hartfiel, and H. L. Jacobs. 1983. Teaching ESL Composition: Principles and Techniques. Rowley, MA: Newbury House.
   Google Scholar
• Jacobs, H. L., S. A. Zingraf, D. R. Wormuth, V. F. Hartfiel, and J. B Hughey. 1981. Testing ESL Composition: A Practical Approach. Rowley, MA: Newbury House.
   Google Scholar
• Jafarpur, A., and M. Yamini. 1995. “Do Self-Assessment and Peer-Rating Improve with Training?” RELC Journal 26: 63–85. doi: 10.1177/003368829502600104
   Google Scholar
• Janssen-van Dieten, A. 1989. “The Development of a Test of Dutch as a Second Language: The Validity of Self-Assessments by Inexperienced Subjects.” Language Testing 6: 30–46. doi: 10.1177/026553228900600105
   Google Scholar
• Kane, J. S., H. J. Bernardin, P. Villanova, and J. Peyrefitte. 1995. “Stability of Rater Leniency: Three Studies.” Academy of Management Journal 38: 1039–1051. doi: 10.2307/256619
   Web of Science ®Google Scholar
• Langan, A. M., D. M. Shuker, W. R. Cullen, D. Penney, R. F. Preziosi, and C. P Wheater. 2008. “Relationships Between Student Characteristics and Self, Peer and Tutor Evaluations of Oral Presentations.” Assessment Evaluation in Higher Education 33: 179–190. doi: 10.1080/02602930701292498
   Web of Science ®Google Scholar
• Lejk, M., and M. Wyvill. 2001. “Peer Assessment of Contributions to a Group Project: A Comparison of Holistic and Category-Based Approaches.” Assessment & Evaluation in Higher Education 26: 62–72.
   Google Scholar
• Lejk, M., and M. Wyvill. 2002. “Peer Assessment of Contributions to a Group Project: Student Attitudes to Holistic and Category-Based Approaches.” Assessment & Evaluation in Higher Education 27: 569–577. doi: 10.1080/0260293022000020327
   Google Scholar
• MacAlpine, J. M. K. 1999. “Improving and Encouraging Peer Assessment of Student Presentations.” Assessment & Evaluation in Higher Education 24: 15–25. doi: 10.1080/0260293990240102
   Google Scholar
• MacIntyre, P. 1992. Anxiety, Language Learning and Stages of Processing. PhD Diss., London, Canada: University of West Ontario.
   Google Scholar
• MacIntyre, P. D., and C. Charos. 1996. “Personality, Attitudes, and Affect as Predictors of Second Language Communication.” Language and Social Psychology 15: 3–26. doi: 10.1177/0261927X960151001
   Web of Science ®Google Scholar
• MacIntyre, P., K. Noels, and R. Clement. 1997. “Biases in Self-Ratings of Second Language Proficiency: The role of language anxiety.” Language Learning 47: 265–287. doi: 10.1111/0023-8333.81997008
   Web of Science ®Google Scholar
• Mackey, A., and S. M. Gass. 2005. Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Matsuno, S. 2009. “Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms.” Language Testing 26: 75–100. doi: 10.1177/0265532208097337
   Web of Science ®Google Scholar
• Matthews, G., I. J. Deary, and M. C. Whiteman. 2009. Personality Traits. 3rd ed. New York, NY: Cambridge University Press.
   Google Scholar
• McKay, P. 2006. Assessing Young Language Learners. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Miller, P. J. 2003. “The Effect of Scoring Criteria Specificity on Peer and Self-Assessment.” Assessment & Evaluation in Higher Education 28: 383–394. doi: 10.1080/0260293032000066218
   Google Scholar
• Mohammed, S., J. E. Mathieu, and A. L Bartlett. 2002. “Technical-Administrative Task Performance, Leadership Task Performance, and Contextual Performance: Considering the Influence of Team- and Task-Related Composition Variables.” Journal of Organizational Behavior 23: 795–814. doi: 10.1002/job.169
   Web of Science ®Google Scholar
• Nanine, A. E., N. A. E. van Gennip, M. S. R. Segers, and H. H. Tillema. 2010. “Peer Assessment as a Collaborative Learning Activity: The Role of Interpersonal Variables and Conceptions.” Learning and Instruction 20: 280–290. doi: 10.1016/j.learninstruc.2009.08.010
   Web of Science ®Google Scholar
• Oldfield, K., and J. M. K. MacAlpine. 1995. “Peer and Self-Assessment at Tertiary Level: An Experiential Report.” Assessment & Evaluation in Higher Education 20: 125–132. doi: 10.1080/0260293950200113
   Google Scholar
• Orsmond, P., S. Merry, and K. Reiling. 2000. “The Use of Student Derived Marking Criteria in Peer and Self-Assessment.” Assessment & Evaluation in Higher Education 25: 23–38. doi: 10.1080/02602930050025006
   Google Scholar
• Oscarson, M. 1989. “Self-Assessment of Language Proficiency: Rationale and Implications.” Language Testing 6: 1–13. doi: 10.1177/026553228900600103
   Google Scholar
• Pallant, J. 2001. SPSS Survival Manual. Philadelphia: Open University Press.
