Marking

Student looking at assessment feedbackA well-planned marking process increases consistency and integrity of our learning environment.

  • Assessment standards and consistent marking can be assisted by all markers benchmarking against each other at the start of the marking period.
  • Consider time-implications for calibrating marking criteria implementation when an assessment task is used for the first time.
  • Check current Business School policy on assessment and results processing.
  • Plan a timeline for marking, re-marking, and release of marks and feedback. Sharing the timeline with the teaching team will help to manage expectations.
  • Feedback should be quick and accessible for students to gain best learning benefit from it.
  • Remind students about the policy and procedures for academic dishonesty.
  • Efficient feedback mechanisms will allow time to give more tailored feedback to students.
  • Marking should be consistent across all markers to ensure fairness of the assessment process. 
  • Effective management of grades will reduce student queries and reduce administrative load.
  • Ending on a high note will leave students with a more positive approach to their further learning.

Why

Marking is a significant workload. Ethical and efficient process support academic integrity and well-being for all involved.

Marks are very important to students. The marking process should consider their rights to have a fair opportunity to provide evidence for their learning. Giving feedback to large cohorts can generate significant workloads. eLearning can provide tools to provide effective feedback efficiently (such as the Blackboard Grade Centre, TurnItIn GradeMark and ReView). 

Examples

  • Consider organising a marking bee. It helps to develop consistent marking if everyone can work together in one room marking a number of papers simultaneously. It may also make marking more fun and efficient.
  • Consider using TurnItIn GradeMark tool to create a bank of feedback comments. This will allow for an efficient way of giving students extended personalised feedback in a form that is easy to access.
  • Consider creating multiple choice exams with feedback in mind. Multiple choice questions can be interpreted in a way that students get specific feedback on the questions they get wrong.
  • Additional feedback can be usually collected using the survey tool on Blackboard. Encouragement for students can be in form of extra marks to participate in the feedback process.
  • Blackboard Grade Centre offers one-stop-shop of managing and communicating grades between staff, students, and the university.

Further resources