Mark my words: the role of assessment criteria in UK higher education grading practices

Bloxham, Susan, Boyd, Pete ORCID logo ORCID: and Orr, Susan (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36 (6). pp. 655-670.

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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.

Item Type: Article
Journal / Publication Title: Studies in Higher Education
Publisher: Taylor & Francis (Routledge)
ISSN: 1470-174X
Departments: Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User: Insight Administrator
Date Deposited: 19 Jan 2012 11:33
Last Modified: 12 Jan 2024 10:16


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