||27 Apr 2021
This interactive workshop will introduce you to the different mark scheme approaches available and provide some practical guidance on how your mark schemes can be optimised. You will also have an opportunity to implement your learning and reflect on your own practice of mark scheme design.
The workshop will be useful to practitioners involved in the development of assessments or anyone who wants to gain a greater understanding of the role that mark schemes play in the development of examinations.
If you are new to mark scheme design, or have limited knowledge, this workshop will give you everything you need to get going. Or if you are more experienced and want to refresh your skills this workshop will increase your understanding of the underpinning principles and boost confidence in your practice.
Mark schemes are a key reference when an examiner is judging candidates’ responses to an item or set of items. A mark scheme has to both capture the range of responses students produce for a target item, whilst also facilitating reliable examiner judgement.
This workshop will cover the theory underpinning mark scheme design and link it to practical ways to optimise your practice. You will have an opportunity to reflect on your own mark scheme designs and learn how to diagnose potential issues.
In addition to the workshop, you will take away resources to support you in applying the learning to your own context and structuring your future mark scheme design practice.
Key learning outcomes
By the end of the workshop you will have:
- Developed knowledge of the theory and research underpinning mark scheme design
- Enhanced your understanding of best practice in mark scheme design (e.g. how to optimise levels-based mark schemes)
- The ability to diagnose potential issues with mark schemes that you have developed and used
- Used your knowledge of mark scheme design principles to justify assessment-related decisions
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.