Features of a levels-based mark scheme and their effect on marking reliability

  1. Bramley, T. (2008). Mark scheme features associated with different levels of marker agreement. Presented at the British Educational Research Association (BERA) Annual Conference, Heriot-Watt University, Edinburgh, UK.
  2. Long, J. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks, CA: Sage Publications.
  3. Massey, A., & Dexter, T. (2002). An evaluation of Spelling, Punctuation and Grammar assessments in GCSE. Presented at the British Educational Research Association (BERA) Annual Conference, Exeter University, Exeter, UK.
  4. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 81-97.
  5. Peterson, R. A. (2000). Constructing effective questionnaires. Thousand Oaks, CA: Sage Publications.
  6. Pinot de Moira, A. (2003). Examiner Background and the Effect on Marking Reliability (No. RPA_03_APM_RC_218). Manchester: AQA Centre for Education Research and Policy.
  7. Pinot de Moira, A. (2012). Levels-based mark schemes and marking bias (No. CERP_12_APM_RP_015). Manchester: AQA Centre for Education Research and Policy.
  8. Pinot de Moira, A., Massey, C., Baird, J., & Morrissy, M. (2002). Marking consistency over timeResearch in Education, 67, 79-87.
  9. Pollitt, A., & Ahmed, A. (2008). Outcome Space Control and Assessment. Presented at the 9th Annual Conference of the Association for Educational Assessment – Europe, Hissar, Bulgaria.
  10. Pollitt, A., Ahmed, A., Baird, J., Tognolini, J., & Davidson, M. (2008). Improving the quality of GCSE assessment. Qualifications and Curriculum Authority. Retrieved from http://www.lifeinbits.org/camexam/htdocs/papers/2008ImprovingQuallityofGCSE.pdf
  11. Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis : an introduction to basic and advanced multilevel modeling. Thousand Oaks, CA: Sage Publications.
  12. Sweiry, E. (2012). Conceptualising and minimising marking demand in selected and constructed response test questions. Presented at the Association for Educational Assessment (AEA) Europe Annual Conference, Berlin, Germany.