||Dr Simon Child (Principal Researcher, Cambridge Assessment Research Division)
||01 Mar 2017
A mark scheme is the key referent when an examiner is judging the response to any one item. A mark scheme has to both capture the essence of the responses for the target item, whilst also facilitating reliable examiner judgement.
This interactive session will describe the different approaches to mark schemes, provide some practical guidance on how mark schemes can be optimised, and will allow attendees to reflect on their own practice of mark scheme design. It gave me a deeper, more pedagogical, insight into the formulation of mark-schemes."
This session will be useful if you're involved in qualification and test development, and if you want to gain a greater understanding of the role that mark schemes play in the development of examinations. It will be suitable if you're new to mark schemes, as it assumes no knowledge.
What you'll learn
• The placement of the mark scheme in the development of examinations
• The different types of mark scheme that are available
• Theoretical and psychological considerations for mark scheme design
• How to optimise levels-based mark schemes
What training participants say
"The course highlighted that there is no such thing as a perfect mark scheme, but what you can do is make sure you consider as much relevant information as possible , such as the purpose of the assessment, the learners, the markers as possible when designing the mark scheme."
"I work in development so producing mark schemes is essential to my role. I have to write contracts for consultants to work on mark schemes so this knowledge will prove extremely helpful."
"I definitely increased my knowledge of the topic, which helps my overall understanding of the business, the context of other projects I work on, and will directly help in any mark scheme related projects I work on in the future."
Dr Simon Child
is a Senior Researcher in the Research and Technical Standards team at Oxford, Cambridge and RSA (OCR). He was previously a Research Officer in the Assessment Research and Development Division at Cambridge Assessment, which he joined in 2012. His research interests include quality of marking processes, curriculum development and Higher Education.
His background is in developmental psychology. In 2011, he received his PhD from the University of Manchester, which focused on the development of symbolic cognition in pre-school children.