Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108170
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dc.contributor.authorO Connell, B.en
dc.contributor.authorDe Lange, P.en
dc.contributor.authorFreeman, M.en
dc.contributor.authorHancock, P.en
dc.contributor.authorAbraham, A.en
dc.contributor.authorHowieson, B.en
dc.contributor.authorWatty, K.en
dc.date.issued2016en
dc.identifier.citationAssessment and Evaluation in Higher Education, 2016; 41(3):331-349en
dc.identifier.issn0260-2938en
dc.identifier.issn1469-297Xen
dc.identifier.urihttp://hdl.handle.net/2440/108170-
dc.description.abstractReliable, 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.en
dc.description.statementofresponsibilityBrendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson and Kim Wattyen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2015 Taylor & Francisen
dc.subjectAccounting education; standards; assessment; calibrationen
dc.titleDoes calibration reduce variability in the assessment of accounting learning outcomes?en
dc.typeJournal articleen
dc.identifier.rmid0030039801en
dc.identifier.doi10.1080/02602938.2015.1008398en
dc.identifier.pubid196667-
pubs.library.collectionBusiness School publicationsen
pubs.library.teamDS10en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidHowieson, B. [0000-0002-8162-7512]en
Appears in Collections:Business School publications

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