|Dr Simon Child (Head of Assessment Training, Cambridge Assessment Network)
|05 Dec 2019
The Triangle Building, Shaftesbury Road
Mark schemes are a key reference when an examiner is judging a candidates’ responses to an item or set of items. A mark scheme has to both capture the essence of the responses for a target item, whilst also facilitating reliable examiner judgement.
This session will first introduce the different mark scheme approaches available to practitioners and discuss them in relation to the latest research investigating examiner’s cognitive processes when marking.
The session will also 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.
This was the best training I have ever attended. The trainer was very knowledgable and communicated really well."
Key learning outcomes
- Develop their knowledge of theory and research underpinning mark scheme design.
- Enhance their understanding of best practice in mark scheme design (e.g. how to optimise levels-based mark schemes).
- Participate in activities to help contextualise your understanding of mark schemes.
- Have opportunities to discuss mark schemes will an expert in the field.
This session will be useful to assessment specialists involved in qualification and test development and people who want to gain a greater understanding of the role that mark schemes play in the development of examinations. Participants do not need any prior knowledge related to mark scheme design prior to attending the course.
Dr Simon Child is Head of Assessment Training at the Cambridge Assessment Network. Previously, he was a Senior Research Officer in the Assessment Research and Development Division of Cambridge Assessment. He has conducted research in the field of qualifications reform and development since 2012.
His other research interests include quality of marking processes, curriculum development, formative assessment and Higher Education. His background is in developmental psychology. In 2011, he received his Ph.D from the University of Manchester, which focused on the development of symbolic cognition in pre-school children.