1980
DOI: 10.1037/0021-9010.65.1.60
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Effects of rater training: Creating new response sets and decreasing accuracy.

Abstract: The extent of leniency error, the extent of halo effect, and the accuracy of ratings on behavioral expectation scales were compared across three groups of student raters (N -72). One group of raters (RET) underwent a training program on rating error, involving definitions, graphic illustrations, and numerical examples of leniency and halo. A second group (RAT) heard lectures on the multidimensionality of teacher performance, generated and defined dimensions of performance, discussed behavioral examples of each… Show more

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Cited by 194 publications
(127 citation statements)
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“…The results of these studies indicate that such training either fails to improve the relation between judgments and external criteria, or actually makes it worse (see Bernardin & Pence, 1980;Borman, 1975Borman, , 1979. Analogously, it is obvious that any successful training program to eliminate the "illusions" in Fig Many other frequently demonstrated errors may reflect adaptive processes in the real world.…”
Section: The Information Given and Beyondmentioning
confidence: 99%
“…The results of these studies indicate that such training either fails to improve the relation between judgments and external criteria, or actually makes it worse (see Bernardin & Pence, 1980;Borman, 1975Borman, , 1979. Analogously, it is obvious that any successful training program to eliminate the "illusions" in Fig Many other frequently demonstrated errors may reflect adaptive processes in the real world.…”
Section: The Information Given and Beyondmentioning
confidence: 99%
“…First, numerous studies have relied on the strategy of telling raters about so-called rating errors (e.g., leniency, range restriction, halo) and urging them not to commit these error. Second, numerous studies have developed variations of frame of reference training, designed to ensure that raters adopt a common frame of reference regarding target performance dimensions and performance levels (see, for example, Bernardin & Buckley, 1981;Bernardin & Pierce, 1980;Day & Sulsky, 1995;Pulakos, 1984). On the whole, both types of training "work" in some sense.…”
Section: Disappointing Interventionsmentioning
confidence: 99%
“…Caution may be warranted though because training/experience may increase the assessors' stake in the outcome of their assessments. Although inter-observer 12 agreement may be enhanced by experience and training, this improvement may be at the expense of accuracy (Bernardin and Pence, 1980) and is no guarantee of absence of expectation bias (Hróbjartsson et al, 2013;Tuyttens et al, 2014).…”
Section: Discussionmentioning
confidence: 99%