The validity of teacher assessed Independent Research Reports contributing to Cambridge Pre-U Global Perspectives and Research

Abstract

This research considered the validity of tutor assessed, pre-university independent research reports. Evidence of construct relevance in tutors' interpretations of the levels awarded to the candidates' research process was investigated. This included designing, planning, managing and conducting their own research project using techniques and methods appropriate to the subject discipline. The research was conducted in the context of the Cambridge International Pre-U Global Perspectives and Independent Research qualification (the GPR), a pre-university qualification for 16-19 year olds which is designed to equip students with the skills required to make a success of their university studies. Tutors' justifications for the levels they gave candidates were considered. In the first of two studies (Study 1), tutor justifications were qualitatively analysed for specific tutor behaviours that might highlight tutors interpreting levels in a construct irrelevant way. In the second study (Study 2), external moderators (EMs) rated the justifications according to the extent to which they reflected the intended constructs. Study 1 showed little evidence of construct irrelevance and Study 2 provided strong evidence of construct relevance in tutors' interpretation of the levels they awarded candidates for the research process.