Demystifying Marking: reflections on developing and using grade descriptors: Case Study

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Calvert, Ben ; University of Gloucestershire (2005)
  • Publisher: University of Gloucestershire
  • Subject: LB2300

Marking is a necessarily contentious\ud activity. It is not always possible\ud to arrive at bull’s-eye conclusions\ud about the merit of an individual\ud piece of work, particularly in the\ud arts, social sciences and humanities\ud where studies of culture, society\ud and history do not yield principles or\ud general rules that can be tested for\ud accuracy. If it were possible, double\ud marking would be unnecessary and\ud regulations allowing students to\ud appeal their marks would become\ud more or less redundant. But I use\ud the words ‘necessarily contentious’\ud because marking should compel\ud tutors to engage with one another\ud about this difficulty, to keep on\ud asking what it is that they are\ud looking for in student work.
  • References (3)

    BIGGS, J. (2003) Teaching for Quality Learning at University, 2nd ed, Buckingham: Society for Research into Higher Education and Open University Press.

    HUSSEY, T. & SMITH, P. (2002) The trouble with learning outcomesA,ctive Learning in Higher Education, vol. 3, no. 3, pp. 220-233.

    QAA (QUALITY ASSURANCE AGENCY FOR HIGHER EDUCATION) (2000) Code of Practice - Quality and Standards in Higher Education. Section 6 'Assessment' [online]. Available from http: //www.qaa.ac.uk/public/Cop/ COPaosinal/contents.htm.

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