Intro

Welcome to the module on marking and grading in the 'Assessment and feedback' strand. This module considers the different factors involved in marking and how you can develop a professional judgement that is fair to your students, such as by discussing and comparing your judgements with colleagues and using digital forms of assessment to help support your judgement. It prompts you to reflect on the academic integrity of your students and how to encourage this through your marking practices and steps you can take to prevent it academic breaches.

Key questions to frame your learning:

  1. How do you grade work fairly and efficiently?
  2. What resources could help your assessment practice?

Using the module

Content

  • The centre of each screen contains the core content for each course, presented either as text, interactive activities, graphics, videos or animations.
  • Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow.
  • Terms highlighted like this are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms.
  • Terms or phrases highlighted like this are clickable cross-references, and can be clicked on to access pop-up boxes containing instructions on where you can find additional or related information on the topic elsewhere in the programme.
  • Note that your responses to the note-making and text entry activities (where you type responses in the space provided) can be printed and used as part of your ongoing work.
  • At the top of each screen you will see an indication of the approximate time it will take to complete the core content. These estimates include time to watch videos and complete activities in the central section, but not to complete the 'Optional activities'.

Poll questions

The poll questions are designed to help you think about your own situation and attitudes, and to compare your responses to those of others taking the programme. Consider talking to an academic advisor about your responses.


Pods

Throughout this course, you will see additional learning opportunities in 'pods'. Exploring the information provided in the pods will enrich the learning experience.

  • Useful information: Contains extra content to expand or emphasise key points from the main screen and houses links to useful external resources.
  • Useful links: Contains helpful links to resources that help to expand on, contextualise, or demonstrate the topics being discussed in the modules.
  • Key Terms: Contains definitions of important and/or unfamiliar terms.
  • Your context: Contains links and information about topics specific to your context and/or institution.
  • Portfolio: Contains additional activities that provide opportunities for further reflection.

Practice scenario

Every module will include a scenario screen that prompts you to apply the best practices, concepts and skills that you have learned in the module to your own context.


What's next?

Every module will have a 'What's next?' screen that summarises what you have learned and helps you to reflect on how to apply and further expand on your learning after you complete the module.


Quiz

At the very end of each module, you have the opportunity to test your learning further with a multiple-choice quiz. This consists of five questions and can be taken more than once (a new set of questions will appear).

Learning outcomes

  • Use marking frameworks to support professional and fair assessment judgements.
  • Engage in marking processes to align assessment judgements with other assessors.
  • Identify advantages and limitations of technology-enabled assessment processes.
  • Recognise possible issues relating to academic integrity.

Expert panel

Author

Professor Margaret Price

Margaret Price is Professor Emerita of Assessment and Learning at Oxford Brookes University UK. She is a researcher with strong roots in the practice of teaching and assessment and was awarded a National Teaching Fellowship in 2002. From 2005–2016 she was Director of ASKe Pedagogy Research Centre, a centre for excellence in learning and teaching. Her work focuses on the nature of assessment standards and student engagement with assessment feedback. These are brought together in the concept of assessment literacy and how this can support the learning of all students.


Lead advisor

Professor David Boud

David Boud is Alfred Deakin Professor and Director of the Centre for Research in Assessment and Digital Learning, Deakin University and Emeritus Professor at the University of Technology Sydney.

He has previously held the positions of Head of School, Associate Dean and Dean of the University Graduate School at UTS and has been responsible for academic staff development at the University of New South Wales. He has been a pioneer in developing learning-centred approaches to assessment across the disciplines, particularly in student self-assessment, building assessment skills for long-term learning and new approaches to feedback.

He is one of the most highly-cited academics in the field of teaching and learning in higher education. He holds an Honorary Doctorate of Linköping University, Sweden, is an Australian Learning and Teaching Senior Fellow (National Teaching Fellow) and is a former President of the Higher Education Research and Development Society of Australasia.


Expert Advisors

Dr Rosalind Duhs

Rosalind Duhs directed the successful UCL HEA-accredited Fellowship recognition scheme, UCL Arena. She has deep insights into the Professional Standards Framework for teaching and supporting learning in higher education (PSF) through the support of applicants and the assessment of applications.

