Add to ORKGDespite the general agreement that marks do measure the degree of attainment of the basic objectives of education, marking systems remain an educational controversy. In this paper the two basic systems of marking, relative and absolute, are compared, and their main features are summarized. Comparisons between marking systems in sample universities from around the world are presented and a new marking system is proposed. The proposed system comprises ten steps on the marking scale. Each step is associated with a brief description of its meaning
Providing written feedback to learners within Higher Education can be a time-consuming and frequentl...
Teacher assessment literacy is critical in improving assessment instruments and teacher judgments on...
Examinations are regarded as vital instruments not only to determine the progress and success of lea...
Despite the general agreement that marks do measure the degree of attainment of the basic objectives...
Covid-19 has placed unprecedented pressure on higher education institutions, not least of which is t...
Marking is a necessarily contentious\ud activity. It is not always possible\ud to arrive at bull’s-e...
Unreliability in marking is well documented, yet we lack studies that have investigated assessors’ d...
In 2011 Southampton Solent University, a post-1992 university in southern England, introduced a new ...
This paper attempts to address the possibility of real change after a hundred years of exam-based as...
The aim of this paper is to stimulate further discussion on divergent institutional and academic nee...
This article challenges a number of assumptions underlying marking of student work in British univer...
Schools and departments in Australian universities assess students in their units through a number o...
This paper is an exploratory study on the use of Marking Criteria in the offshore campus of an Austr...
This paper is an exploratory study on the use of Marking Criteria in the offshore campus of an Austr...
When grading student assignments university lecturers act as ‘gatekeepers’ for academic standards (S...
Providing written feedback to learners within Higher Education can be a time-consuming and frequentl...
Teacher assessment literacy is critical in improving assessment instruments and teacher judgments on...
Examinations are regarded as vital instruments not only to determine the progress and success of lea...
Despite the general agreement that marks do measure the degree of attainment of the basic objectives...
Covid-19 has placed unprecedented pressure on higher education institutions, not least of which is t...
Marking is a necessarily contentious\ud activity. It is not always possible\ud to arrive at bull’s-e...
Unreliability in marking is well documented, yet we lack studies that have investigated assessors’ d...
In 2011 Southampton Solent University, a post-1992 university in southern England, introduced a new ...
This paper attempts to address the possibility of real change after a hundred years of exam-based as...
The aim of this paper is to stimulate further discussion on divergent institutional and academic nee...
This article challenges a number of assumptions underlying marking of student work in British univer...
Schools and departments in Australian universities assess students in their units through a number o...
This paper is an exploratory study on the use of Marking Criteria in the offshore campus of an Austr...
This paper is an exploratory study on the use of Marking Criteria in the offshore campus of an Austr...
When grading student assignments university lecturers act as ‘gatekeepers’ for academic standards (S...
Providing written feedback to learners within Higher Education can be a time-consuming and frequentl...
Teacher assessment literacy is critical in improving assessment instruments and teacher judgments on...
Examinations are regarded as vital instruments not only to determine the progress and success of lea...