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ERIC Number: EJ927296
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0260-2938
Communication and Practice with Examination Criteria. Does This Influence Performance in Examinations?
Payne, Emma; Brown, George
Assessment & Evaluation in Higher Education, v36 n6 p619-626 2011
Previous research has demonstrated that the development and communication of explicit marking criteria have resulted in improved grades for students. This improvement in performance has only been reported for coursework assignments. Therefore, it was the purpose of this study to investigate the impact of providing explicit marking criteria, alongside practice with the criteria, on student examination grades. Two cohorts attending their second year on a sport science degree were used. The first cohort served as a control group and the second cohort as an experimental group. The control group sat the examination without any prior knowledge of the marking criteria, and the experimental group was given a marksheet before the examination that contained the marking criteria. There was a significant difference (p less than 0.001) between the examination grades of the experimental and control group. The mean examination grades achieved were 55.4% and 36.9% for the experimental and control group, respectively. Subsequent focus groups revealed that the experimental group considered that they were much better prepared and equipped to revise for the examination, and the marksheet encouraged self-reflection on their progress. The experimental group reported that they felt they had more control over preparation for the examination and higher levels of confidence in taking the examination. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A