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ERIC Number: EJ953305
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0307-5079
Mark My Words: The Role of Assessment Criteria in UK Higher Education Grading Practices
Bloxham, Sue; Boyd, Peter; Orr, Susan
Studies in Higher Education, v36 n6 p655-670 2011
This article seeks to illuminate the gap between UK policy and practice in relation to the use of criteria for allocating grades. It critiques criterion-referenced grading from three perspectives. Twelve lecturers from two universities were asked to "think aloud" as they graded two written assignments. The study found that assessors made holistic rather than analytical judgements. A high proportion of the tutors did not make use of written criteria in their marking and, where they were used, it was largely a post hoc process in refining, checking or justifying a holistic decision. Norm referencing was also found to be an important part of the grading process despite published criteria. The authors develop the notion of tutors' "standards frameworks", influenced by students' work, and providing the interpretive lens used to decide grades. The implications for standards, and for students, of presenting the grading process as analytical and objective are discussed.
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
Identifiers - Location: United Kingdom