Abstract
Abstract Examiners' grading judgements are central to the maintenance of examination standards. This research investigated the judgement processes underpinning examination grading. Operating under a think aloud protocol, six examiners conducted a grading exercise for each of two geography A level examinations. They also ‘thought aloud’ whilst marking some exam scripts to provide comparison and were interviewed about their grading judgements. Transcribed audio-recordings were coded and analysis identified the behaviours involved in the process of script scrutiny for grading. Unsurprisingly, many behaviours were much less frequent in grading than in marking although there were some exceptions. For example, examiners compared student work with previously seen work just as frequently during grading as during marking. Additional analysis of the exam questions attended to during script scrutiny found that novice graders were more strongly guided than experienced graders by advice on which questions to focus on. These findings further our understanding of this important process in assessment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
