|Dr Simon Child (Principal Researcher, Cambridge Assessment Research Division)
|16 Mar 2018
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 interactive session will describe the different approaches to mark schemes, and how these approaches relate to fundamental aspects of assessment (e.g. validity and reliability) by drawing on research investigating examiner’s cognitive processes.
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 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.
This is for people who are new to mark schemes as it assumes no knowledge. What you will learn
- The importance of the mark scheme in the development of effective 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
"Improved understanding of concepts and taxonomies related to mark scheme design"
"It was a very useful refresher of information already gathered on research for my job. It will allow me to point my staff in the direction of clear guidance on best practice."
"It's helped me to develop a better understanding of the types of mark scheme design, functionality and reliability."
Dr Simon Child
is a Senior Research Officer in the Assessment Research and Development Division of Cambridge Assessment. Previously, he was a Senior Researcher in the Research and Technical Standards team at Oxford, Cambridge and RSA (OCR). He has been working 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.