Marking and moderation in the UK: false assumptions and wasted resources

Bloxham, Susan (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education, 34 (2). pp. 209-220.

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Abstract

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.

Item Type:	Article
Journal / Publication Title:	Assessment & Evaluation in Higher Education
Publisher:	Taylor and Francis (Routledge)
ISSN:	1469-297X
Departments:	Professional Services > Research Office & Graduate School (ROGS)
Depositing User:	Insight Administrator
Date Deposited:	14 Oct 2010 11:29
Last Modified:	12 Jan 2024 08:30
URI:	https://insight.cumbria.ac.uk/id/eprint/218

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