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ERIC Number: EJ1421247
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: EISSN-1465-329X
Moderation of Non-Exam Assessments: A Novel Approach Using Comparative Judgement
Lucy Chambers; Sylvia Vitello; Carmen Vidal Rodeiro
Assessment in Education: Principles, Policy & Practice, v31 n1 p32-55 2024
In England, some secondary-level qualifications comprise non-exam assessments which need to undergo moderation before grading. Currently, moderation is conducted at centre (school) level. This raises challenges for maintaining the standard across centres. Recent technological advances enable novel moderation methods that are no longer bound by centre. This study used simulation to investigate the feasibility of using comparative judgement (CJ) for moderating non-exam assessments. Our study explored the effects of CJ design parameters on the CJ estimates of script quality and how to assign moderator marks after the CJ procedure. The findings showed that certain design parameters had substantial effects on reliability and suggested minimum values for CJ protocols. The method used for assigning moderator marks maintained the rank order of scripts within centres and calibrated the centres to a common standard. Using CJ for moderation could transform current assessment practices, taking advantage of technological developments and ensuring reliability and fairness.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A