Quantitative measures of systematic differences in OSCE scoring across examiners (often termed examiner stringency) can threaten the validity of examination outcomes. Such effects are usually conceptualised and operationalised based solely on checklist/domain scores in a station, and global grades are not often used in this type of analysis. In…

Due to the coronavirus disease 2019 (COVID-2019) and the sudden shift to online learning, higher education institutions adopted various approaches to reduce cheating in online assessments, mainly involving online live proctoring (OLP). The international assessment integrity regulation trend also applied to a university in South Africa, where…

This study aims to better understand the learning experiences of doctoral examiners in relation to their assessment practices in the PhD viva, which directly impacts the PhD candidates' success in doctoral assessment. A narrative approach was employed to uncover the narratives of learning to examine in the PhD viva from twelve doctoral examiners…

Intelligence tests are used in a variety of settings such as schools, clinics, and courts to assess the intellectual capacity of individuals of all ages. Intelligence tests are used to make high-stakes decisions such as special education placement, employment, eligibility for social security services, and determination of the death penalty.…

The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student's research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what…

In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of 'apprentice' to independent, supported learner and the doctoral training process has been revolutionised; many candidates now experience cohort-based, structured research. The UK's final PhD examination, however, has…

Purpose: This paper aims to investigate doctoral examiners' narratives on their expectations of the candidate's oral performance in the PhD viva. Both the PhD examiners and handbooks that offer advice on the PhD viva preparation appear to share the same expectation of the candidate's oral performance in the viva. That is, candidates must answer…

Taking into consideration the unique relational position of convenors (Chairs) in PhD oral examinations, this qualitative study explores insights from 55 convenors at a research-intensive university in New Zealand into the ways academic staff developers can better prepare doctoral supervisors and examiners for oral examinations. One striking…

With the wide application of the OSCE in the field of pharmacy, the development of e-assessment in OSCE is a predictable trend. However, the feasibility of its practical application and the acceptance of examiners who are accustomed to using traditional paper-based methods are worthy of being discussed. The e-assessment system (EAS) was…

Emphasis is growing on the use and form of doctoral acknowledgements, which are often viewed as sites of gratitude. Research has not addressed whether examiners are influenced by doctoral acknowledgements. We explore whether examiners read or do not read the acknowledgements, the reasons for their choice in this regard and whether the…

The present case study explores the assessment practice of two examiners from different academic backgrounds on an undergraduate thesis work in mathematics education. Reflection notes and feedback from two instances of a thesis-writing process are interrogated using a framework based on a semiotics perspective to meaning-making. It is shown that…

Purpose: Little is known about the impact external Viva examiners coming from the international community of scholars have on the quality of PhD research. This study aims to argue that the encounter between local and international examiners (IEs) is subject to various complexities, raising doubts about whether IEs' participation and approval of…

Variation in examiner stringency is an ongoing problem in many performance settings such as in OSCEs, and usually is conceptualised and measured based on scores/grades examiners award. Under borderline regression, the standard within a station is set using checklist/domain scores and global grades acting in combination. This complexity requires a…

The quality assurance 'regime' that spans the higher education sector internationally is underpinned by a number of unchallenged assumptions. Nowhere is this more apparent than within the external examiner system in the UK, an instrument for the professional self-regulation of higher education. One such assumption is that external examiners are…

It has been extensively researched how satisfied students are with the vast majority of goods and services offered by educational institutions of higher learning. However, there appears to be a paucity of research on students' satisfaction with the facilities and services of computer-based assessment (CBA) centers in higher education institutions,…