In 2006, when the National Assessment with a formative function was first administered in Slovenia, the ministry in charge altered the way exams were marked.
The ministry considered exam marking as part of an educators learning process and organised assessment marking to become a part of a teacher’s working duties. The move meant that school principals had to name the teachers responsible for the marking of the National Assessment tests in their school and that teachers were not paid additional money for marking. This caused a lot of reluctance among teachers, also frustrated by the inconvenience of having to travel to marking centres.
After ongoing discussions on how to improve the marking experience for examiners, Slovenia’s National Examinations Centre (RIC) sought to adopt an e-marking solution and selected RM Results as their preferred supplier following a tender process in 2011. Within the year RM Assessor was implemented across Slovenia for the onscreen marking of the National Assessment of Knowledge (NAK) in the primary education system.
Key drivers that led RIC in Slovenia to choose to implement e-marking included:
- Reduce the disruption caused by pen-and-paper marking
Before e-marking was implemented, teachers were contracted to take four days out of the school timetable to go to central exam centres to mark exams. This caused disruption and extra cost as school principals had to organise cover whilst the teachers were off-site.
- Improve the quality of marking
Pen-and-paper marking makes it notoriously hard for exam boards to monitor the marking quality of individual examiners. The National Examination Centre (NEC), Slovenia’s government organisation that monitors assessments, discovered a high volume of errors in marking, non-compliance with the marking scheme and difficulties in marking open-ended responses during the marking period. There were also high volumes of admin errors, specifically with marking sheets being incorrectly filled out by exam markers.
- Increase security
Traditional pen-and-paper marking involved numerous transfers of exam scripts from schools to the NEC, from the NEC to the marking centres and then back to the NEC, and finally back to the schools. This provided numerous opportunities for scripts to go astray.
So how did the transition to e-marking go? And how did RIC implement e-marking across Slovenia in just one year? Download the case study to find out.