Reducing variation in the assessment of student writing

Hunter, K; Docherty, P

Reducing variation in the assessment of student writing

Hunter, K Docherty, P

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2011, 36 (1), pp. 109 - 124
Issue Date:: 2011-01-01

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Field	Value	Language
dc.contributor.author	Hunter, K	en_US
dc.contributor.author	Docherty, P https://orcid.org/0000-0002-9975-6435	en_US
dc.date.issued	2011-01-01	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2011, 36 (1), pp. 109 - 124	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9866
dc.description.abstract	This paper extends the literature on grader variation and the role of moderation and socialisation processes in reducing this variation. It offers a fresh categorisation of academics' assessment beliefs and expectations, and uses this categorisation to analyse the interaction between implicit and explicit expectations in relation to grader variation and socialisation processes. A combination of quantitative and qualitative data from a large class grading moderation process was used to identify the existence and character of residual implicit grader expectations, the impact of these implicit expectations in causing grader variation, and the effectiveness of socialisation in reducing the extent of variation. An effective strategy for designing and focusing socialisation processes is also outlined. © 2011 Taylor & Francis.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/02602930903215842	en_US
dc.subject.classification	Education	en_US
dc.title	Reducing variation in the assessment of student writing	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	36	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
dc.location.activity	Nagoya, Japan
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Economics Discipline
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	36	en_US

Abstract:

This paper extends the literature on grader variation and the role of moderation and socialisation processes in reducing this variation. It offers a fresh categorisation of academics' assessment beliefs and expectations, and uses this categorisation to analyse the interaction between implicit and explicit expectations in relation to grader variation and socialisation processes. A combination of quantitative and qualitative data from a large class grading moderation process was used to identify the existence and character of residual implicit grader expectations, the impact of these implicit expectations in causing grader variation, and the effectiveness of socialisation in reducing the extent of variation. An effective strategy for designing and focusing socialisation processes is also outlined. © 2011 Taylor & Francis.

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http://hdl.handle.net/10453/9866