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Using the Rasch Model to Investigate Inter-board Comparability of Examination Standards in GCSE.

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The partial credit model (PCM) analyzed GCSE exams, finding small differences in grading standards between exam boards. Higher grades showed better comparability across different examination boards.

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Comparative Education

Background:

  • Standardized examinations are crucial for educational assessment.
  • Ensuring comparability of academic standards across different examination boards is essential for fairness and validity.
  • The General Certificate of Secondary Education (GCSE) examinations in England are taken by numerous students annually.

Purpose of the Study:

  • To analyze the comparability of grading standards across different examination boards for GCSE subjects.
  • To investigate the presence and magnitude of differential category functioning (DCF) between exam boards.
  • To determine if grading standards differ significantly at specific grade levels for the same subject across various exam boards.

Main Methods:

  • Utilized the partial credit model (PCM) to treat examinations as polytomous items and student grades as item scores.
  • Applied differential category functioning (DCF) analysis to compare grading standards between different exam boards for the same subject.
  • Analyzed data from 16 GCSE subjects taken by 16-year-olds in England, involving four distinct examination boards.

Main Results:

  • The magnitude of differential category functioning (DCF) effects between exam boards was generally small for most grades and subjects.
  • Differences in grade difficulties between individual exam boards and the overall difficulty were less than one-fifth of a grade.
  • The impact of DCF varied across subjects and grade levels, with higher grades demonstrating greater comparability between exam boards.

Conclusions:

  • Grading standards at the GCSE level are largely comparable across different examination boards, particularly for higher grades.
  • While minor variations in standards exist, they are generally small and do not significantly impact the overall comparability of qualifications.
  • The study provides evidence supporting the consistency of academic standards in England's secondary education system.