Her consultancy role involves work with a range of institutions in the UK and internationally, from Gambia to Australia. Her PhD was a study of the experience of academic staff learning to teach in higher education in Sweden and England. Rosalind helped establish a centre for the development of teaching and learning in higher education at Stockholm University, Sweden, where she was Associate Director and Programme leader.

Professor Kevin Ashford-Rowe

Kevin Ashford-Rowe is QUT institutional lead for digital learning where he leads the Digital Learning Portfolio (DLP), located within the Learning and Teaching Unit. The DLP supports digital learning approaches and technologies throughout QUT and directly leads both the Curriculum Design Studios and the Next Gen Learning initiative.

Before joining QUT in 2019, Kevin served as Director of the Learning and Teaching Centre at the Australian Catholic University. Prior to this Kevin held the role of Director, Information Services (Learning and Teaching) at Griffith University, where he was the business owner of the University's virtual and physical learning and teaching environments.

Kevin is listed on the Australian Government Tertiary Education Quality and Standards Agency 'Register of Experts'. Currently, he holds the position of President, Council of Australasian University Leaders in Learning and Teaching (CAULLT) and is also a member of the UK Higher Education Academy's Australasian Strategic Advisory Board.

Dr Sarah Floyd

Sarah Floyd started her career in higher education 30 years ago as a lecturer in Environmental Science and Geography, before moving to educational development following involvement in national and institutional educational initiatives.

She has been a staff and educational developer at Ulster University for the last 14 years and now leads the institutional Advance HE accredited ENHANCE scheme, teaching their routes to fellowship for staff and doctoral researchers. She was awarded PFHEA in 2013 and has been an Advance HE accreditor and associate since 2012, providing consultancy to many UK and international HEIs and assessing fellowship applications.

Her recent research includes projects on professional development in assessment and feedback and exploring the use of dialogue in professional recognition and staff perceptions of engaging with fellowship.


Reviewers

Dr Kelly Matthews

Kelly Matthews is an Associate Professor of Higher Education at the University of Queensland, Australia. Her research explores students' experiences of learning and engaging with students as partners in learning and teaching. She co-develops, and teaches into, learning and teaching preparation programs for new tutors and academics, and teaches undergraduate subjects in education. Kelly has collaborated on 24 funded teaching and learning projects, has received five awards (four for teaching; one for research), and publishes extensively. She is an Australian Learning and Teaching Fellow, an elected Vice-President for the International Society for the Scholarship of Teaching and Learning (2016-19), an inaugural co-editor for the International Journal for Students as Partners, and a member of the International Journal of Chinese Education editorial board (2019-21). Alongside work, usually colliding with it, Kelly has two young children.

Dr Naomi Winstone

Naomi Winstone is a cognitive psychologist specialising in learning behaviour and engagement with education, particularly the processing and implementation of feedback. Naomi's research has been published in leading journals, including Educational Psychologist and Studies in Higher Education. Her 2017 systematic review on students' engagement with feedback was awarded the Outstanding Publication Award from the American Psychological Association.

Naomi is Head of the Department of Higher Education at the University of Surrey, having previously held the positions of Director of Undergraduate Studies and Director of Learning and Teaching in the School of Psychology, and Associate Dean (Learning and Teaching) in the Faculty of Health and Medical Sciences. She runs CPD events and workshops at universities, schools and colleges across Europe to support educators and students enhance the impact of assessment and feedback on learning and development. Naomi is a Senior Fellow of the Higher Education Academy, and a National Teaching Fellow.


Accessibility advisor

Wilma Alexander

Wilma Alexander is a Fellow of the Higher Education Academy with Master's degrees in Human-Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Master's degree in Digital Education and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the University at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.


Developed in conjunction with

  • Charles Sturt University, Australia
  • Durham University, United Kingdom
  • Hong Kong University of Science and Technology, Hong Kong
  • Massey University, New Zealand
  • North-West University, South Africa
  • University College London, United Kingdom
  • University of Adelaide, Australia
  • University of New England, Australia