To read this content please select one of the options below:

The use of assessment criteria to ensure consistency of marking: some implications for good practice

Mark N.K. Saunders (Research Co‐ordinator for the Department of Business and Finance at Cheltenham & Gloucester College of Higher Education. He is Dissertation Module Tutor for the Management Degree Fields and a Principal Lecturer in the Department’s Division of Human Resource Management)
Susan M. Davis (Principal Lecturer and the Head of the Finance Division in the Department of Business and Finance at Cheltenham & Gloucester College of Higher Education. She is also Field Chair for the Management Degree Fields)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 1 September 1998

2244

Abstract

Discusses the use of criteria in assessment of undergraduate dissertations. Illustrates how criteria can integrate both analytical and global quality measures of students’ work. Drawing from an analysis of assessments of an undergraduate dissertation argues that criteria need to be debated periodically if consistency is to be maintained. Highlights the importance of clear assessment procedures and emphasises that these procedures need not constrain lecturers. Concludes with discussion of implications for good practice in assessment. Appendices provide an example of an assessment procedure and criteria.

Keywords

Citation

Saunders, M.N.K. and Davis, S.M. (1998), "The use of assessment criteria to ensure consistency of marking: some implications for good practice", Quality Assurance in Education, Vol. 6 No. 3, pp. 162-171. https://doi.org/10.1108/09684889810220465

Publisher

:

MCB UP Ltd

Copyright © 1998, MCB UP Limited

Related articles