Error minimized designation of inhomogeneous assessors on repetitive tasks in large numbers

Abstract

Assessment consistency is not easy to maintain across many assessors for a unit of a large student population, particularly when a great many of those assessors are not regular staff. This work proposes an assessor reallocation approach, and a variant, to assign assessors to marking new assessment items for the different students based on the assessors’ earlier marking statistics in comparison with that of the other fellow assessors. This is to minimize the potential accumulation of marking discrepancies without having to resort to additional staff training which can often be impossible within an allowed time or budget frame