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ERIC Number: EJ1030239
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0260-2938
Marking and Feedback Provision on Essay-Based Coursework: A Process Perspective
Tomas, Carmen
Assessment & Evaluation in Higher Education, v39 n5 p611-624 2014
Research on the marking process has focused mainly on judgement and strategy use. Previous studies have depicted the marking process as a monolithic sequence of marking single scripts, and primarily in examination marking contexts. The present study investigated the marking process encompassing aspects relatively neglected in previous research: feedback construction, diversity of sequences and marking a series of scripts (supra-script). Twelve higher education participants were interviewed on their marking processes. When marking individual scripts, one or two re-readings and an iterative process to decide marks were common. Feedback construction appeared to be closely linked to the process of making a judgement, and two distinct sequences were found. The difference between these was on which part of feedback was prioritised: elaboration of synoptic feedback (top-level summary) or annotations (specific comments). At the supra-script level, the focus was on maintaining self-consistency. These reveal a mixed norm and criterion-referenced assessment framework in practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A