Carolyn Hutchinson
Biographic Data
| ID | 8903512 |
|---|---|
| NAME | Carolyn Hutchinson |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Hutchinson |
| SIGNATURE | HUTCHINSON C |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Standards as a social contract in curriculum-based qualifications
The theoretical literature on the meaning of qualification standards depicts a variety of definitions. Some definitions describe properties of examinees, whilst others rely on cohort-level or system-level characteristics. Different definitions can be compatible or contradictory. In this study, stakeholders’ views of the meaning of qualification standards in Scotland were collected, using focus groups (82 participants) and a questionnaire (918 par…
National qualifications in Scotland
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high‐stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high‐stakes assessment in Scotland, as in other United Kingdom countri…
Assessment for learning in the accountability era
Calibrating graded assessments
Language tests have until now followed one or other of two strategies, focusing either on the difficulty of the questions or on the quality of the performance, but never on both. This article describes the use of the partial credit form of the Rasch model in the analysis and calibration of a set of writing tasks. Qualitative assessments of components of writing competence are rescaled to take into account the empirical difficulty of each grade in…
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Calibrating graded assessments
Language tests have until now followed one or other of two strategies, focusing either on the difficulty of the questions or on the quality of the performance, but never on both. This article describes the use of the partial credit form of the Rasch model in the analysis and calibration of a set of writing tasks. Qualitative assessments of components of writing competence are rescaled to take into account the empirical difficulty of each grade in…
Assessment for learning in the accountability era
National qualifications in Scotland
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high‐stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high‐stakes assessment in Scotland, as in other United Kingdom countri…
Standards as a social contract in curriculum-based qualifications
The theoretical literature on the meaning of qualification standards depicts a variety of definitions. Some definitions describe properties of examinees, whilst others rely on cohort-level or system-level characteristics. Different definitions can be compatible or contradictory. In this study, stakeholders’ views of the meaning of qualification standards in Scotland were collected, using focus groups (82 participants) and a questionnaire (918 par…
Law (3 works) · Political science (3 works) · Psychology (3 works) · Mathematics education (2 works) · Medicine (2 works) · Public relations (2 works) · Sociology (2 works) · Student Assessment and Feedback (2 works) · Accountability (1 work) · Cognitive psychology (1 work)