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Enhancing Assessment Criteria for Effective Feedback and Consistency

Exploring the standardization of marking criteria and mark schemes to improve efficiency, clarity, and consistency in assessments. Addressing common challenges such as time constraints, feedback quality, and low NSS scores by focusing on contextualized criteria, cognitive processes, and CILOs. Insights shared on designing assessment criteria components and their application across various assessment types.

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Enhancing Assessment Criteria for Effective Feedback and Consistency

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  1. Cracking the code of marking criteria & mark schemes Abby Osborne, Dr Baris Yalabik, Dr Shaun Williams, Liz Beaven

  2. Marking criteria= course wide Mark scheme= specific to assessment task Shared language: Marking rubrics= rules/ guidelines and pre-defined mark allocation

  3. CILOs Clarity around criteria verbs Clarity around criteria levels Contextualising marking criteria

  4. Unit and assessment design Unit development Good practice Consistency Diversity Creativity Communication Freedom Efficiency What should we standardise? Complete chaos Complete dictatorship 4

  5. Problem statement • Assessment takes too much lecturer time, and yet common complaints: • Lack of consistency and clarity in marking criteria • Unsatisfactory level of feedback • NSS scores are low • Risk factors: • Pre-CT and CT running at the same time • Increasing numbers • Diversity of programmes / units / students • CT PGT – 50% pass mark • ChatGPT et al requiring different assessment practice • Short term • Support units in need through coaching/resourcing • Long term • Assessment that is efficient, consistent, and clear, through common language 5

  6. Criteria Two components Verb… …noun Recite… …the four P’s. Use… …NPV. Compare… …diesel and unleaded. Analyse… …the HR policy. Critique… …Porter’s ideas. Build… …a model of sustainability. Cognitive process Knowledge Each unit spends considerable time explaining this. We are good at this 6

  7. Designing assessment criteria: Replace With Or (subject specific descriptors) Useful feedback statements CILOs: Fully developed, Developed and consistent use of… Range and depth Detailed Explicit and relevant throughout Excellent Significant, Developed in places/ but not consistent Explicit use of… Range or depth Substantial Explicit Largely relevant Good Implicit, Some Clear Reasonable Relevant Accurate, but incomplete Evidence of Satisfactory Limited, An attempt Stated Drifts into… Problematic Very limited Significant errors/ omissions Little/ no understanding of the task/ material Insubstantial Poor

  8. - Formative assessment - Stop/start/Continue, SSLC, comparisons between units e.g., Online Unit Evaluations (OUE’s) - NSS [Assessment and Feedback] - (2019/2020) 82.03/83.33% (Bath University - 66.30%) - (2020/2021) 88.64/82.73% (Bath University - 60.91%) - (2021/2022) 93.42% (Bath University 61.82%) also include 100% re ‘criteria for marking’

  9. Application to different assessment types: Visual/audio report Essay Report Oral assessment/ presentation Dissertation Portfolio Reflective assessment Viva voce Set exercises

  10. Assessment and Feedback: Marking criteria as a series of lenses for marking knowledge Presentation Application

  11. We want your feedback www.menti.com

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