Teaching training assessment is a performance assessment that is difficult to measure and can be exposed to threats regarding the validity and reliability. The purpose of this study is to investigate the central tendency effect among raters towards group level and individual level in assessment. The central tendency occurs when the raters tend to overuse the middle categories of a rating scale when evaluating student performance. The instrument of this study is a teaching training assessment rubric that is assessed based on five assessment criteria which are planning, personality, implementation, portfolio, and reflection. The study is done quantitatively and data were collected from 170 teachers candidate that undergoing teaching practicum in peninsular Malaysia and 194 raters who had gave rate towards teachers candidate. Raters consists of two groups, the lecturers from UTHM and the teachers from Vocational College. Raters were sampled by using the purposive sampling technique. Data were analyzed using FACET program version 3.82.2. The central tendency effect is examined using several group-level indicators of central tendency that focus on the assessment of ratees which are the scale category, rater infit and outfit MNSQ and rating scale categories thresholds. Overall, the findings of the study analysis show that central tendency does not exist at the group-level but does exist at the individual-level. Therefore, this study gives a significant impact on the validity and reliability of performance appraisals to obtain valid and quality assessments. © 2023 Author(s).
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