However, the researchers added that while this progress is encouraging, scoring reliability in mathematics needs to be increased further if the program goals are to be achieved. Refining or simplifying scoring rubrics and placing further restrictions on types of tasks considered acceptable for inclusion in mathematics portfolios are among the types of clarifications that may result in increased reliability. The researchers believe that it is unrealistic to expect a substantial rate of improvement in the reliability of the writing portfolio scores unless the program itself is substantially revised. Although there is considerable interest in developing a system of performance-based examinations in the United States, there is a general lack of agreement on how to compare the results of different performance assessments to sets of common national standards. Although the United States will probably not develop a program of assessments exactly like those used in England, it is likely that the procedures used to compare the assessments will be similar.
Individual schools are free to choose the examination board that best fits their standards.
In this report, Burton and Linn discuss the advantages and problems of moderation by inspection and statistical moderation , together with an explanation of why neither approach is satisfactory by itself. The authors concluded that some combination of the two approaches may be necessary. It seems more likely that some sort of hybrid system will be required. . . The results of that meeting, the Big Sky Scoring Conference, were used to analyze for comparability across holistic and anaholistic scoring methods. However, interscorer reliability estimates for math tasks were somewhat higher than for literacy.