Literaturnachweis - Detailanzeige
| Autor/inn/en | MacCann, Robert G.; Stanley, Gordon |
|---|---|
| Titel | Classification Consistency when Scores Are Converted to Grades: Examination Marks versus Moderated School Assessments |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 17 (2010) 3, S.255-272 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| Schlagwörter | Classification; Scores; Grades (Scholastic); Reliability; Comparative Analysis; Exit Examinations; High School Seniors; Language Tests; English; Mathematics Tests; Simulation; Foreign Countries; Australia |
| Abstract | 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.) (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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