   Google Scholar
• Patri, M. 2002. “The Influence of Peer Feedback on Self-And Peer Assessment of Oral Skills.” Language Testing 19: 109–131. doi: 10.1191/0265532202lt224oa
   Google Scholar
• Pope, N. 2005. “The Impact of Stress in Self- and Peer-Assessment.” Assessment & Evaluation in Higher Education 30: 51–63. doi: 10.1080/0260293042003243896
   Google Scholar
• Saito, H., and T. Fujita. 2004. “Characteristics and User Acceptance of Peer Rating in EFL Writing Classrooms.” Language Teaching Research 8: 31–54. doi: 10.1191/1362168804lr133oa
   Google Scholar
• Salgado, J. F. 1997. “The Five Factor Model of Personality and Job Performance in the European Community.” Journal of Applied Psychology 82: 30–43. 212. doi: 10.1037/0021-9010.82.1.30
   PubMed Web of Science ®Google Scholar
• Siyyari, M. 2010. On the Cross Relationship between Self-/Peer-assessment Rating Accuracy and Personality Traits, and the Contribution to Writing Performance. PhD diss., Allameh Tabataba'i University.
   Google Scholar
• Smith, H., A. Cooper, and L. Lancaster. 2002. “Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development.” Innovations in Education & Teaching International 39: 71–81. doi: 10.1080/13558000110102904
   Web of Science ®Google Scholar
• Stefani, L. A. J. 1994. “Peer, Self and Tutor Assessment: Relative Reliabilities.” Studies in Higher Education 19: 69–75. doi: 10.1080/03075079412331382153
   Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2001. Using Multivariate Statistics. 4th ed. New York: Allyn & Bacon.
   Google Scholar
• Tamir, M. 2005. “Don't Worry, Be Happy? Neuroticism, Trait-Consistent Affect Regulation, and Performance.” Journal of Personality and Social Psychology 89: 449–461. doi: 10.1037/0022-3514.89.3.449
   PubMed Web of Science ®Google Scholar
• Taras, M. 2001. “The Use of Tutor Feedback and Student Self-Assessment in Summative Assessment Tasks: Towards Transparency for Students and for Tutors.” Assessment & Evaluation in Higher Education 26: 605–614. doi: 10.1080/02602930120093922
   Google Scholar
• Taras, M. 2008. “Issues of Power and Equity in Two Models of Self-Assessment.” Teaching in Higher Education 13: 81–92. doi: 10.1080/13562510701794076
   Web of Science ®Google Scholar
• Topping, K. J. 1998. “Peer Assessment Between Students in Colleges and Universities.” Review of Educational Research 68: 249–276. doi: 10.3102/00346543068003249
   Web of Science ®Google Scholar
• Topping, K. J. 2003. “Self and Peer Assessment in School and University: Reliability, Validity and Utility.” In Optimizing New Modes of Assessment: In Search of Qualities and Standards, edited by M. Segers, F. Dochy, and E. Cascallar, 55–87. Dordrecht: Kluwer Academic.
   Google Scholar
• Topping, K. J., E. F. Smith, I. Swanson, and A Elliot. 2000. “Formative Peer Assessment of Academic Writing Between Postgraduate Students.” Assessment & Evaluation in Higher Education 25: 149–166. doi: 10.1080/713611428
   Web of Science ®Google Scholar
• Touze, P. A. 2005. “Personality and Prediction of Performance in the Workplace.” Le travail humain 68: 37–53. doi: 10.3917/th.681.0037
   Web of Science ®Google Scholar
• Tziner, A., K. R. Murphy, and J. N. Cleveland. 2002. “Does Conscientiousness Moderate the Relationship between Attitudes and Beliefs Regarding Performance Appraisal and Rating Behavior?” International Journal of Selection and Assessment 10: 218–224. doi: 10.1111/1468-2389.00211
   Web of Science ®Google Scholar
• Vickerman, P. 2009. “Student Perspectives on Formative Peer Assessment: An Attempt to Deepen Learning?” Assessment & Evaluation in Higher Education 34: 221–230. doi: 10.1080/02602930801955986
   Web of Science ®Google Scholar
• Weigle, S. C. 2002. Assessing Writing. Cambridge: Cambridge University Press.
   Google Scholar
• Yun, G. J., L. M. Donahue, N. M. Dudley, and L. A Mcfarland. 2005. “Rater Personality, Rating Format, and Social Context: Implications for Performance Appraisal Ratings.” International Journal of Selection and Assessment 13: 97–107. doi: 10.1111/j.0965-075X.2005.00304.x
   Web of Science ®Google Scholar
• Zemach, D. E., and L. Stafford-Yilmaz. 2008. Writers at Work: The Essay. Cambridge: Cambridge University Press.
   Google Scholar