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ERIC Number: EJ893546
Record Type: Journal
Publication Date: 2010-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0969-594X
Fears for Tiers: Are Candidates Being Appropriately Rewarded for Their Performance in Tiered Examinations?
Wheadon, Christopher; Beguin, Anton
Assessment in Education: Principles, Policy & Practice, v17 n3 p287-300 Aug 2010
Tiering is a multi-stage test design whereby teachers allocate students to a particular difficulty level (tier) of a test. This approach to the challenge of delivering assessments to students with a heterogeneous ability distribution is normal practice in UK public examinations at the age of 16. This study uses Item Response Theory number-correct score equating to examine the relative standards that are set between tiers on certain GCSE assessments. It finds evidence to suggest that candidates on the foundation tier are being over-rewarded, while those on the higher tier are being under-rewarded. It concludes that the use of IRT test equating could help improve standard setting on tiered tests and that the issue of restricted grade ranges on these tests may need to be reconsidered. (Contains 2 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom