A Quantitative Analysis of Cognitive Strategy Usage in the Marking of Two GCSE Examinations

Autor/inn/en	Suto, W. M. Irenka; Greatorex, Jackie
Titel	A Quantitative Analysis of Cognitive Strategy Usage in the Marking of Two GCSE Examinations
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Examiners; Statistical Analysis; Mathematics Teachers; Business Education Teachers; Grading; Cognitive Style; Protocol Analysis; Interviews; Individual Differences; Exit Examinations; Secondary Education; Cognitive Psychology; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Examiner; Prüfer; Statistische Analyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Notengebung; Schulnote; Cognitive styles; Kognitiver Stil; Interviewing; Interviewtechnik; Individueller Unterschied; Final examination; Abschlussprüfung; Sekundarbereich; Kognitive Psychologie; Ausland; Großbritannien
Abstract	Diverse strategies for marking GCSE examinations have been identified, ranging from simple automatic judgements to complex cognitive operations requiring considerable expertise. However, little is known about patterns of strategy usage or how such information could be utilised by examiners. We conducted a quantitative analysis of previous verbal protocol data collected from twelve experienced examiners using a concurrent "think aloud" method. Two contrasting examination papers had been marked: mathematics and business studies. Five senior examiners were interviewed about the findings. The analysis revealed differences in strategy usage among individual examiners, but most strikingly, between subjects and among question parts. For most questions, examiners used strategy combinations rather than single strategies. Business studies question parts could be categorised according to whether they entailed simple or complex strategies. However, most mathematics question parts entailed a mixture of diverse strategies. The examiners identified potential implications of the findings for examiner training and modernising marking systems. (Contains 1 table, 4 figures and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10