Profile Reporting in External Examinations

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Abstract
The psychometric approach to reporting separately the component grades or scores of an examination is challenged because it relies on misleading assumptions. An alternative approach which involves re‐thinking the purpose and structure of examinations is described. A series of pilot schemes administered by one GCE Board are reported. These showed that whatever method is used, there are a number of questions which require answering before profile reporting can be established as part of the service offered by public examining bodies.

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