The comparability of different subjects in public examinations: a theoretical and practical critique

Comparability between different public examinations in the same and also different subjects, has been a continuing requirement in the UK. There is a current renewed interest in between‐subject comparability, especially at A‐level. The present paper examines the assumptions behind attempts to achieve comparability and explores the educational implications of some of the statistical procedures which have been advocated. Some implications for examination policy are also briefly discussed.

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