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Abstract

The Self-Moderation Procedure is a complete system, developed by
the author, which allows teachers themselves to moderate their pupils'
levels of achievement. In any subject area, the source of items for the
special tests used by the teachers is a book (or Bank) of multiple-choice
items, which must be written and subjected to pupil trial under the
appropriate, controlled conditions. In use, each teacher selects
a test
of his own choice from the Bank; the test therefore is chosen to suit
the teaching emphases and does not, as is usual in many examining
systems, itself control those emphases.

Involved in the Procedure is a way of treating the pupil answers to
each test. By taking into account stored data from previous pupil
attempts at the same items, a predicted group score is obtained for
each award category (such as "Credit"). This, in combination with
the teacher's forecast of the number of pupils he judges to be in each
category, allows a total predicted class score on the test to be obtained.
This is then compared with the actual score which the class gains on the
test, and that comparison is the basis of the moderation advice.
The Procedure was investigated with respect to several aspects of its
validity and reliability, in connection with three Banks which were
currently in use at Grade 10. The studies indicated that Mathematics A
Level 3 seemed to be well suited to the Procedure, and that Mathematics
Level 2 and English Level 3 also gave quite acceptable results based on
more limited data from rather less usage.

It was concluded that the Procedure had many of the properties of a good
assessment system; it seemed to have fewer deficiencies and more good
features than most systems currently being used for either external
examining or internal, moderated assessment.

Item Type:	Thesis - Unspecified
Authors/Creators:	Palmer, Donald George
Keywords:	Education, Educational tests and measurements, Educational surveys
Copyright Holders:	The Author
Copyright Information:	Copyright 1975 the author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Thesis (M.Ed.)--University of Tasmania, 1977
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