The interactive, trans- generational-feed-forward- enhanced, marking criteria clarification toolMark Poulter, Joe McVeigh, Iseult Wilson, Lisa-Marie Cooke
“What do you need to do to get a good mark around here?”Mark Poulter, Joe McVeigh, Iseult Wilson, Lisa-Marie Cooke
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
Project Aim To better enlighten students as to what is expected of them, thereby enabling them to achieve a higher level of academic performance.
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.
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.
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
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.