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Variability in Assessor Responses to Undergraduate Essays : an Issue for Assessment Quality in Higher Education.

Author: Sally O'Hagan
Publisher: Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2014.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Academic standards in higher education depend on the judgements of individual academics assessing student work; it is in these micro-level practices that the validity and fairness of assessment is constituted. However, the quality of assessments of open-ended tasks like the coursework essay is difficult to ascertain because of the complex and subjective nature of the judgements involved. In view of current concerns  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
O'Hagan, Sally.
Variability in assessor responses to undergraduate essays : An issue for assessment quality in higher education.
Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, ©2014
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Sally O'Hagan
ISBN: 9783035105056 3035105057
OCLC Number: 896796490
Notes: Appendix F: Post hoc analysis for chi-square tests of independence 315.
Description: 1 online resource (323 pages)
Contents: Cover; Contents; 4.4.1Disagreements in essay marks 190; Preface9; 1. Introduction 11; 1.1 Background to the research12; 1.2 Aim of the study and research approach 18; 1.3 Overview of this book 20; 2. A review of the literature on writing assessment 23; 2.1 Empirical research on assessment in higher education 24; 2.1.1 Reliability of marks awarded at university 25; 2.1.2 Variability in assessment approaches at university 26; 2.2 Responses to assessment issues in higher education 31; 2.2.1 Institutional policy and student diversity 31; 2.2.2 'Good practice' guidelines for assessment 35. 2.3 The nature of assessment practice at university 382.3.1 The implicit expertise of professional practice 39; 2.3.2 The pedagogic context of university assessment 41; 2.4 Influences on judgements of writing quality 44; 2.4.1 Judgements of disciplinary writing at university 44; 2.4.2 The rating of L1/L2 English composition and ESL writing 58; 2.5Research approaches in writing assessment 62; 2.5.1 Limitations of survey and 'text manipulation' studies 63; 2.5.2 Process-oriented research approaches 65; 2.6Verbal report methodologies 71; 2.6.1 Background 71. 2.6.2 Advantages of verbal reports 732.6.3 Methodological concerns about verbal reports74; 2.6.4 Further considerations for research design 81; 3. Method 87; 3.1 Research questions 87; 3.2Pilot study 88; 3.2.1Participants 89; 3.2.2Interview protocol 89; 3.2.3Main findings of pilot study 91; 3.3Trial verbal report study 95; 3.3.1Participants 96; 3.3.2Materials and procedures 96; 3.3.3Post-sessional interviews 99; 3.3.4Findings of trial verbal report study 99; 3.4Main study 104; 3.4.1The research site 105; 3.4.2Participants 109; 3.4.3Materials and procedures 112. 3.4.4Data --
treatment and analysis 1314. Results 151; 4.1Essay marks 151; 4.1.1Marks by language group 152; 4.1.2Marks by essay 154; 4.1.3Marks by assessor 157; 4.2Verbal commentary 159; 4.2.1Distribution of positive and negative comments 160; 4.2.2Comment categories 162; 4.3Verbal commentary: sub-categories 167; 4.3.1Evaluations of content 168; 4.3.2Evaluations of expression 172; 4.3.3Evaluations of research 176; 4.3.4Evaluations of structure 177; 4.3.5Evaluations of presentation 179; 4.3.6Other evaluations 183; 4.3.7Axial coding 187; 4.4Assessor disagreements 190. 4.4.2Disagreements in commentary 1935. Discussion 209; 5.1The findings 210; 5.2The implications 213; 5.3Reasons for disagreement 218; 5.4Solutions 223; 5.5Concluding remarks 236; 6. Conclusion 241; 6.1Summary of findings 241; 6.2Limitations of the study 243; 6.3Future directions for assessment reform 250; Bibliography 255; Appendix A: Verbal report characteristics283 ; Appendix B: Instructions to assessors289; Appendix C: Coding sub-categories291; Appendix D: Comment distributions by essay299; Appendix E: Comment distributions by assessor305.

Abstract:

Academic standards in higher education depend on judgements of individual academics assessing student work. For complex performances like essays, judgements of quality are grounded in tacit  Read more...

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