Abstract
The purpose of this study is to examine the assessment of an open-ended mathematics exam to reveal the effects of the Group Moderation Assessment Model. The Group Moderation Assessment Model is a process in which teachers share their expectations and understanding standards with each other to improve the consistency of their students’ learning decisions. In this study, one of the non-random sampling methods, the appropriate sampling method was used. The exam papers used in our study belong to a total of 22 students studying in the 10th grade. The students’ exam papers (for three math exams) were evaluated by an assessment team of five mathematics teachers in the group moderation assessment model. The findings show that the raters were positively influenced by each other and that they formed a reliable evaluation system by making judgments. In addition, it was found that the raters scored in a consistent way with each other in the exams conducted after the group moderation assessment model workshops. In conclusion, in the workshops held during the implementation of the group moderation assessment model, it was found that the teachers’ knowledge and opinion with each other positively affected the teachers’ ability to assess exam papers.
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