||Dr Simon Child (Principal Researcher, Cambridge Assessment Research Division)
||21 Nov 2017
A mark scheme is the key reference when an examiner is judging the response to any one item. A mark scheme has to both capture the essence of the responses for the target item, whilst also facilitating reliable examiner judgement.
This interactive session will describe the different approaches to mark schemes, 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. It gave me a deeper, more pedagogical, insight into the formulation of mark-schemes."
This session will be useful if you're involved in qualification and test development, and if you want to gain a greater understanding of the role that mark schemes play in the development of examinations. It will be suitable if you're new to mark schemes, as it assumes no knowledge.
What you'll learn
• The placement of the mark scheme in the development of 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 Researcher in the Research and Technical Standards team at Oxford, Cambridge and RSA (OCR). He was previously a Research Officer in the Assessment Research and Development Division at Cambridge Assessment, which he joined in 2012. His research interests include quality of marking processes, curriculum development and Higher Education.
His background is in developmental psychology. In 2011, he received his PhD from the University of Manchester, which focused on the development of symbolic cognition in pre-school children.