Twelve tips for developing effective marking schemes for constructed-response examination questions.
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| Title: | Twelve tips for developing effective marking schemes for constructed-response examination questions. |
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| Authors: | Chiavaroli, Neville G.1 neville.chiavaroli@acer.org, Pearce, Jacob1 |
| Source: | Medical Teacher. Oct2024, Vol. 46 Issue 10, p1284-1290. 7p. |
| Subject Terms: | *Educational test & measurement standards, *Behavioral objectives (Education), *School environment, *Medical education, *Rating of students, *Medical students, *National competency-based educational tests, *Counseling, Professional competence |
| Abstract: | Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little guidance on how to develop appropriate marking schemes for summative assessment contexts. The different purposes mean that different principles and practices apply to mark schemes for examinations. In this article, we draw on the educational literature as well as our own practical experience of working with medical and health professional educators on their questions and marking schemes to offer 12 key principles or tips for designing and implementing effective marking schemes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little guidance on how to develop appropriate marking schemes for summative assessment contexts. The different purposes mean that different principles and practices apply to mark schemes for examinations. In this article, we draw on the educational literature as well as our own practical experience of working with medical and health professional educators on their questions and marking schemes to offer 12 key principles or tips for designing and implementing effective marking schemes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2323178 |
