A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Assessing student learning
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on the effectiveness of double marking, a point supported by research, such as that by
Cannings et al. (2005) in a medical context, and Gary et al. (2005) in politics. Markers give
different marks for different reasons and when coming together to agree a mark, one may
yield to the other in terms of experience or seniority or, equally unfairly, they may agree
on a mid-point between their two marks, which then represents neither of the two
markers’ views.
Other examples of bad practice cited by Rust (2007) include the meaninglessness of
marks unless they are stated in terms of norms or the objectives mastered; combining
scores which hide the different learning outcomes being judged and/or which are using
different scales (like trying to combine apples and pears) and distorting marks in
combinations of subjects or by types of assessments, which can have an effect on the
actual degree classification. Ecclestone (2001) suggests that this depressing state of affairs
may be a consequence of current higher education being a mix of various/newer modes
of study (e.g. distance learning). However, the same situation still exists in traditional
non-modularised assessment, so fragmenting assessment communities, which means
that increasing reliance on quality assurance procedures, assessment guidelines and
assessment criteria cannot be the whole answer. Ecclestone’s conclusions are pertinent to
both modularised and non-modularised systems when she suggests that there are
problems in communicating objective standards even when specified in precise detail,
and there is a need for face-to-face discussion between colleagues to arrive at shared
understandings. Assessors need assistance, and training in assessment and criteria can
be very helpful in this process. Being inexperienced in marking can feel somewhat
threatening for new lecturers, but a good understanding of the assessment literature on
marking and an experienced mentor can do much to help develop this most important
part of professional practice.
Interrogating practice
To what extent do colleagues in your department share an assessment
community of practice? If they do not, you may want to consider establishing
one, particularly since you have a valid reason for wanting to benefit from
their shared expertise in marking practice.
OVERVIEW
In this chapter most of the emphasis has been on assessment design for learning because
this is an area in which the individual can have some influence. Throughout, a reflective
practitioner approach has been taken to encourage in the reader some active thinking to
turn research findings into actions that will impact on the quality of his or her students’
learning experience. In so doing, the intention of the author has been to encourage a