|Title of host publication||Techniques for monitoring the comparability of examination standards|
|Editors||PN Newton, J Baird, H Goldstein, H Patrick, P Tymms|
|Place of publication||London|
|Publisher or commissioning body||Qualifications and Curriculum Authority|
|Pages||124 - 165|
|Number of pages||42|
Comparable examinations have to be at the same standard. But what do people mean by ‘examination standard’ and what kinds of comparibility are expected? How is evidence to be gathered about these types of comparability and are all of these approaches valid? This chapter outlines different definitions of examination comparibility used in England by academics and the expectations of the media and general public. The purposes to which assessment results are put are discussed, as the alternative conceptions of examination comparability are linked to the uses of the assessment results. Given that there are different approaches, some commentators have proposed that we should select a single definition of examination standards and stick to it, so that the system is clearer and false expectations are not raised about that the examination system can realistically deliver. Whether a particular definition of examination standards can be prioritised above others is considered, we well as the implications of doing so.
Rose publication type: Book chapter
Sponsorship: QCA-commissioned research (2006-7).
- examinations, comparability of examinations, examination standards, standard setting methodologies, comparable examinations, definitions of examination comparibility, assessment, assessment in education, assessment results