2002 HSC Update Newsletter 5
WHAT IS DIFFERENT ABOUT HSC MARKING IN 2002?
Trialling and finalisation of marking guidelines
The main areas for refinement of the HSC marking process for 2002 are concerned with the trialling and finalisation of marking guidelines.
These are points where:
- marking guidelines are checked against sample student responses
- marking schemes are developed
- benchmark scripts are selected
- practice marking takes place in small groups to ensure agreement about the marks awarded.
In the lead-up to marking this year, additional training sessions have been held for Supervisors of Marking with a focus on the ways they will be able to test and confirm marking guidelines.
At the marking centre the Examination Committee Chair will have a larger role this year in briefing the Senior Markers about the guidelines.
The Examination Committee Chair (or nominee) will also be involved in the pilot marking and the development of marking schemes and benchmarks.
Senior Markers will test the marking guidelines and select appropriate benchmarks.
Any adjustments to the marking guidelines identified during pilot marking will now be made at the marking centre by the Examination Committee Chair and the Supervisor of Marking in consultation with Senior Markers.
Additional briefing information will be provided for markers with a more detailed explanation of the basis for selection of benchmark examples.
Extra coordination and monitoring will occur between marking centres responsible for marking different sections of the same examination. For English marking this year the new position of Coordinating Supervisor has been created to ensure that consistent approaches are maintained across the marking centres.
ESTABLISHED MARKING PROCEDURES
Once marking guidelines are finalised the marking process commences.
The Board has many established quality assurance procedures in place to ensure that every HSC student is awarded a mark that is consistent with their examination performance.
Multiple marking
Different markers mark each section or question in an examination and develop particular expertise in their part of the exam. Ten or more markers may be involved in marking parts of each student’s exam paper.
Check marking
Throughout marking, an experienced senior marker examines a significant proportion of marked answers and checks the marks awarded by each marker.
Double marking
All answers that involve a lengthy written extended response are marked twice. Each marker is unaware of the other mark given. The two marks are averaged to give the final mark. If marks differ significantly a third independent marking is undertaken and the appropriate mark is awarded.
Control scripts
At regular intervals each marker in the marking team marks the same student response for a question. These markings are compared and any difference is explored. This process maintains consistency throughout the marking operation.
Marker reliability
The marks awarded by each marker are graphed every day and compared to marks awarded by other markers of the same question. If one graph varies from the others, the reasons are investigated.
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HSC Update Newsletter 5 for a clearer view of the above image.
PRACTICAL MARKING: A CASE STUDY
| Practical marking is currently under way for a number of HSC courses, for example Design and Technology, Music, and Industrial Technology. The procedures for practical marking demonstrate the sound assessment principles and quality practices that are features of Higher School Certificate marking. The following outline of Visual Arts marking procedures exemplifies these features. |
Each year, approximately 9000 Visual Arts candidates submit a body of work for the Artmaking component of the HSC Course. These works are worth 50% of the total examination mark.
The marking of these works is done in two ways. Approximately half the works are marked centrally and are used to set up the marking schemes. The other half are then marked at schools over the next two weeks by markers who have been involved in the centralised marking.
The teams marking at schools are led by a Senior Marker who has been involved with all aspects of the development of the marking schemes. All markers are experienced Visual Arts teachers who are currently teaching the course.
Marking guidelines
The marking guidelines focus on aspects of practice broadly described as Conceptual Strength and Meaning, and Resolution. These assessment criteria are then expanded in descriptive statements to characterise the different qualities of performance and achievement at each of five levels of achievement in ten mark groupings. In determining the value of the body of work these aspects are assessed in an holistic manner.
Marking schemes with annotated benchmarks
The marking schemes that accompany the guidelines consist of two or three examples of works at different mark ranges in each expressive form. Each of these benchmark works has a set of written comments that indicate specifically why the work represents the nominated level of achievement.
The marking schemes are organised to correspond to five levels described in the marking guidelines. The marking scheme not only indicates levels of achievement but also reflects the diversity of possible submissions in an area along with new approaches or directions in that particular expressive form. The scheme could represent several approaches or genres within the form.
Comparability of the marking schemes
To ensure that reliable and consistent marks are awarded across different expressive forms, the marking schemes are correlated. Works in each expressive form that are at the same mark level are placed alongside each other and compared to ensure that the assessment criteria are being consistently applied.
Briefing and pilot marking
Both briefing sessions and pilot marking help to ensure marker reliability. These processes develop a common understanding amongst markers of the judgements they are making about achievement in each expressive form and across the whole marking centre.
In Visual Arts, all markers are initially briefed about the operation as a whole and then about the expressive form they are to mark. Itinerant markers are re-briefed about each of the expressive forms that are to be marked.
After the briefing sessions, markers mark a series of pilot works that have been selected to represent different levels of achievement. The marks awarded to these works in this piloting process are discussed with the whole marking group to ensure that markers are using the standards set in the marking guidelines and marking schemes. This gives markers an opportunity to test their understanding of their judgements prior to the commencement of marking.
Procedures for marking the artworks
Marking commences at the completion of the briefing and piloting process once Senior Markers are satisfied that the markers have a good understanding of the standards of achievement indicated in the marking guidelines and schemes.
Throughout marking, processes to check the reliability and consistency of markers are in place. Senior Markers check the marks awarded both through statistical reports and by working directly with teams. Markers are asked to mark control works that are sent through the whole group each session to ensure that marks are awarded consistently.
Works that require further clarification are referred to a Senior Marker. Where appropriate, the Visual Arts Process Diary or other supportive material is requested. This is then reviewed by the marking team and the Senior Marker to help resolve the query.
Standards package
The standards package provides examples of achievement by students at various standards for the body of work.