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For a brief discussion of issues related to marking, see Yorke et al. (2000) and Brown (2001).
Issues relating to marking assessments
- Different modules and departments clearly allocate marks over different ranges – some mark between 40 and 70 per cent, others across the full range. How is it possible to aggregate and compare marks in these circumstances? There are many ways of dealing with this problem, such as normalisation of scores.
- Double-blind marking doubles the assessment load and studies have shown that it is no more reliable than single marking and moderating of borderline cases and samples of each grade.
- The aim of moderation is to check the consistency of the marker(s), not to remark