Exploring the Value of Double Marking in Dissertation Assessments: Classical Test Theory and Item Response Theory Approaches

Extended constructed response assessment methods such as the dissertation are common in higher education assessment and are typically afforded considerable weight in overall student assessment. Thus, quality assurance processes such as double marking are commonly implemented. However, the value of such processes has been questioned. Further, the measurement properties of the dissertation assessment method have received little attention. As such, we explored the dissertation assessment method through both Classical Test Theory (CTT) and Item Response Theory (IRT) approaches using a historical dataset of first and second marker grades. Under CTT we found poor agreement between markers which could threaten the validity of the true grades assigned to students. However, under IRT models we found that markers showed greater agreement regarding the underlying latent abilities thought to give rise to the extended constructed response that is the dissertation. We conclude by questioning the value of double marking processes. Grades *qua* grades (i.e., true grades) typically show poor agreement between markers suggesting double marking may be a waste of resource. Instead, the determination of grades from latent ability score using an IRT measurement model, which showed greater agreement between markers, might enable a single marker to provide a valid grade to students.

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