Relacionar Columnas Threats to reliabilityVersión en línea Threats to reliability - refresher of QCAA accreditation online course 3 por Ian Johnston 1 Stereotyping 2 Centring or bunching 3 Halo effect 4 Norm-referencing 5 Horns effect 6 Fatigue 7 Drift 8 Bias .. occurs when a student’s performance is judged relative to other students’ work, rather than relative to an ISMG. ISMGs identify the quality of responses using a set of performance levels that are related to the assessment objectives. Performance levels measure the extent to which the assessment objectives have been achieved. Therefore, markers must be clear about the objectives being assessed, the characteristics identified in each performance-level descriptor, the meaning of the qualifiers and cognitions within each characteristic, and how evidence matches the characteristics in a performance level. ……. and associated emotional factors may significantly impact on the reliability of a marker. …………… occurs when markers narrow the full range of marks toward the middle range of grades, hoping to avoid making serious errors of judgment. The student’s performance on one part of the instrument negatively influences the mark awarded for a later part of the same task, or future tasks. Markers can be harsh on grading a response when they have low expectations due to the student’s previous performance. The student’s performance on one part of the instrument positively influences the mark awarded for a later part of the same task, or future tasks. Markers can overinflate the grades of poor work if that work is preceded by a response of higher quality. …. occurs when ancillary factors in the student response that are not described in the syllabus influence marking. Ancillary factors often involve presentation, such as spelling and grammar, neatness and/or handwriting. Unless a characteristic forms part of an ISMG, it should not be used to judge the quality of a student response. Another type of bias can occur when markers know students: __________ involves making harsher or more lenient judgments on the basis of appearance or behaviour that do not form part of the student response. Inconsistent application of the marking guide. This occurs when marking becomes more lenient or severe as more responses are marked. The degree of variation may increase during the marking process as the range of information relevant to the response increases and markers adjust how they apply the marking guide.
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