The Shift from Oral to Written Examination: Cambridge and Oxford 1700–1900

Stray, Christopher

doi:10.1080/09695940120033243

Cited by 30 publications

(22 citation statements)

References 5 publications

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“…The solution to both problems was the invention of marking (Haley and Wothers, ibid;Stray 2001). William Farish, who served as University Proctor-an officer responsible for many functions, including the conduct of examinations-in 1792 and 1793 (and later Professor of Chemistry and Engineering) required his examiners to assign specific marks to individual questions so that, by adding them up, a final rank order would be arrived at quickly and fairly.…”

Section: Judgement and Marking: Europementioning

confidence: 99%

Comparative judgement for assessment

Pollitt¹

2011

Int J Technol Des Educ

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Historically speaking, students were judged long before they were marked. The tradition of marking, or scoring, pieces of work students offer for assessment is little more than two centuries old, and was introduced mainly to cope with specific problems arising from the growth in the numbers graduating from universities as the industrial revolution progressed. This paper describes the principles behind the method of Comparative Judgement, and in particular Adaptive Comparative Judgement, a technique borrowed from psychophysics which is able to generate extremely reliable results for educational assessment, and which is based on the kind of holistic evaluation that we assume was the basis for judgement in pre-marking days, and that the users of assessment results expect our assessment schemes to capture.

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Section: Judgement and Marking: Europementioning

confidence: 99%

Comparative judgement for assessment

Pollitt¹

2011

Int J Technol Des Educ

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“…Oral examinations prevailed in European universities for many years, with the shift from oral to written examinations taking place during the 18th and 19th centuries (Stray 2001). In oral examinations the most common means of cheating was to have someone else take the exam in place of the candidate.…”

Section: Literature Reviewmentioning

confidence: 99%

Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives

et al. 2018

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Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers' perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of eassessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within the context of the project TeSLA (an Adaptive Trust-based e-assessment System for Learning) which is developing a system intended for integration within an institution's Virtual Learning Environment (VLE) offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-toface teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth. In three of the four contexts cheating was seen by teachers as a serious and growing problem, the exception was the distance education context where the teachers believed that the existing procedures were effective in controlling cheating. Most teachers in all four contexts expected cheating to become a greater problem with increased use of eassessment. Student authentication was not seen as a major problem in any of the contexts, as this was felt to be well controlled through face-to-face proctored assessments, though the problem of assuring effective authentication was seen by many teachers as a barrier to increased use of e-assessment. Authorship checking was seen as a major issue in all contexts, as copying and pasting from the web, ghost writing and plagiarism were all reported as widely prevalent, and authorship checking was seen as becoming even more important with increased use of e-assessment. Teachers identified a third category of cheating behaviours, which was the accessing of information from other students, from written materials, and from the internet during assessments. Teachers identified a number of approaches to addressing the problem of cheating: education, technology, assessment design, sanctions, policy, and surveillance. Whilst technology was not seen as the most important approach to prevention, student authentication and authorship checking systems were seen as relevant in terms of reducing reliance on face-to-face proctored examinations, and in improving the quality of assessment through supporting the employment of a wider range of assessment methods. The development of authorship checking based on computational linguistic (Continued on next page)

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“…182-183;1997, pp. 148-176;Stray, 2005b). As Phillipa Levine (1986) writes, it meant that the "criteria by which to judge quality and competence were gradually standardised" (p. 158).…”

Section: Selection Practicesmentioning

confidence: 99%

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

Pietsch

2017

Mobilities of Knowledge

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The middle decades of the nineteenth century were a period that witnessed the establishment and expansion of universities throughout the British Empire. While in 1880 the number of universities in England, Scotland, and Ireland was just 11, by that date there were already 26 degree-granting institutions located in the British colonies (Pietsch, 2013, pp. 202-209). Most of these were located in the "settler colonies" of British North America, Australia, New Zealand, and South Africa, where they had been founded by self-confident colonial elites, who-although they looked to Britain-saw these institutions as symbols of the maturity of colonial societies and independent and autochthonous members within a wider British community. These "settler" universities therefore differed to those established in other parts of the "dependent" empire-in India and South East Asia and later in Africawhere educational institutions were established by British officials and were more explicitly associated with the imposition of foreign rule, language, and culture.In their early years these settler universities offered a classical and liberal (and often religious) education that was designed to cultivate both the morals and the minds of the young men who would lead the economically successful colonial societies of the mid-nineteenth century. But by the 1870s these educational institutions were coming under increasing pressure to demonstrate their relevance to the socially diverse and rapidly expanding communities in which they were located, and their connection to the new forms of scientific and technical knowledge that was changing life for so many people. They responded to these demands in two ways. First, they expanded their local educational franchise, opening their curricula to include science, law, medicine, and engineering, and admitting women; and second, they This chapter was first published in T. Pietsch, Empire of scholars: Universities, networks and the British academic

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The Shift from Oral to Written Examination: Cambridge and Oxford 1700–1900

Cited by 30 publications

References 5 publications

Comparative judgement for assessment

Comparative judgement for assessment

Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

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