Peer Assessment Analysis via the Many-Facet Rasch Model

Peer assessment has gained increasing attention in educational research as a dynamic approach. In this regard, this paper aims to analyze peer assessments of university students' drama skills using the many-facet Rasch model. In this study, quantitative research method with a descriptive design was used. The study group comprised 10 university students enrolled at a state university during the 2024-2025 academic year. Data were collected using the "Drama Skills Peer Assessment Form," which includes 32 items scored on a five-point Likert scale. The analysis was conducted using the FACETS program. Three facets were determined as student, assessor, and item. All participants conducted peer assessments for each other on the assessment form and 2880 (10x9x32) data were obtained. The findings revealed significant statistical differences in students' drama skills, assessors' strictness/generosity in scoring, and the levels of difficulty for the item. The study highlighted the need for further examination of the factors influencing peer assessment process.