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Calvert, Ben (2005) Demystifying Marking: reflections on developing and using grade descriptors: Case Study. Learning and Teaching in Higher Education (1). pp. 93-97.
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Abstract
Marking is a necessarily contentious activity. It is not always possible to arrive at bull’s-eye conclusions about the merit of an individual piece of work, particularly in the arts, social sciences and humanities where studies of culture, society and history do not yield principles or general rules that can be tested for accuracy. If it were possible, double marking would be unnecessary and regulations allowing students to appeal their marks would become more or less redundant. But I use the words ‘necessarily contentious’ because marking should compel tutors to engage with one another about this difficulty, to keep on asking what it is that they are looking for in student work.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Additional Information: | Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5 |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Professional Services > Academic Development Unit |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 14 Jun 2016 10:53 |
| Last Modified: | 04 Feb 2022 09:30 |
| URI: | https://eprints.glos.ac.uk/id/eprint/3612 |
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