Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108170
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Type: Journal article
Title: Does calibration reduce variability in the assessment of accounting learning outcomes?
Author: O Connell, B.
De Lange, P.
Freeman, M.
Hancock, P.
Abraham, A.
Howieson, B.
Watty, K.
Citation: Assessment and Evaluation in Higher Education, 2016; 41(3):331-349
Publisher: Taylor & Francis
Issue Date: 2016
ISSN: 0260-2938
1469-297X
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Responsibility: 
Brendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson and Kim Watty
Abstract: 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.
Keywords: Accounting education; standards; assessment; calibration
Rights: © 2015 Taylor & Francis
RMID: 0030039801
DOI: 10.1080/02602938.2015.1008398
Appears in Collections:Business School publications

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