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Assessment Handbook 20112012-1213: 5. Marks and Marking5. Marks and MarkingGeneral5.1 It is strongly recommended that the Code of Practice on Assessment and Feedback(Appendix B) be read alongside this section.Marking schemes5.35.2 Each element of assessment shall have a marking scheme or set of assessmentcriteria that can be provided to other examiners, including external examiners. Forexaminations, these shall be the solutions that are prepared at the same time as thequestion paper. Marking schemes shall be written in relation to the learningoutcomes for individual elements of assessment, and shall make clear what is beingassessed and what is expected of students. It is the responsibility of Head of Schoolsand Institutes (or nominees) to ensure that marking schemes are in place for eachelement of assessment. Marking schemes and assessment criteria are important tothe clear articulation and management of academic standards.5.45.3 Every element of assessment must be tied to specific learning outcomes for theassociated module. The marking scheme for the assessment should likewisemeasure the learning outcomes, though where intended learning outcomes are‘generic’, the assessment marking schema may likewise be generic). The mostcommonly used marking scheme/systems are criterion referencing, model answers,and skeleton answers. QMUL recognises the need for variations in practice in theuse of marking schemes to take account of discipline based differences.5.55.4 It is imperative that SEBs make certain that the marks awarded are accuratereflections of achievement (and only of achievement: never potential). Awardclassification, where used, shall be based upon the ‘College Mark’. The College Markis the final, weighted and calculated mark for a programme; it combines all modulemarks achieved by a student (save ‘transcriptable’ and ‘study only’ modules).Ensuring that assessment and module marks are correct ensures that finalclassifications are appropriate for the level of attainment.5.5 Further guidance on the design of learning outcomes and marking schemes isavailable online: www.learninginstitute.qmul.ac.uk/lta5.5Code of Practice on Double Marking and Moderation (qualityassuring marking)Preliminary5.6 QM permits the use of five alternative methods in marking and assessment, to takeaccount of disciplinary based differences and the requirements of individualexamination boards. However, there is an underlying principle common to all fiveapproaches: 50 percent of the assessment for each module must be double markedor moderated.5.7 The primary function of double marking and moderation is as a quality assuranceprocess, to confirm the standard of marking. This ensures that assessments havebeen considered thoroughly, conscientiously and objectively, and that the method ofassessment complies with the marking scheme approved by the examination board.19
Assessment Handbook 20112012-1213: 5. Marks and MarkingUnderlying principles applicable to all methodsThe 50 percent ruleA minimum 50 percent of the assessment for each module must be subjected to oneof the five approved mechanisms detailed below to assure standards in marking.5.8 This is 50 percent of the elements of assessment, not 50 percent of the students or50 percent of the content for each element of assessment. For example, where amodule comprises an examination (60 percent) and an essay (40 percent), theexamination would have to be double marked/moderated. The board would also havethe option of double marking/moderating the essay.5.9 Where blind double marking, open double marking, or mark checking are employed,the second marker must double mark the full work of all students taking theassessment. Where moderation is employed the moderator shall sample theassessments of the designated percentage of students (as a minimum). Whereelectronic marking is employed, item analysis shall be applied.5.10 Where two (or more) elements of assessment will be subjected to the process, thesame method does not have to be used for both elements.The five methods5.11 Having established which elements of assessment will be subjected to the qualityassurance procedures, the examination board shall select and apply a means ofdouble marking or moderation from the following options:i. Blind double markingii. Open double markingiii. Mark checkingiv. Moderationv. Electronic marking5.12 Where one element of assessment comprises more than one type of assessment (forexample, an examination with both short answer and essay based questions), morethan one of the five methods may be applied.Examinations5.13 All examinations (all assessments coded EXM in the SIS) must be subjected to oneof the five quality assurance methods, irrespective of their weightings within amodule. These count toward the minimum 50 percent of the module assessment tobe double marked/moderated.Dissertations and projects5.14 Dissertations and project reports must be double marked, using models A or B (blindor open double marking; models C, D and E are not available for these assessmenttypes. This is principally due to the differences between individual dissertations andprojects; they are on wide ranging topics, and frequently employ large pools ofmarkers when compared to other modules. Therefore, moderating a sample wouldnot guarantee that the same level of scrutiny had been applied across the piece, as itwould for other types of assessment.A: Blind double marking5.15 Independent assessment of the piece of work by two markers, where neither seesthe comments or marks of the other until the whole procedure has been completed.20
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