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Blind double marking

Blind double marking. Aim: to raise some issues contingent on the introduction of blind double marking of essay exams. BChD ( Bachelor of Dental Surgery ). 5 year course non-modular (curriculum largely determined by General Dental Council)

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Blind double marking

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  1. Blind double marking Aim: to raise some issues contingent on the introduction of blind double marking of essay exams

  2. BChD (Bachelor of Dental Surgery) • 5 year course • non-modular (curriculum largely determined by General Dental Council) • degree exams in 1st, 2nd, 3rd and 5th year plus ‘Progress to Finals’

  3. The written exam in ‘Finals’ • takes place in June of 5th year • = 40% of marks for Finals • 2 three-hour papers • 4 compulsory essay questions in each paper • each essay marked out of 25 • traditionally double-marked • first double-marked ‘blind’ in 1999

  4. Double-marking vs.blind double-marking • traditionally 2nd marker agreed with 1st mark 70% - 80% of time and disagreements nearly always only 1 - 2 marks (out of 25) • marking blind, absolute agreement dropped to between 48% and 17% with, in one question, 35% of marks being >2 marks apart

  5. Extent of agreement between markers in 1999 final written exam

  6. Analysis of markers’ consensus process(all questions, 48 students)

  7. Inappropriate use of correlation statistics • Correlation statistics show association, not agreement e.g. correlation would be perfect if all marks given by 2nd marker are exactly 10 points higher than those given by 1st marker • therefore use kappa, which measures absolute agreement with reference to the frequency with which marks would be expected to agree by chance Note: agreement can be evaluated as: Poor (<0.20), Fair (0.21 - 0.40), Moderate (0.41 - 0.60), Good (0.61 - 0.80) or Very Good (0.81 - 1.00)

  8. Standard ways of improving inter-marker reliability • re-visit assessment criteria/marking scheme • have standardisation meetings with markers • downgrade importance of essays in assessment and use more objective methods • continue to monitor marking

  9. Action taken between June and November 1999 • Issues raised and discussed at Undergraduate Dental Education Committee and in Dental School newsletter ‘Teaching Quality Matters’ • Assessment criteria reviewed, re-formatted and published in Nathan Bodington • Markers for Operative Dentistry prize exam (December 1999) given verbal briefing about assessment criteria • Result = a marked improvement in reliability !! (but….)

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