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4 results on '"Tom Bramley"'

1. Reporting Scale Scores at GCSE and A Level. Research Report

Author

Cambridge University Press & Assessment (United Kingdom), Tom Bramley, Carmen Vidal Rodeiro, and Frances Wilson

Abstract

Traditionally in England, exam results in General Certificates of Secondary Education (GCSEs) (and before them O levels) and A levels have been reported as letter grades, with A (or A*) as the top grade, then B, C etc. The reforms gave the opportunity to revisit the arguments for different formats of reporting, and Cambridge Assessment contributed to the early debates with a short paper recommending the use of longer numerical scales (Bramley, 2013). The purpose of this study was to explore in more depth the arguments for and against different reporting scales.

Published
2024

3. The Art of Test Construction: Can You Make a Good Physics Exam by Selecting Questions from a Bank?

Author

Tom Bramley, Victoria Crisp, and Stuart Shaw

Abstract

In the traditional approach to constructing a GCSE or A Level examination paper, a single person writes the whole paper. In some other contexts, tests are constructed by selecting questions from a bank of questions. In this research, we asked experts to evaluate the quality of Physics exam papers constructed in the traditional way, constructed by expert selection of items from a bank, and constructed by computer selection of items from a bank. Anecdotal evidence suggested a "compilation" process would be detrimental to the quality of this kind of exam. We wanted to test whether in fact assessment experts could distinguish between tests that had been created in the traditional way, and those that had been compiled by selection from a bank, when they were unaware of the method of construction.

Published
2019

4. A response to an article published in Educational Research's Special Issue on Assessment (June 2009). What can be inferred about classification accuracy from classification consistency?

Author

Tom Bramley

Subjects
Psychometrics, business.industry, Computer science, National curriculum, computer.software_genre, Education, Test (assessment), Educational research, Argument, Consistency (statistics), Item response theory, Statistics, Artificial intelligence, business, computer, Reliability (statistics), Natural language processing
Abstract

Background: A recent article published in Educational Research on the reliability of results in National Curriculum testing in England (Newton, The reliability of results from national curriculum testing in England, Educational Research 51, no. 2: 181–212, 2009) suggested that: (1) classification accuracy can be calculated from classification consistency; and (2) classification accuracy on a single test administration is higher than classification consistency across two tests. Purpose: This article shows that it is not possible to calculate classification accuracy from classification consistency. It then shows that, given reasonable assumptions about the distribution of measurement error, the expected classification accuracy on a single test administration is higher than the expected classification consistency across two tests only in the case of a pass–fail test, but not necessarily for tests that classify test-takers into more than two categories. Main argument and conclusion: Classification accuracy is...

Published
2010
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