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