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    Does calibration reduce variability in the assessment of accounting learning outcomes?

    Access Status
    Fulltext not available
    Authors
    O Connell, B.
    De Lange, Paul
    Freeman, M.
    Hancock, P.
    Abraham, A.
    Howieson, B.
    Watty, K.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    O Connell, B. and De Lange, P. and Freeman, M. and Hancock, P. and Abraham, A. and Howieson, B. and Watty, K. 2015. Does calibration reduce variability in the assessment of accounting learning outcomes?. Assessment and Evaluation in Higher Education. -.
    Source Title
    Assessment and Evaluation in Higher Education
    DOI
    10.1080/02602938.2015.1008398
    Additional URLs
    http://www.tandfonline.com/
    ISSN
    0260-2938
    Faculty
    Curtin Business School (CBS)
    URI
    http://hdl.handle.net/20.500.11937/25986
    Collection
    • Curtin Research Publications
    Abstract

    © 2015 Taylor & Francis Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence.

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