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

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dc.contributor.authorO Connell, B.
dc.contributor.authorDe Lange, P.
dc.contributor.authorFreeman, M.
dc.contributor.authorHancock, P.
dc.contributor.authorAbraham, A.
dc.contributor.authorHowieson, B.
dc.contributor.authorWatty, K.
dc.date.issued2016
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.
dc.description.statementofresponsibilityBrendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson and Kim Watty
dc.identifier.citationAssessment and Evaluation in Higher Education, 2016; 41(3):331-349
dc.identifier.doi10.1080/02602938.2015.1008398
dc.identifier.issn0260-2938
dc.identifier.issn1469-297X
dc.identifier.orcidHowieson, B. [0000-0002-8162-7512]
dc.identifier.urihttp://hdl.handle.net/2440/108170
dc.language.isoen
dc.publisherTaylor & Francis
dc.rights© 2015 Taylor & Francis
dc.source.urihttps://doi.org/10.1080/02602938.2015.1008398
dc.subjectAccounting education; standards; assessment; calibration
dc.titleDoes calibration reduce variability in the assessment of accounting learning outcomes?
dc.typeJournal article
pubs.publication-statusPublished

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