Unit for the Enhancement of Learning and Teaching. Categorical Marking

Transcription

1 Unit for the Enhancement of Learning and Teaching Categorical Marking

2 Categorical Marking What is it? Marking Scale from with limited marking points in each band Intended to improve consistency and transparency in classification of awards avoid borderline marks resolve borderline marks consistently Kent uses a 22 point scale Page 2

3 Categorical Marking The Kent Scale Page 3

4 Categorical Marking So, what is it? The marking scale contains a fixed number of percentage points in each class band, one of which might be assigned by a marker for a piece of assessed work. Markers should award the appropriate mark from the scale to assessed work as best fits student performance in relation to the assessment criteria. Annex 6: Page 4

5 Categorical marking and assessment criteria Assessors are strongly encouraged to devise assessment criteria that map on to the respective classification bands. Determining appropriate levels for assessment criteria: Annex 2 Level Descriptors Page 5

6 Categorical Marking When do we use it? All modules taken as part of an undergraduate programme (PG optional) rules about categorical marking and degree classifications mandatory for new cohorts from 2014/15 alternative marking for partners will end for any new cohorts starting in September Page 6

7 Categorical Marking When do we use it? Relevant Assessments i.e. single pieces of work that currently attract a mark out of 100, such as essays, dissertations, reports or any similar assessment that requires a qualitative judgement by the marker against criterion referenced standards; Page 7

8 Categorical Marking When don t we use it? NOT FOR: Assessments that take the form of tests of complex calculation or knowledge that allow for an accumulation of marks on an objective basis, or which are composed of a large number of questions, or questions where there is a single correct answer (such as numerical questions). Page 8

9 Categorical Marking Why do we use it? Page 9 Use of the scale is intended to (i) encourage markers to make firm decisions about assessed work in relation to class band grade criteria (i.e. such work may no longer be regarded as borderline); and (ii) encourage markers to use the full range of the marking scale, particularly in the first class band. Annex 6: 4.1.1

10 Categorical Marking Any Issues? Marking down by default Page 10

11 Categorical Marking What to do 1. Take a decisive view as to which class band a piece of assessed work belongs, in keeping with the published marking criteria for the assessments in question; 2. Make a firm decision as to the extent to which the piece of work achieves the grade criteria for the class band selected; 3. Allocate the relevant mark on the scale within the selected class band. Page 11

12 Categorical Marking What to do Ranking and Grading Feedback: correction, encouragement, benchmarking (for grading) or feed-forward? (Price et al 2010) Holistic marking (think-aloud) vs marking against criteria Student understanding Page 12

13 Student understanding There s no consistency. The lecturer tells us something else, the seminar leader expects something else and you don t know where your work will end up... You don t know who will mark your work Yeah, and then there are seminar leaders that are quite generous and they don t expect as much, and other seminar leaders that are incredibly picky Page 13 Developing your Assessment and Feedback, Judy Cohen

14 Categorical Marking summary UG, not PG (unless you want to) Only for relevant assessments: i.e. assessment that requires a qualitative judgement by the marker against criterion referenced standards. Not for assessments that take the form of tests of complex calculation or knowledge that allow for an accumulation of marks on an objective basis. Page 14

15 Further information Annex 6: marking Conventions by cohort ditframework-conventions-by-cohort-ug.html Credit Framework for taught programmes Page 15