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This article reports the move from paper-based marking (PBM) to onscreen marking (OSM) in Hong Kong for the subject Liberal Studies – whose objectives involve broadening students' horizons through critical examination of current issues. While currently a small candidature subject of approximately 3300, from 2009, the subject will become compulsory for all students in Hong Kong's senior secondary school curriculum with a candidature of 80,000. As marking of all public examinations in Hong Kong is migrating to OSM, the current study reports on a project with the entire 2009 Year 13 Liberal Studies marking panel (49 markers), as part of the OSM validation process. The study involved giving all markers both a pre-marking and a post-marking questionnaire to gauge markers' technological competence in and attitudes towards OSM. Results were positive in that markers generally rated themselves as technologically capable. With regard to attitudes towards the implementation of OSM, the outcomes of the post-marking questionnaire showed markers to be more positive than their pre-marking comments suggested. Nonetheless, they are still not happy about having to travel to special marking centres and the preference for PBM remains strong. The results of the study indicate that OSM is being accepted into marker psyche of what marking involves, an important step as OSM is adopted as the sole marking method for all subjects in Hong Kong from 2012 onwards. 相似文献
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This paper reports on a qualitative study on markers’ perceptions of onscreen marking (OSM) in association with key influential factors of marking reliability. The study has made adaptations to an existing framework proposed by Black, Suto, and Bramley in 2011 for exploring issues related to influential factors of marking reliability in OSM contexts. Specifically, the study investigated those influential factors in the framework that can be manipulated and managed by the examination authority. The study involved 31 markers for a large-scale publication examination who were secondary school teachers from 5 subject areas. The major themes indicated that markers’ attitudes towards OSM might be potentially associated with the types of questions they marked. Further, the advantages and disadvantages of OSM as perceived by the markers were likely to be related to key influential factors of reliability pertaining to the quality control process and the usability of technology in the OSM system. 相似文献
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公开考试的设计是一项专门的学问。公开考试一般包括三个重要元素：设计考试大纲、编制试题及评分、报告成绩。在考生人数众多的科目,评卷环节面临的重要问题之一就是须聘用大量评卷员参与评卷。但是,评卷是一项以专业判断为主的工作,为保证对所有考生公平,考评机构便须采取适当步骤,划一评卷尺度。本文旨在探讨香港考试及评核局为保持评卷信度,确保考生的答卷得到公平及客观的处理,在评卷环节所采取的程序,包括评卷参考的设计、评卷的配套程序、评卷教师的培训等,并分析这些程序的重要意义。 相似文献
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The current study aims to investigate the effects of three key demographic factors – the language of marking, gender and age – on markers’ reactions to onscreen marking (OSM). A total of 1743 markers completed a post-marking questionnaire consisting of two previously validated scales, i.e. Ease of Use in the OSM Environment and Acceptance of OSM scales. Rasch analysis results showed that the two scales had good psychometric properties. Markers generally reported finding the system easy to use and positive acceptance of OSM. Markers marking in both English and Chinese had higher perceived ease of use and acceptance than markers who marked only in English or in Chinese. Gender also had a significant impact on markers’ responses to the two scales – favouring males. Age was not a significant factor influencing markers’ perceived ease of use but older markers revealed a significantly higher level of acceptance than younger markers. 相似文献
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How many Chinese journals are included in the newly indexed 700 regional journals on Web of Science？
Based on the current news via Thomson Reuters ＂700 new regional journals in the world have been added to Web of Science since 2007＂, we conducted an investigation to find out that 43 （6.1%） Chinese journals （including 6 journals from Hong Kong region） are included. The results also show that up to now a total of about 153 Chinese journals （114 from China Mainland, 11 from Hong Kong and 28 from Taiwan） have been included by SCI and SSCI ＆ AHCI. 相似文献
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Evaluating Students’ Performance in Responding to Art: The Development and Validation of an Art Criticism Assessment Rubric 
