Assessing the ease of use in the environment and markers' acceptance of on screen marking: A Rasch measurement perspective

Assessing the ease of use in the environment and markers' acceptance of on screen marking: A Rasch measurement perspective

• Yan, Zi Dept. of Curriculum and Instruction, Hong Kong Institute of Education
• Coniam, David Dept. of Curriculum and Instruction, Hong Kong Institute of Education

Educational Research & Evaluation, 19(5), 461-483, 2013

Great Britain

Routledge

2013

• L Educational Measurement & Evaluation
  • LE Public Examinations, Accreditation
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

On Screen Marking Rasch Measurement Ease of Use in The OSM Environment Acceptance of OSM Differential Item Functioning

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study extends investigations into 2 areas: Ease of use in the environment and markers' acceptance of On Screen Marking (OSM) in the Hong Kong public examination context. In contrast to previous studies where there was a single focus, this study comprises a heterogeneous approach. The sample contains scripts from three subjects (English, Chinese, and Liberal Studies). Scripts comprised essays and short-answer questions, as well as scripts written in either English or Chinese. Two scales assessing the ease of use and markers' acceptance of OSM were investigated from a Rasch measurement perspective; with both scales showing good psychometric properties. The findings revealed that markers generally had a high level of perceived ease of use in the environment and the overall acceptance of OSM was positive. Differences of person measures across language, question type, and subject were compared, and the implications of the two scales for future research are briefly discussed.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803611.2013.793604]

• English

Journal Articles

• 13803611

• 10.1080/13803611.2013.793604

https://bibliography.lib.eduhk.hk/bibs/da41299e

2014-05-29