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ERIC Number: EJ893363
Record Type: Journal
Publication Date: 2010-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0969-594X
Classification Consistency when Scores Are Converted to Grades: Examination Marks versus Moderated School Assessments
MacCann, Robert G.; Stanley, Gordon
Assessment in Education: Principles, Policy & Practice, v17 n3 p255-272 Aug 2010
In educational systems, concern has been expressed about the accuracy of classification when marks are aligned to grades or levels. In particular, it has been claimed that a school assessment-based grading would have much greater levels of accuracy than one based on examination scores. This paper investigates classification consistency by analysing five years of examination and assessment data in the subject areas of English and mathematics, and creating simulated parallel-test observed scores at varying reliabilities (based on classical test theory assumptions). While grades created from moderated school assessments did show greater agreement than those from examination scores, the improvement was only modest. (Contains 11 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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia