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Does calibration reduce variability in the assessment of accounting learning outcomes?

O'Connell, Brendan, De Lange, Paul, Freeman, Mark, Hancock, Phil, Abraham, Anne, Howieson, Bryan and Watty, Kim 2016, Does calibration reduce variability in the assessment of accounting learning outcomes?, Assessment and evaluation in higher education, vol. 41, no. 3, pp. 331-349, doi: 10.1080/02602938.2015.1008398.

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Title Does calibration reduce variability in the assessment of accounting learning outcomes?
Author(s) O'Connell, Brendan
De Lange, Paul
Freeman, Mark
Hancock, Phil
Abraham, Anne
Howieson, Bryan
Watty, Kim
Journal name Assessment and evaluation in higher education
Volume number 41
Issue number 3
Start page 331
End page 349
Total pages 19
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 0260-2938
1469-297X
Keyword(s) accounting education
assessment
calibration
standards
Summary Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence.
Language eng
DOI 10.1080/02602938.2015.1008398
Field of Research 130203 Economics, Business and Management Curriculum and Pedagogy
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070526

Document type: Journal Article
Collection: School of Accounting, Economics and Finance
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