Skip to main content

2 things about marking assignments I struggle with

I'm currently marking assignments as part of the Assessment and Evaluation unit that I'm co-teaching with my colleague and unit convener Dr Coralie McCormack. This is not new for a lot of teachers of course, but assignments are not just a lot of work for the students...

There are two aspects to marking that I still struggle with;
1) getting my head into the deep analytical type of mode that marking requires. I find marking somewhat analoguous to standing in front of a freezing blunge pool, I have to mentally prepare myself, and just jump in.
2) rubrics - argh rubrics. They are not easy to design in the first place, having to think of performance criteria and then what constitutes each level of performance. I find that even when you have a rubric and think it's all sorted - come marking time there are always some students (in my short experience) who offer up something that doesn't quite fit the definitions. This results in the highliting a bit of each level, and sometimes being stuck - not being able line aspects of the assessment performance with any criteria or performance level at all. On the flip side, when they capture the performances from students they make marking life a lot more efficient.

In these cases (point 2) my colleague, Coralie, suggests falling back to academic judgement and the unit Intended Learning Outcomes - and subsequently reviewing the rubric for next time.


Popular posts from this blog

What does 2021 hold for student #learningexperience at my university

"Handwriting Text E-Learning Loading. Concept meaning Forecasting the future event"   by  is licensed under  CC BY 2.0 This year we have a unique opportunity to capitalise on what was 2020 and all the impacts it had on learning and teaching.  Staff ICT literacy levels and confidence increased because they had to use digital tools for teaching, there was no choice. This situation was complicated, academics of all levels of ICT literacy had to adapt. Some staff had zero experience with digital tools and were using online tools for the first time, while others are always pushing boundaries and looking for alternative tools available from central support areas. As with staff, some students have very low ICT literacy, while others blaze ahead of the curve, using the tools like pros and needing much instruction. They just work it out. Shifting this cohort of students and staff to fully online was a massive undertaking and a huge shock for everyone.  Going into 2020

Good assessment design is hard, here are some resources that might help

Designing good assessment is an art and a science IMHO. