Murphy Kevin R, Cleveland Jeanette N, Skattebo Amie L, Kinney Ted B
Department of Psychology, Pennsylvania State University, University Park, PA 16802, USA.
J Appl Psychol. 2004 Feb;89(1):158-64. doi: 10.1037/0021-9010.89.1.158.
J. N. Cleveland and K. R. Murphy (1992) suggested that phenomena such as rater errors and interrater disagreements could be understood in terms of differences in the goals pursued by various raters. We measured 19 rating goals of students at the beginning of a semester, grouped them into scales, and correlated these with teacher evaluations collected at the end of the semester. We found significant multiple correlations, both within classes and in an analysis of the pooled sample (adjusting for instructor mean differences, incremental R2 =.08). Measures of rating goals obtained after raters had observed a significant proportion of ratee performance accounted for variance (incremental R2 =.07) not accounted for by measures of goals obtained at the beginning of the semester.
J. N. 克利夫兰和K. R. 墨菲（1992年）提出，诸如评分者误差和评分者之间的分歧等现象，可以根据不同评分者所追求目标的差异来理解。我们在学期开始时测量了学生的19个评分目标，将它们分组形成量表，并将这些量表与学期末收集的教师评价进行关联。我们发现，无论是在班级内部还是在合并样本分析中（调整教师平均差异后，增量R² = 0.08），都存在显著的多重相关性。在评分者观察了相当比例的被评对象表现后获得的评分目标测量值，解释了学期开始时获得的目标测量值未解释的方差（增量R² = 0.07）。
