The Validity of Using Verbal Protocol Analysis to Investigate the Processes Involved in Examination Marking

Crisp V. (2007), ‘Comparing the Decision-making Processes involved in Marking between Examiners and between different Types of Examination Questions’, paper presented at the British Educational Research association annual conference, Institute of Education, University of London.

Crisp V. (in press), ‘Exploring the nature of examiner thinking during the process of examination marking’, Cambridge Journal of Education.

Cumming A. (1990), ‘Expertise in evaluating second language compositions’, Language Testing 7, 31–51.

Dreyfus H. L. Dreyfus S. E. (1986), Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer, Oxford: Blackwell.

Ericsson K. A. Simon H. A. (1993), Protocol analysis: Verbal Reports as Data, London: MIT Press.

Greatorex J. (2006), ‘Do examiners' approaches to Marking change from when they first begin marking to when they have marked many Scripts?’ paper presented at British Educational Research Association annual conference, University of Warwick.

Greatorex J. Suto W. M. I. (2006), ‘An empirical Exploration of Human Judgement in the Marking of School Examinations’, paper presented at the International Association for Educational Assessment conference, Singapore.

Green A. (1998), Verbal Protocol analysis in Language Testing Research: A Handbook, Cambridge: Cambridge University Press.

Hayes J. R. Flower L. (1980), ‘Identifying organization of writing process’, in Gregg L. Steinberg E. (eds), Cognitive Processes in Writing, Mahwah NJ: Erlbaum.

Huot B. (1993), ‘The influence of holistic scoring procedures on reading and rating student essays’, in Williamson M. M. Huot B. (eds), Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations, Cresskill NJ: Hampton Press.

Kobrin J. L. Young J. W. (2003), ‘The cognitive equivalence of reading comprehension test items via computerised and paper-and-paper administration’, Applied Measurement in Education 16 (2), 115–40.

Lumley T. (2002), ‘Assessment criteria in a large-scale writing test: What do they really mean to the raters?’ Language Testing 19, 246–76.

Milanovic M. Saville N. Shuhong S. (1996), ‘A study of the decision-making behaviour of composition markers’, in Milanovic M. Saville N. (eds), Performance Testing, Cognition and Assessment, Cambridge: Cambridge University Press.

Nisbett R. E. Wilson T. D. (1977), ‘Telling more than we can know: Verbal reports on mental processes’, Psychological Review 84, 231–59.

Pula J. J. Huot B. (1993), ‘A model of background influences on holistic raters’, in Williamson M. M. Huot B. (eds), Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations, Cresskill NJ: Hampton Press.

Sanderson P. J. (2001), ‘Language and Differentiation in Examining at A Level’, unpublished doctoral dissertation, University of Leeds.

Suto W. M. I. Greatorex J. (2006), ‘What do GCSE Examiners think of “Thinking aloud”? Interesting Findings from a Preliminary Study’, paper presented at the British Educational Research Association annual conference, University of Warwick.

Vaughan C. (1991), ‘Holistic assessment: What goes on in the rater's mind?’ in Hamp-Lyons L. (ed), Assessing Second Language Writing in Academic Contexts, Norwood NJ: Ablex.