Threats to reliability

Relier Colonnes

(1)

Threats to reliability - refresher of QCAA accreditation online course 3

Téléchargez la version pour jouer sur papier

Dupliquer

Créer un défi

À propos de Relier Colonnes

assessment

moderation

qcaa

Âge recommandé: 21 ans

6 fois fait

Créé par

Ian Johnston

Australia

Top 10 résultats

1

Ian Johnston

19 Novembre 2019

01:40

temps

100

but
2

Brendan Vidler

19 Novembre 2019

03:40

temps

64

but

Voulez-vous apparaître dans le Top 10 de ce jeu?

Connectez-vous

pour vous identifier.

Créez votre propre jeu gratuite à partir de notre créateur de jeu

Créez relier colonnes

Affrontez vos amis pour voir qui obtient le meilleur score dans ce jeu

Créer un défi


Relier Pairs Threats to reliabilityVersion en ligne Threats to reliability - refresher of QCAA accreditation online course 3 par Ian Johnston 1 Stereotyping 2 Halo effect 3 Centring or bunching 4 Drift 5 Fatigue 6 Horns effect 7 Norm-referencing 8 Bias …………… occurs when markers narrow the full range of marks toward the middle range of grades, hoping to avoid making serious errors of judgment. 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. ……. and associated emotional factors may significantly impact on the reliability of a marker. 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. 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. 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. …. 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. .. 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.

Relier Pairs

Threats to reliabilityVersion en ligne

Threats to reliability - refresher of QCAA accreditation online course 3

Stereotyping

Halo effect

Centring or bunching

Drift

Fatigue

Horns effect

Norm-referencing

Bias

…………… occurs when markers narrow the full range of marks toward the middle range of grades, hoping to avoid making serious errors of judgment.

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.

……. and associated emotional factors may significantly impact on the reliability of a marker.

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.

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.

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.

…. 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.

.. 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.

Threats to reliability

Utilisez ces identifiants pour intégrer le jeu dans un LMS compatible avec LTI 1.1 comme Canvas, Moodle ou Blackboard. Les scores seront ainsi automatiquement enregistrés dans le carnet de notes de la plateforme.

Threats to reliability

Relier Colonnes

Téléchargez la version pour jouer sur papier

Créé par

Top 10 résultats

Top Jeux

Relier Colonnes

Balance Sheet & P & L

Relier Colonnes

appendicular skeleton

Relier Colonnes

Cranial Nerves

Relier Colonnes

The Bill of Rights

Relier Colonnes

Cell Cycle Memory

Relier Pairs

Threats to reliabilityVersion en ligne

par Ian Johnston

Stereotyping

Halo effect

Centring or bunching

Drift

Fatigue

Horns effect

Norm-referencing

Bias