What makes marking reliable? Experiments with UK examinations

Baird, Jo‐Anne; Greatorex, Jackie; Bell, James P.

doi:10.1080/0969594042000304627

Cited by 41 publications

(25 citation statements)

References 8 publications

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“…Brown et al, 2004;de Eca & Torres, 2005;Elder et al, 2007) andra inte (t.ex. Baird et al, 2004;Jølle, 2014). Antalet studier är dessutom få och de bygger huvudsakligen på sambedömning i expertpaneler eller mellan lärare som genomgått någon form av bedömarträning, inte sambedömning mellan lärare på skolor lokalt.…”

Section: Inledningunclassified

“…Dessa möjligheter framstår som mycket begränsade på de tre gymnasieskolorna och det saknas rutiner för återkom-mande organiserade bedömningssamtal mellan ämneslärare. Detta innebär bland annat att yngre och mer oerfarna lärare inte ges någon möjlighet att skolas in i bedömning genom samverkan med äldre och mer erfarna kolleger (Baird et al, 2004; Bilaga 1. IR-koder och poängsättning (Linell, 2011) …”

Section: Diskussionunclassified

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Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande

Blomqvist

2018

NJLR

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Artikeln beskriver svensklärares interaktion och samstämmighet i samtal om summativ bedömning av gymnasieelevers skrivande. I ett dialogiskt perspektiv (Linell, 2011) undersöks interaktionella mönster avseende dominans, dynamik och koherens i tre svensklärargruppers bedömningssamtal. Dessa interaktionella mönster ställs i relation till uttryck för samstämmighet inom och mellan lärargrupperna. Resultatet visar att lärarna uttrycker hög grad av samstämmighet i bedömningssamtalen men att de bedömningar som lärarna gör enskilt i anslutning till samtalen enbart till viss del överensstämmer med gruppens beslut. Lägst grad av samstämmighet uppvisar den lärargrupp som i samtalen framstod som mest samstämmig. Där kännetecknas beslutsprocesserna av låg intensitet genom att få alternativ till bedömningar prövas. I de lärargrupper där intensiteten är högre genom att flera lärare styr samtalet i olika riktningar och där lärarna tillsammans prövar flera olika förslag på bedömning överensstämmer även enskilda lärares bedömningar i högre grad med gruppens beslut. Bedömningsöverensstämmelsen mellan lärargrupperna är däremot låg. English abstract Is There a Consensus? Interaction and Consistency in Teachers' Assessment Discussions of Upper Secondary Students' Writing This article reports on a qualitative study of the interaction in Swedish teachers’ discussions about summative assessment of students’ writing. Interactional patterns of dominance, dynamics and coherens in the decision-making processes are described and analyzed, comparing the degree of assessment consistency between and within the groups. The analysis reveals a high degree of consistency within each teacher group’s discussion. However, the assessments that individual teachers make after the discussions comply only to some extent with the group’s decisions. The least degree of consistency was shown by the teacher group who seemed the most consistent in the discussions. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. In teacher group discussions characterized by higher intensity, a variety of suggestions for assessment are made by the teachers. The individual teachers' assessments in those groups are more consistent with the group's decisions. Meanwhile, the overall assessment consistency between the teachers was found to be low.

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Section: Inledningunclassified

Section: Diskussionunclassified

Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande

Blomqvist

2018

NJLR

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“…Although, Roberts (2006) emphasises the importance of trust between colleagues in the process of negotiation within a CoP, and notes that such trust indicates a high degree of mutual understanding between the individuals concerned. To conclude this section, Baird et al (2004) assert that 'the CoP literature has great descriptive utility, but its prescriptive utility has yet to be established' (p. 346). A case study is now introduced to demonstrate how a MSM might operate and how the CoP might both explain and guide its operation.…”

Section: 'Learners Are Acquiring Not [Only] Explicit Formal "Expert Kmentioning

confidence: 99%

“…criteria and benchmarks) of assessment through participating in a CoP. Baird, Greatorex and Bell (2004) addressed the issue of inter-marker reliability in terms of 1) setting the right standard and 2) marking to that standard. They posited that a CoP could describe how a marking team can increase reliability through a standardisation meeting.…”

Section: 'Learners Are Acquiring Not [Only] Explicit Formal "Expert Kmentioning

confidence: 99%

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

Herbert

Joyce

Hassall

2014

Accounting Education

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(2014). Assessment in higher education : the potential for a community of practice to improve inter-marker reliability. Accounting Education, 23 (6), 542-561. Copyright and re-use policy AbstractThe design, delivery and assessment of a complete educational scheme, such as a degree programme or a professional qualification course, is a complex matter. Maintaining alignment between the stated aims of the curriculum and the scoring of student achievement is an overarching concern. The potential for drift across individual aspects of an educational scheme (teaching, learning and assessment), together with emerging criticism in extant literature of the reliability of marking processes, suggests that, in practice, maintaining alignment might be more difficult than had previously been assumed.In this paper, the concept of a Community of Practice (CoP) is employed as an analytical lens through which the notion of a markers' standardisation meeting that focuses on maintaining alignment between the curriculum, the marking scheme and the scoring of student scripts can be critically examined. Given that the aims and subject content of management learning are both multidimensional and contextual, such meetings have the potential to develop a shared approach to the elaboration and application of the marking scheme. A further role of the CoP is in the calibration of markers to accommodate further variations in student responses as they arise in the actual marking process. In this respect, the CoP has both descriptive and prescriptive potential in terms of aiding the development of markers of professional accounting examinations and also, we suggest, within accounting education more generally.

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“…This is related to increased reliability of grading decisions as judgements are compared across teachers and sites. While there is a substantial research base in the area of interrater reliability, such studies have focussed in the main on trained examiners (Baird, Greatorex and Bell 2004;Johnson, Penny and Gordon 2001;Suto and Greatorex 2008). One of these studies found through a quantitative study of examiner's marking ability that neither the provision of exemplars nor the coordination of meetings improved marker reliability.…”

Section: Introductionmentioning

confidence: 99%

Towards an understanding of teacher judgement in the context of social moderation

2012

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What makes marking reliable? Experiments with UK examinations

Cited by 41 publications

References 8 publications

Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande

Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

Towards an understanding of teacher judgement in the context of social moderation

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