Victoria Crisp
Biographic Data
| ID | 6154844 |
|---|---|
| NAME | Victoria Crisp |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Crisp |
| SIGNATURE | CRISP V |
| AFFILIATIONS | Cambridge University Press |
| ORCID | 0000-0002-3814-5358 |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A structured discussion of the fairness of GCSE and A level grades in England in summer 2020 and 2021
In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures involving teacher judgements. For summer 2020, the intention was to calculate grades using rankings provided by centres, prior attainment data for the current learners and performance data for centres’ candidates in previous years. This approach was lat…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
Modelling question difficulty in an A level physics examination
‘Item difficulty modelling’ is a technique used for a number of purposes such as to support future item development, to explore validity in relation to the constructs that influence difficulty and to predict the difficulty of items. This research attempted to explore the factors influencing question difficulty in a general qualification using item difficulty modelling and to explore the usefulness of the method for examinations in this context. T…
The effects of features of examination questions on the performance of students with dyslexia
This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were created. A total of 54 students considered by their teachers to have dyslexia and a matched control grou…
The use of annotations in examination marking
This study investigated the functions of annotations, the role of annotations in markers' decision‐making processes, whether annotations conform to conventions, and whether these vary according to subject area. Across subjects a number of scripts were analysed to survey which annotations are subject specific and which are more general. Twelve examiners at different levels of responsibility marked the same General Certificate of Secondary Educatio…
The effects of features of examination questions on the performance of students with dyslexia
This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were created. A total of 54 students considered by their teachers to have dyslexia and a matched control grou…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
The use of annotations in examination marking
This study investigated the functions of annotations, the role of annotations in markers' decision‐making processes, whether annotations conform to conventions, and whether these vary according to subject area. Across subjects a number of scripts were analysed to survey which annotations are subject specific and which are more general. Twelve examiners at different levels of responsibility marked the same General Certificate of Secondary Educatio…
The use of annotations in examination marking
This study investigated the functions of annotations, the role of annotations in markers' decision‐making processes, whether annotations conform to conventions, and whether these vary according to subject area. Across subjects a number of scripts were analysed to survey which annotations are subject specific and which are more general. Twelve examiners at different levels of responsibility marked the same General Certificate of Secondary Educatio…
The effects of features of examination questions on the performance of students with dyslexia
This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were created. A total of 54 students considered by their teachers to have dyslexia and a matched control grou…
Modelling question difficulty in an A level physics examination
‘Item difficulty modelling’ is a technique used for a number of purposes such as to support future item development, to explore validity in relation to the constructs that influence difficulty and to predict the difficulty of items. This research attempted to explore the factors influencing question difficulty in a general qualification using item difficulty modelling and to explore the usefulness of the method for examinations in this context. T…
How do question writers compose external examination questions? Question writing as a socio‐cognitive process
The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current proj…
A structured discussion of the fairness of GCSE and A level grades in England in summer 2020 and 2021
In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures involving teacher judgements. For summer 2020, the intention was to calculate grades using rankings provided by centres, prior attainment data for the current learners and performance data for centres’ candidates in previous years. This approach was lat…
Psychology (5 works) · Student Assessment and Feedback (4 works) · Mathematics education (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Linguistics (2 works) · Pedagogy (2 works) · Psychometric Methodologies and Testing (2 works) · Rasch model (2 works) · Annotation (1 work)