Online or Face-to-Face? An Experimental Study of Examiner Training

Autor/inn/en	Chamberlain, Suzanne; Taylor, Rachel
Titel	Online or Face-to-Face? An Experimental Study of Examiner Training
Quelle	In: British Journal of Educational Technology, 42 (2011) 4, S.665-675 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01062.x
Schlagwörter	Foreign Countries; Examiners; Training Methods; Educational Testing; Student Evaluation; Grading; Conventional Instruction; Reliability; Educational Technology; Web Based Instruction; Comparative Analysis; Instructional Effectiveness; High Stakes Tests; Pretests Posttests; United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Examiner; Prüfer; Didaktik; Trainingsmaßnahme; Schulnote; Studentische Bewertung; Notengebung; Reliabilität; Unterrichtsmedien; Web Based Training; Unterrichtserfolg
Abstract	Thousands of examiners are employed to mark candidate scripts from the suite of public examinations offered to students during the compulsory and post-compulsory schooling phases in England, Northern Ireland and Wales. All examiners undergo training to ensure that they interpret correctly, and apply consistently, the mark scheme for their particular paper. Traditionally this training has been delivered face-to-face, but several benefits of an online training environment have been identified. This paper outlines the findings of an experimental study designed to quantify and compare the effects of face-to-face and online training on experienced examiners' marking reliability. A sample of 89 experienced examiners was randomly allocated to either a face-to-face or online training group. The participants marked 30 General Certificate of Secondary Education History scripts prior to receiving training and another 30 scripts following training. Two measures of reliability were calculated: marking accuracy (absolute mark differences) and consistency (rank order correlations). The findings suggest that both modes of training had comparable, statistically significant positive effects on examiners' accuracy and consistency. The evidence indicates that online training may be an effective alternative to face-to-face training for the purposes of standardising examiners' marking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10