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ERIC Number: EJ832789
Record Type: Journal
Publication Date: 2009-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0260-2938
Marking and Moderation in the UK: False Assumptions and Wasted Resources
Bloxham, Sue
Assessment & Evaluation in Higher Education, v34 n2 p209-220 Apr 2009
This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under-researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom