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The Seventh Validation Study: The Increasing Acceptance of Onscreen Marking: The ‘iPad Effect’

  • David Coniam
  • Peter Falvey
Chapter

Abstract

In this chapter, an extension to research into onscreen marking in the Hong Kong context was carried out through an investigation of the responses of an entire cohort of markers for one of the Hong Kong Year 13 public examinations in English, the 2012 Hong Kong Advanced Level Examination Use of English, Paper C. While the study replicated the methodology for previous research conducted into the marking of Liberal Studies in Hong Kong which is described in Chap.  7 – where markers completed pre- and post-marking questionnaires in which they rated their computer proficiency and their attitudes towards OSM – the research described in this chapter was different from previous studies in three distinct ways. First, subjects were much younger than typical examiners – undergraduates in their early twenties; second, the OSM required the marking of short objective items; third, markers marked for an entire day at a dedicated marking centre. One additional and potentially important issue under investigation was the extent to which owning and using tablet computers affected markers’ attitudes towards the OSM process. Results indicated that, firstly, with the passing of time (the first OSM administration occurred in 2007 in two subjects only), markers were becoming increasingly less resistant to marking on screen. Secondly, markers who owned a tablet were more positive on almost every questionnaire item than markers who did not. The implications of the results were that not only were markers becoming generally more accepting of OSM, but that technological innovations such as the tablet were also predisposing markers – at least the younger generation – towards greater acceptance of the medium.

Supplementary material

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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  • David Coniam
    • 1
  • Peter Falvey
    • 1
  1. 1.Department of Curriculum and InstructionThe Education University of Hong KongTai PoHong Kong

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