Skip to main content
Article thumbnail
Location of Repository

Marking as judgment

By Val Brooks

Abstract

An aspect of assessment which has received little attention compared with perennial concerns, such as standards or reliability, is the role of judgment in marking. This paper explores marking as an act of judgment, paying particular attention to the nature of judgment and the processes involved. It brings together studies which have explored marking from a psychological perspective for the purpose of critical discussion of the light they shed on each other and on the practice of marking. Later stages speculate on recent developments in psychology and neuroscience which may cast further light on educational assessment

Topics: LB, BF
Publisher: Routledge
Year: 2012
OAI identifier: oai:wrap.warwick.ac.uk:2812

Suggested articles

Citations

  1. (2008). (Mis)appropriations of criteria and standardsreferenced assessment in a performance-based subject. Assessment doi
  2. (1994). A fair test? Assessment, achievement and equity.
  3. (1996). A new approach to exploring biases in educational assessment. doi
  4. (1996). A review of research into the reliability of examinations: Discussion paper prepared for the School Curriculum and Assessment Authority.
  5. (1996). A study of the decision-making behaviour of composition markers.
  6. (2004). A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes. doi
  7. (2002). An application of judgment analysis to examination marking in psychology. doi
  8. (2005). Are moderators moderate? Testing the „anchoring and adjustment‟ hypothesis in the context of marking Politics exams. doi
  9. (2007). Assessment as judgment-incontext: Analysing how teachers evaluate students‟ writing. doi
  10. (2004). Avoiding misconception, misuse and missed opportunities: The collection of verbal reports in educational achievement testing. doi
  11. (1993). Bias and rationality.
  12. (2002). Capturing expertise in the development of practice: Methodology and approaches. doi
  13. (1998). Communities of practice: Learning, meaning and identity. Cambridge: doi
  14. (1995). Competence-based assessment. doi
  15. (2000). English teachers - the unofficial guide: Researching the philosophies of English teachers. doi
  16. (2005). Examining how teachers judge student writing: An Australian case study. doi
  17. (2008). Exploring the nature of examiner thinking during the process of examination marking. doi
  18. (2002). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. doi
  19. (1992). Holisitic assessment: What goes on in the rater‟s mind?
  20. (2004). Human judgement: The eye of the beholder.
  21. (2001). I know a 2:1 when I see it‟: Understanding criteria for degree classifications in franchised university programmes. doi
  22. (2002). Imagining can heighten or lower the perceived likelihood of contracting a disease: The mediating effect of ease of imagery. doi
  23. (2005). Interpretations of criteria-based assessment and grading in higher education. doi
  24. (2002). Introduction – heuristics and biases: Then and now. doi
  25. (2009). Judgment and decision making: Psychological perspectives. doi
  26. (2002). Level descriptions and teacher assessment in England: Towards a community of assessment practice. doi
  27. (2005). National Board for Professional Teaching Standards assessor training: Impact of bias reduction exercises. doi
  28. (2000). Non-formal learning and tacit knowledge in professional work. doi
  29. (2009). Quality Assurance Agency for Higher Education (QAA). doi
  30. (1978). Reliability of marking in eight GCE examinations. doi
  31. (1979). Removing the marks from examination scripts before remarking them: Does it make any difference? doi
  32. (1992). Some technical issues in assessment: A user‟s guide.
  33. (2008). Speech at the Ofqual launch event.
  34. (1996). Standards in examinations: A matter of trust? doi
  35. (2004). Student assessment from a psychological perspective. doi
  36. (2006). Teachers‟ use of rubrics to score nontraditional tasks: Factors related to discrepancies in scoring. doi
  37. (2002). The affect heuristic. doi
  38. (2004). The connections between affect and decision making: Nine resulting phenomena. doi
  39. (2002). The constructs in people‟s heads.
  40. (2000). The effects of consistency of performance on A Level examiners‟ judgements of standards. doi
  41. (1999). The experience of introducing a common criteria assessment grid across an academic department. doi
  42. (2005). The psychology of medical decision making. doi
  43. (2008). The relationship between anxietystability, working memory and cognitive style. doi
  44. (1996). The reliability of marking of General Certificate of Secondary Education scripts: doi
  45. (1996). The teacher as examiner: The case of Mathematics coursework. doi
  46. (1994). The think aloud method: A practical guide to modelling cognitive processes.
  47. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. doi
  48. (2002). Towards a procedure for eliciting verbal expression of nonverbal experience without reactivity: Interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis. doi
  49. (2005). Trusting teachers‟ judgement: Research evidence of the reliability and validity of teachers‟ assessment used for summative purposes. doi
  50. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to Education. doi
  51. (2008). What goes through an examiner‟s mind? Using verbal protocols to gain insight into the GCSE marking process. doi
  52. (2006). What price presentation? The effects of typographic variables on essay grades. doi
  53. (1996). What raters really pay attention to.
  54. (1998). Working memory. Life Sciences 321: doi
  55. (2004). Yet another look at the heuristics and biases approach. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.