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\nComparative judgement in awarding  \nBayesian approaches  \nWeighing statistics and values  \nComparable outcomes  \nThe latest developments  \nPLUS  \nInternational standard setting Meet the researchers From the archives  \nCentre for Education Research and Practice (CERP)  \n[cerp.org.uk](cerp.org.uk)  \nSTANDARDS  \n‡INSIDE   \nASSESSMENT  \nResearch news & comment  \nSummer 2018 No. 1  \nThe Standards issue  \nNews and findings from AQA’s Centre for Education Research and Practice (CERP)  \nEdited by  \nEmma Armitage, Lena Gray, Ruth Johnson Lindsay Simmonds and Steve Wooding  \nContributors  \nCesare Aloisi, Yaw Bimpeh, Simon Eason, Ben Jones, Kate Kelly, Lesley Meyer, Alex Scharaschkin and Martin Taylor  \n[cerp.org.uk](cerp.org.uk) SUMMER 2018 4  \nSTANDARDS  \nInside assessment  \nPublished by AQA  \nExcept as permitted under current legislation, no part of this work maybe photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form or by any means without the prior permission of the publisher.  \nCopyright © 2018 AQA and its licensors. All rights reserved.  \nAQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723) . Registered address: AQA, Devas Street, Manchester M15 6EX.  \nFurther articles and research papers are available to download at [cerp.org.uk](cerp.org.uk)  \nPlease send editorial [correspondence to cerp@aqa.org.uk](correspondence to cerp@aqa.org.uk)  \nEdited, designed and produced by Claire Jackson Images © Shutterstock unless otherwise stated Printed by Optichrome  \n5 SUMMER 2018 [cerp.org.uk](cerp.org.uk)  \nSTANDARDS  \nCONTENTS SUMMER 2018  \n6 Welcome to Inside assessment, by Alex Scharaschkin, AQA Executive Director of Research and Compliance  \n8 Infogram: what are standards?  \n10 Past and present views on the role of expert judgement in standard setting  \n14 Standards in modern foreign languages  \n18 How comparative judgement may offer a new way to incorporate the view of experts in awarding  \n20 A Bayesian approach to standards maintenance  \n26 Comparable outcomes – an update  \n30 Global view: creating a knowledge community  \n34 From the archives: setting comparable standardson examination papers of differing difficulty (1987)  \n46 Contextual notes  \n48 Meet the researchers – CERP’s standard-setting team  \n[cerp.org.uk](cerp.org.uk) SUMMER 2018 6  \nSTANDARDS  \nFrom Alex Scharaschkin, AQA Executive Director of Research and Compliance  \nD  \nEFINING AND ASSESSING standards of attainment in education is challenging. Attainment combines knowledge, skills and understanding; these  \nattributes are assessed in a variety of ways. Different individuals place different values on these aspects, so educational standards are effectively social constructs that reflect what is regarded as valuable in a particular context.  \nOnce attainment standards have been set, they must be assessed consistently over the lifetime of a qualification. Standards maintenance is particularly vital  \nin high-stakes examinations that affect young peoples’ life chances. In England, this relates to the General Certificate of Secondary Education (GCSE), which students take at the age of 16, and a further subject-specific qualification, the A-level, taken thereafter. (For contextual information, see pp. 46–47.)  \nIn the system in England, the need for fairness means that comparability extends to standards set by different awarding organisations, in different subjects and in different years. AQA has a significant body of research that has focused on the methodological aspects of comparability studies, drawing on both the statistical and judgemental elements of the process. Recent changes in policy have meant that researchers have latterly been  \ninvolved with establi","cbCaitnr6kwxLy97","https://ap.wps.com/l/cbCaitnr6kwxLy97","pdf",6387976,52,"English","# Contents Summer 2018\n## Welcome to Inside assessment\n## Infogram: what are standards?\n## Past and present views on the role of expert judgement in standard setting\n## Standards in modern foreign languages\n## How comparative judgement may offer a new way to incorporate the view of experts in awarding\n## A Bayesian approach to standards maintenance\n## Comparable outcomes – an update\n## Global view: creating a knowledge community\n## From the archives: setting comparable standards on examination papers of differing difficulty\n## Contextual notes\n## Meet the researchers – CERP’s standard-setting team","[{\"question\":\"What does Inside assessment focus on in this issue?\",\"answer\":\"It focuses on research news and commentary from AQA’s Centre for Education Research and Practice (CERP) about how educational standards are defined, assessed, and maintained.\"},{\"question\":\"Why is standards maintenance considered important for high-stakes examinations?\",\"answer\":\"Standards maintenance is vital because it affects students’ life chances and must keep assessments consistent over the lifetime of a qualification.\"},{\"question\":\"Which approaches and methods are discussed for maintaining or comparing standards?\",\"answer\":\"The issue highlights techniques such as delta analysis, common centres analysis, and subject pairs, and it also covers comparative judgement and Bayesian approaches to standard setting.\"}]","INSIDE ASSESSMENT - Summer 2018 No. 1 | PDF",1792464805,131]