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Mark poulter et al

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Mark poulter et al

  1. 1. The interactive, trans- generational-feed-forward- enhanced, marking criteria clarification toolMark Poulter, Joe McVeigh, Iseult Wilson, Lisa-Marie Cooke
  2. 2. “What do you need to do to get a good mark around here?”Mark Poulter, Joe McVeigh, Iseult Wilson, Lisa-Marie Cooke
  3. 3. StakeholdersLearners Teachers Support/A.N. Others3rd year Physiotherapy Iseult Wilson Cliniciansstudents (Module Co-ordinator) (“Clinical Educators”)PTH541 All Physio Lecturers(Clinical Placement 4)Case Study
  4. 4. Project Aim To better enlighten students as to what is expected of them, thereby enabling them to achieve a higher level of academic performance.
  5. 5. Project Objectives Clarify for students the meaning of words found in the marking grids (e.g. synthesis, appraisal, etc.) Provide exemplars (ideally using real examples from past students’ work) Successfully introduce the tool to the course team.
  6. 6. Desired BenefitsLearners Teachers Support/A.N. OthersBetter understanding Greater Confidence in beingof Level 6 standardisation of able to adviserequirements marking students (if asked)Better performance Fewer corrections (& so less time) needed giving feedback…Higher self-esteem & … and more timegrades spent on advancing learning.
  7. 7. Known Risks Expose possible non-standardisation of marking: - A benefit & a risk: - Benefit – if it leads to our aim - Short-term risk if students lose faith in marking Potentially dishearten some students: - “I’ll never be able to do that, so I’ll give up now” Potential straight-jacket: - If applied as rules, not guidelines - Restrict future development/improvement by staff
  8. 8. Issues There is a current perception of non- standardisation of marking across course ‘team’ Varying interpretations across the course ‘team’ re: - Meaning of marking grid’s wording - What is correct grammar, etc.

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