R J L Murphy
Biographic Data
| ID | 2746812 |
|---|---|
| NAME | R J L Murphy |
| GIVEN NAMES | R J L |
| FAMILY NAME | Murphy |
| SIGNATURE | MURPHY R J L |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 1986 |
| H-INDEX | 3 |
The impact of the graded test movement on classroom teaching and learning
Mastery, validity and comparability issues in relation to graded assessment schemes
Sex Differences in Objective Test Performance
S ummary . The choice of techniques used in making educational assessments may have a crucial influence on the relative performance of various groups of individuals. It has, for example, been suggested that males may obtain better results when objective (multiple‐choice) tests are employed rather than other methods of assessment. This particular possibility is explored in relation to a selection of 16 GCE examinations, which were selected for the…
A Further Report of Investigations Into the Reliability of Marking of Gce Examinations
This paper represents an extension of a previous report (Murphy, 1978) of investigations into the reliability of marking of GCE examinations. Results are presented relating to mark-re-mark investigations in 20 different examination subjects carried out over a period of four years. In each case a sample of examination scripts had been re-marked by a senior GCE examiner a short time after the normal GCE marking procedures had been completed. The re…
Symposium
S ummary . The investigation reported in this paper studied the relationship between both GCE O‐level grades and teachers' estimates of A‐level grades, and the actual A‐level grades obtained, in individual subjects, by a sample of applicants for university places. Moderate levels of correlation were reported in both cases, although the teachers' estimates appeared to be slightly better predictors of the A‐level grades. There also appeared, in bot…
Removing the Marks From Examination Scripts Before Re-marking Them
Two senior GCE examiners re-marked photocopies of the same two hundred GCE examination scripts. One hundred of these scripts still had the marks and comments of the original examiners on them, whereas these were removed from the other one hundred. Comparisons were made between the marks awarded by the two examiners to these scripts and the original marks and it was found that removing previous marks and comments made a considerable difference to …
Reliability of Marking in Eight Gce Examinations
S ummary . Eight recent GCE examinations, containing mainly free‐response questions, were investigated in terms of their marking reliability. The scripts of 200 randomly selected candidates from each subject were re‐marked by a senior GCE examiner, and these marks were compared with the marks awarded previously as a result of team marking procedures. These comparisons revealed differences between the reliability of marking of examinations in diff…
A Further Report of Investigations Into the Reliability of Marking of Gce Examinations
This paper represents an extension of a previous report (Murphy, 1978) of investigations into the reliability of marking of GCE examinations. Results are presented relating to mark-re-mark investigations in 20 different examination subjects carried out over a period of four years. In each case a sample of examination scripts had been re-marked by a senior GCE examiner a short time after the normal GCE marking procedures had been completed. The re…
Reliability of Marking in Eight Gce Examinations
S ummary . Eight recent GCE examinations, containing mainly free‐response questions, were investigated in terms of their marking reliability. The scripts of 200 randomly selected candidates from each subject were re‐marked by a senior GCE examiner, and these marks were compared with the marks awarded previously as a result of team marking procedures. These comparisons revealed differences between the reliability of marking of examinations in diff…
Removing the Marks From Examination Scripts Before Re-marking Them
Two senior GCE examiners re-marked photocopies of the same two hundred GCE examination scripts. One hundred of these scripts still had the marks and comments of the original examiners on them, whereas these were removed from the other one hundred. Comparisons were made between the marks awarded by the two examiners to these scripts and the original marks and it was found that removing previous marks and comments made a considerable difference to …
Sex Differences in Objective Test Performance
S ummary . The choice of techniques used in making educational assessments may have a crucial influence on the relative performance of various groups of individuals. It has, for example, been suggested that males may obtain better results when objective (multiple‐choice) tests are employed rather than other methods of assessment. This particular possibility is explored in relation to a selection of 16 GCE examinations, which were selected for the…
Symposium
S ummary . The investigation reported in this paper studied the relationship between both GCE O‐level grades and teachers' estimates of A‐level grades, and the actual A‐level grades obtained, in individual subjects, by a sample of applicants for university places. Moderate levels of correlation were reported in both cases, although the teachers' estimates appeared to be slightly better predictors of the A‐level grades. There also appeared, in bot…
Reliability of Marking in Eight Gce Examinations
S ummary . Eight recent GCE examinations, containing mainly free‐response questions, were investigated in terms of their marking reliability. The scripts of 200 randomly selected candidates from each subject were re‐marked by a senior GCE examiner, and these marks were compared with the marks awarded previously as a result of team marking procedures. These comparisons revealed differences between the reliability of marking of examinations in diff…
Removing the Marks From Examination Scripts Before Re-marking Them
Two senior GCE examiners re-marked photocopies of the same two hundred GCE examination scripts. One hundred of these scripts still had the marks and comments of the original examiners on them, whereas these were removed from the other one hundred. Comparisons were made between the marks awarded by the two examiners to these scripts and the original marks and it was found that removing previous marks and comments made a considerable difference to …
Symposium
S ummary . The investigation reported in this paper studied the relationship between both GCE O‐level grades and teachers' estimates of A‐level grades, and the actual A‐level grades obtained, in individual subjects, by a sample of applicants for university places. Moderate levels of correlation were reported in both cases, although the teachers' estimates appeared to be slightly better predictors of the A‐level grades. There also appeared, in bot…
Sex Differences in Objective Test Performance
S ummary . The choice of techniques used in making educational assessments may have a crucial influence on the relative performance of various groups of individuals. It has, for example, been suggested that males may obtain better results when objective (multiple‐choice) tests are employed rather than other methods of assessment. This particular possibility is explored in relation to a selection of 16 GCE examinations, which were selected for the…
A Further Report of Investigations Into the Reliability of Marking of Gce Examinations
This paper represents an extension of a previous report (Murphy, 1978) of investigations into the reliability of marking of GCE examinations. Results are presented relating to mark-re-mark investigations in 20 different examination subjects carried out over a period of four years. In each case a sample of examination scripts had been re-marked by a senior GCE examiner a short time after the normal GCE marking procedures had been completed. The re…
The impact of the graded test movement on classroom teaching and learning
Mastery, validity and comparability issues in relation to graded assessment schemes
Psychology (7 works) · Computer Science (4 works) · Mathematics education (4 works) · Student Assessment and Feedback (4 works) · Mathematics (3 works) · Developmental psychology (2 works) · Physics (2 works) · Reliability (semiconductor) (2 works) · Statistics (2 works) · Art (1 works)