What Goes through an Examiner's Mind? Using Verbal Protocols to Gain Insights into the GCSE Marking Process

Autor/inn/en	Suto, W. M. Irenka; Greatorex, Jackie
Titel	What Goes through an Examiner's Mind? Using Verbal Protocols to Gain Insights into the GCSE Marking Process
Quelle	In: British Educational Research Journal, 34 (2008) 2, S.213-233 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Qualitative Research; Examiners; Cognitive Style; Evaluative Thinking; Exit Examinations; Secondary Education; Secondary School Mathematics; Business Education; Comparative Testing; Protocol Analysis; Interviews; Achievement Rating; Foreign Countries; Educational Research; United Kingdom + Suchen Sie Ihr Suchwort? Qualitative Forschung; Examiner; Prüfer; Cognitive styles; Kognitiver Stil; Final examination; Abschlussprüfung; Sekundarbereich; Wirtschaftserziehung; Wirtschaftspädagogik; Interviewing; Interviewtechnik; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Bildungsforschung; Pädagogische Forschung; Großbritannien
Abstract	The process of examination marking is complex, requiring examiners to engage in a variety of cognitive operations. While consideration has been given to marking practices in a few specific contexts, those of General Certificate of Secondary Education (GCSE) examiners have yet to receive serious attention. This study's aims, therefore, were: first, to investigate the cognitive strategies used when marking GCSEs; and second, to interpret them within the context of psychological theories of human judgement. Two contrasting GCSE examination papers were considered: Mathematics used a "points-based" marking scheme, while Business Studies relied on a "levels-based" scheme. Small groups of experienced examiners marked script samples, and using a concurrent "think aloud" method, verbal protocols were obtained. Using a semi-structured interview schedule, the examiners were then questioned retrospectively. Qualitative data analysis supported a model of five distinct cognitive marking strategies, which can be interpreted within dual-processing theories of judgement. The implications for GCSE marking are discussed. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10