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ERIC Number: EJ879974
Record Type: Journal
Publication Date: 2010-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0260-2938
Marking Identifiable Scripts: Following up Student Concerns
Owen, Cathy; Stefaniak, John; Corrigan, Gerry
Assessment & Evaluation in Higher Education, v35 n1 p37-44 Jan 2010
Introduction: Medical student concern that the submission of named examination scripts to examiners could cause bias initiated a study on the effect of identified and de-identified scripts on assessment outcome. Methods: Data were collected from a convenience examination sample of Year 1 (n = 88 students; n = 29 questions) and Year 2 scripts (n = 75 students; n = 27 questions). Scripts were randomized for presentation to examiners with or without identification for all of a given student's work. Assessment outcomes, by year and marking condition, were a non-normal distribution. Results: Non-parametric analysis determined that there were no systematic differences in assessment outcome under the two marking conditions (MW less than 0.05). Conclusion: We continue for a range of pedagogical reasons to present identified papers to examiners. Importantly, this study also demonstrates a research-led approach to resolving student queries. (Cotains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; 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: Australia; United Kingdom