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下载免费PDF全文 Cheung On Tam 《The International Journal of Art & Design Education》2018,37(3):519-529
This article reports on the development and validation of a rubric for assessing students’ written responses to artworks. Since the implementation of the Hong Kong New Senior Secondary Curriculum in 2009, art educators have seen responding to artworks as increasingly important. In this context, the Art Criticism Assessment Rubric (ACAR) was developed. On the basis of Feldman's and Geahigan's theories of art criticism, eight evaluation criteria were identified. The inter‐rater reliability (IRR) of the ACAR was examined. A preliminary IRR test was conducted and an excellent intra‐class correlation coefficient (ICC) value of .91 was obtained. For the main study, six independent raters, who were divided into three groups of two, were trained and invited to rate 87 art criticism essays written by students from eight secondary schools. Most dimensions of the ACAR achieved good ICC values. The results show that the ACAR is an acceptable rubric for providing a reliable assessment of students’ written responses to artworks. However, two dimensions, Originality and Balanced Views and Application of Aesthetic and Contextual Knowledge, obtained poor ICC values. This may be owing to the lack of consensus on the definition of originality and the raters' unfamiliarity with the concept of aesthetic knowledge. The researchers suggest that dimension‐specific samples rated from high to low scores should be provided in raters’ training. 相似文献
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This study describes three least squares models to control for rater effects in performance evaluation: ordinary least squares (OLS); weighted least squares (WLS); and ordinary least squares, subsequent to applying a logistic transformation to observed ratings (LOG-OLS). The models were applied to ratings obtained from four administrations of an oral examination required for certification in a medical specialty. For any single administration, there were 40 raters and approximately 115 candidates, and each candidate was rated by four raters. The results indicated that raters exhibited significant amounts of leniency error and that application of the least squares models would change the pass-fail status of approximately 7% to 9% of the candidates. Ratings adjusted by the models demonstrated higher reliability and correlated slightly higher than observed ratings with the scores on a written examination. 相似文献
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ABSTRACTIn the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay’s true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By eliminating one, two, or three raters at a time, and by calculating an estimate of the true scores using the remaining raters, an independent criterion against which to judge the validity of the human raters and that of the AES system, as well as the interrater reliability was produced. The results of the study indicated that the automated scores correlate with human scores to the same degree as human raters correlate with each other. However, the findings regarding the validity of the ratings support a claim that the reliability and validity of AES diverge: although the AES scoring is, naturally, more consistent than the human ratings, it is less valid. 相似文献
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大学英语写作评分方法对评分者严厉程度的影响——整体评分法和分析评分法的对比分析 总被引：1，自引：0，他引：1
贺满足 《湖南第一师范学报》2006,6(4):59-61,66
评分标准在写作测试中非常重要,使用不同的评分方法会影响评卷者的评分行为。研究显示,虽然整体法和分析法两种英语写作评分方法都可靠,但是在两种评分中,评卷者的严厉程度以及考生的写作成绩发生很大变化。总体上,整体法评分中,评卷者的严厉程度趋于一致,接近理想值;分析法评分中,考生的写作成绩更高,同时评卷者的严厉程度也存在显著差异。因而,在决定考生前途命运的重大考试中,整体评分法更受推崇。 相似文献
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Raija Kuisma 《Assessment & Evaluation in Higher Education》1999,24(1):27-39
The paper discusses the marking of written assignment and reports the results of the first step of an action research project conducted at the Hong Kong Polytechnic University. Lecturers marked students' written assignments first without an espoused criteria and the second time using a criteria referenced assessment form. The two sets of marks are compared and correlation and agreement between the scores are presented. The results show that the range of the marks is greater and the distribution of the marks is closer to the normal distribution when the assessment form was used. The difference between the two sets of marks was statistically significant (p < 0.05) though the correlation of the scores was good (r = 0.84). The paper discusses possible reasons for the results and also looks at individual students' marks. 相似文献