Consistency Analysis of Assessment Boards in University Entrance Examinations in Spain
Bibliographic Data
| ID | 16946674 |
|---|---|
| Authors | Alejandro Veas (0000-0002-5560-2215, Universidad de Murcia, corresponding author), José Antonio López Pina (0000-0003-1347-7759, Universidad de Murcia) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 102 |
| Publication date | 2025-06-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe15060102 |
| PMID | 40558845 |
| OpenAlex | W4411061314 |
| Language | EN |
| References cited | 32 |
University entrance examinations (EBAU in Spanish) are a nationwide program for assessing student achievement levels in Spain and determining access to public undergraduate degrees. Considering the need to measure the progress of rater performance, this study analyzes rating data from the June 2018 exam sitting in the Valencian Community, Spain. A total of 54 assessment boards and 3000 students from five public universities were observed. The Many-Facet Rasch Model (MFRM) was used as an extension of the one-parameter Rasch measurement model. All facets involved in analyses (examination board severity, subject difficulty, and group performance) were located on a common underlying linear scale. The results showed large inconsistencies in the rating process, with differences in the severity levels of many subjects both within and between universities. This study may serve as a starting point for a reflective debate on the need to apply better criteria for ensuring the comparability of examination standards in Spain
Comparability · Developmental psychology · Medical education · Rasch model · Rating scale · Advanced Causal Inference Techniques · Computer Science · Mathematics · Medicine · Psychology · Psychometric Methodologies and Testing · Reliability and Agreement in Measurement
The use of scoring rubrics
Focus Article
Standards as a social contract in curriculum-based qualifications
A conceptual framework for trust in standardised assessments
How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program
Setting and maintaining GCSE and GCE grading standards
Understanding comparability of examination standards
Would the real gold standard please step forward
The reliability of setting grade boundaries using comparative judgement
Examining standards over time
A rating formulation for ordered response categories
International trends in the implementation of assessment for learning revisited
| Highly cited | No |
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