The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community.,A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established.,The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community.,This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities.,This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.

中文翻译：

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鼓励专业学习社区在写作评估中增加共识

佛兰德考试中心设计了一项干预措施，以建立一个以写作评估为主题的专业学习社区。本文的目的是调查这种干预的效果，并说明这种干预如何成功地建立了一个专业学习社区。采用混合方法设计来回答研究问题。比较判断数据的定量分析提供了对干预效果的了解。更具体地说，分析了检查人员是否在干预后做出更多的判断。对干预措施中对话的定性分析有助于检验相互依存的考官在专业化练习中的行为，并深入了解如何建立专业学习社区。分析表明，佛兰德考试中心的介入促进了专业学习社区的形成。这在定量分析中可见。定性分析表明，高度相互依赖的活动有助于建立专业学习社区。研究表明，高度相互依赖的互动有助于促进专业学习社区。研究表明，评估数据可以指导经过深思熟虑的设计在评估者之间建立专业学习社区的干预措施。评估数据可以作为团体支持和讨论的指南，以改善评估实践。在这方面，关键在于参与者之间相互依存的程度。