How can we improve the quality of marking in our examinations and what does this mean for validity?

Exam question writers must achieve two things. Not only must they ensure that each question elicits the kind of performance that shows how 'good' pupils are at the subject, but they must also ensure that each mark scheme gives more marks to those who are 'better' at it.

Exam question writers must achieve two things. Not only must they ensure that each question elicits the kind of performance that shows how 'good' pupils are at the subject, but they must also ensure that each mark scheme gives more marks to those who are 'better' at it.

’As a priority, training in how to write mark schemes will probably lead to more immediate improvement in exam validity than will any other measure.’ (Pollitt, Ahmed, Baird, Tognolini & Davidson, 2008 Report for QCA, p4)

How can we improve the quality of mark schemes and their use? Ayesha will outline a taxonomy of the kinds of mark schemes that are currently used in examining in the UK and discuss what makes a good mark scheme, based on the best practice observed in the study quoted above. The taxonomy shows us how to evaluate the evidence of the trait that exists in the student’s performance. Ayesha will discuss what this means for the role of the question writer in ensuring the validity of an assessment.

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