Assessing and Evaluating for Learning/Assessment Decisions and Marking module

=Assessment Decisions and Marking=

Another key aspect of the assessment process is moderation.

Moderation
The intent of moderation is to "verify that assessment design and assessor judgements
 * are valid, fair, consistent and reliable,
 * meet approved learning outcomes, and
 * are appropriate to the learning environment."
 * (Otago Polytechnic Academic Policy: Moderation of Assessment, AP908.00, 2007, p 1.)

Pre-Assessment Moderation
Pre-assessment moderation occurs after the assessment has been designed but before it is given to students. This can be likened to an editing process before publication.

Post-Assessment Moderation
Post-assessment moderation occurs after the assessment has been marked but before it is returned to students.

Explore Further
Consider how moderation is used in your own context.

Link to the Discussion Board - Moderation of Assessment

Marking Criteria
Having clear and sound marking criteria is essential to the marking process. This not only ensures that the student is as clear as possible regarding expectations it also ensures standards of consistency if there is more than one marker.

University of Western Sydney identify some some key check points with marking criteria Do the criteria for your assessment task: Armstron,S., Chan,S., Malfroy,J., & Thomson, R. (2008). Assessment Guide. Implementing criteria and standards-based assessment. Sydney: University of Western Sydney. p 16. For more information on marking criteria read the UWS booklet Assessment Guide starting at page 9.
 * Clearly identify the important characteristics that students’ work will demonstrate to show you that they have achieved the learning outcome/s?
 * Use concise language and avoid unnecessary detail?
 * Specify only one behaviour per criterion?
 * Avoid describing standards of performance?
 * Represent an achievable task for students?
 * Represent an achievable workload for staff?

Rubrics


Very simply put, a rubric is a grid used to help define marks given to an assessment according to specific criteria. If used correctly this can be a fabulous tool to manage consistency with marking. If carefully developed it has the advantages of ensuring consistency across a wide range of scripts and helps overcome potential bias; such as a marker giving more credit to someone who has focused on the markers favourite areas.

The web page [http://www.teach-nology.com/tutorials/teaching/rubrics/ Why Rubrics? What's all the Hype?] From TeAchnology.com: The Online Teacher Resource can provide a more detailed definition. Scroll down to the section on what are Rubrics? for a general introduction.

If you put 'Rubrics' into the Search box on the top left of the TeAchnology website you you discover they offer an incredible amount of information on this topic. Aimed at primary and secondary education but the knowledge is transferable.

The University of Waterloo also provides a clear and easy to follow information sheet on rubrics, their development and use.

Click on the following links for examples of rubrics


 * rubric for assessing student presentations


 * assessment information summary rubric - this site also has links to a variety of other examples

Tips for Marking Essays

 * Plan your time in advance
 * Ensure you are clear about and are familiar with the marking criteria or mark allocations
 * Provide feedback on common mistakes once
 * Identify common mistakes and aim your feedback at these rather than writing the same comment on each script.

The University of Exeter offer some very valuable tips for marking written work

Link to Discussion Board - Marking Tips

Kate Beattie & Richard James also offer some useful advice on assessing essays.