SASTA Psychology Summer Conference What’s wrong with marks? January 2010
Historical Data 58.4 2096 2008 51.2 2851 2009 55.5 1996 2007 59.2 1740 2006 59.6 1242 2005 61.3 597 2004 Mean % Enrolment ...
Examination Specifications <ul><li>Learning Outcomes 1, 4, 5, and 6 </li></ul><ul><li>1 knowledge and understanding </li><...
Specifications <ul><li>Criteria for judging performance </li></ul><ul><ul><li>knowledge   (40) </li></ul></ul><ul><ul><li>...
Total 120 communication evaluation application analysis knowledge Levels Ethics 6 5 4 3 2 1 Criteria TOPIC
Chemistry External Examination
Moderation Impact … generate this! After moderation After stat. mod 58 58 64 82 82 2004 57 57 64 82 82 2005 2006 2003 2002...
Statistical Moderation Effects
New SACE <ul><li>‘ Success for All’ </li></ul><ul><ul><li>Research about retention </li></ul></ul><ul><ul><li>Capabilities...
Royce Sadler <ul><li>By criteria is meant properties, characteristics and qualities. </li></ul><ul><li>Standards on the ot...
Consequences <ul><li>Criteria and standards system then </li></ul><ul><ul><li>Standards are absolute and are not norm-refe...
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Rothenberg Whats Wrong With Marks

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  • ## * * 07/16/96
  • ## * * 07/16/96 No evidence of marks being inflated over time Large moderation effects for a few schools in Practical and Social Relevance in 2002 Exam around 60% each year Note that moderated Course Work = Exam mark Course Work moderated slightly by Examination Practical and Social Relevance would be moderated significantly by examination Averages: Practical 82% , Soc Rel 80%
  • Rothenberg Whats Wrong With Marks

    1. 1. SASTA Psychology Summer Conference What’s wrong with marks? January 2010
    2. 2. Historical Data 58.4 2096 2008 51.2 2851 2009 55.5 1996 2007 59.2 1740 2006 59.6 1242 2005 61.3 597 2004 Mean % Enrolment Year
    3. 3. Examination Specifications <ul><li>Learning Outcomes 1, 4, 5, and 6 </li></ul><ul><li>1 knowledge and understanding </li></ul><ul><li>4 informed decision making </li></ul><ul><li>5 application of knowledge </li></ul><ul><li>6 analysis of behaviour </li></ul><ul><li>Rules of thumb </li></ul><ul><ul><li>1/3, 1/3, 1/3 </li></ul></ul><ul><ul><li>mean 60% </li></ul></ul>
    4. 4. Specifications <ul><li>Criteria for judging performance </li></ul><ul><ul><li>knowledge (40) </li></ul></ul><ul><ul><li>analysis (25) </li></ul></ul><ul><ul><li>application (25) </li></ul></ul><ul><ul><li>evaluation (20) </li></ul></ul><ul><ul><li>communication (10) </li></ul></ul><ul><ul><li>Total 120 </li></ul></ul>
    5. 5. Total 120 communication evaluation application analysis knowledge Levels Ethics 6 5 4 3 2 1 Criteria TOPIC
    6. 6. Chemistry External Examination
    7. 7. Moderation Impact … generate this! After moderation After stat. mod 58 58 64 82 82 2004 57 57 64 82 82 2005 2006 2003 2002 2001 2000 YEAR 62 62 65 79 80 56 56 65 82 83 63 63 65 82 83 65 65 67 83 83 59 59 68 84 84 Exam Course Work Practical & Social Relevance
    8. 8. Statistical Moderation Effects
    9. 9. New SACE <ul><li>‘ Success for All’ </li></ul><ul><ul><li>Research about retention </li></ul></ul><ul><ul><li>Capabilities </li></ul></ul><ul><ul><li>‘ Letting students into the secret’ </li></ul></ul><ul><ul><ul><li>Professor Royce Sadler (Griffith University) </li></ul></ul></ul><ul><ul><ul><li>‘ assessment based on criteria and standards’ </li></ul></ul></ul><ul><ul><ul><li>‘ In Queensland we have embraced the ideas and principles of assessing students against defined standards. We are used to words like criteria and standards.’ </li></ul></ul></ul>
    10. 10. Royce Sadler <ul><li>By criteria is meant properties, characteristics and qualities. </li></ul><ul><li>Standards on the other hand are definite levels or degrees of something. </li></ul><ul><li>Standards and criteria are different. </li></ul><ul><li>It is possible to make a judgment about standards without using criteria but not to justify the standard without the criteria. </li></ul>
    11. 11. Consequences <ul><li>Criteria and standards system then </li></ul><ul><ul><li>Standards are absolute and are not norm-referenced </li></ul></ul><ul><ul><li>Disclosure for students and teachers </li></ul></ul><ul><ul><li>System promotes self monitoring and hence motivation (learning to learn, formative work, and assessment for learning) </li></ul></ul>

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