Examining the Perceived Halo Effect in Assessing English Achievement
DOI:
https://doi.org/10.5281/zenodo.18016340Keywords:
Halo effect, measurement, evaluation, English, secondary educationAbstract
What if we're not as fair as we think when evaluating our students' achievement? Or if our prejudices, unexpectedly, shape our thoughts and decisions? The halo effect, which can influence measurement and evaluation processes in education, is crucial for objectivity in measurement processes. The halo effect can be present in the evaluation of achievement in exams administered in accordance with the curriculum. The purpose of this research is to determine the perceived halo effect in the evaluation of English course achievement and to examine it according to various variables. The research employs descriptive research and causal comparative models. The research population consisted of secondary school students in Kayseri, and the sample consisted of 3,100 students selected from this population through simple random sampling. The Perceived Halo Effect Scale was used as the data collection tool. Normality tests were conducted in data analysis, and descriptive statistics and parametric tests were used. The findings of the study indicated a high perceived halo effect, with significant differences observed across variables such as gender, parental involvement, English course grade, and grade. The research provides recommendations for teachers, families, and policymakers.
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