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Accurate and reliable marking is a cornerstone of valid assessment. We carry out a wide range of research into all aspects of marking, from selecting, training and marker standardisation to monitoring marker accuracy and identifying factors which affect accuracy and reliability. As a result, we are able to gain insight into how accuracy, reliability and, indeed, efficiency might be improved.

Our research into on-screen marking established the reliability and validity of this mode of marking. Research into machine marking helps to identify the circumstances in which it might be appropriate to use automated marking techniques, and those in which it is not, given the current state of the art.

Published materials

Related materials

Examiner judgement in higher education assessment


06 November 2013

Speaking at a recent seminar hosted by the Cambridge Assessment Network, Sue Bloxham, Professor of Academic Practice at the University of Cumbria, explored a mismatch between the policy and practice of assessment judgement in higher education.

Understanding and establishing standards in qualifications


04 August 2010

Scaling methods have been introduced into the world of assessment relatively recently and have the potential to lead to exciting innovations in several aspects of the assessment process.

6th Cambridge Assessment Conference - Examining Risk


17 October 2012

The conference on 10 October addressed the issue of risk in examinations. So what can we learn from the past, what might be learned from insights within other fields, and how best we can confront the reality of risk in the future?

On-screen essay marking is reliable


24 August 2009

Examiners can mark essays just as reliably on screen as they can in the traditional paper mode – if properly done, according to a recent Cambridge Assessment study.

Learning comes first: shifting the focus from examining to the curriculum


31 January 2012

What makes a good education? View films and download podcasts from our debate on 31 January 2012.

How have school exams changed over the past 150 years?


14 February 2008

We take a look at the development of examinations from the early days to their present form.

Education Select Committee Inquiry: How should examinations for 15-19 year olds in England be run?


16 November 2011

We have given evidence to the Committee on the arguments in favour of and against having a range of awarding bodies for academic and applied qualifications, and the merits of alternative arrangements.

"Most candidates had little scruple about writing down sheer nonsense"


11 February 2008

Bribery letters, 150-year-old examiner reports, eye-witness accounts of hardship during the First and Second World Wars and past exam questions feature in an online exhibition – from the archive of Cambridge Assessment.

Exam cheats beware


27 May 2011

This summer a new weapon against those who attempt to get away with cheating in examinations will be deployed.

Scientists sought to help shape future of awarding


29 January 2008

Cambridge Assessment and OCR are recruiting professional biologists and sociologists to help them shape the future of grading examinations.


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Research Matters

Research Matters 22 cover

Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.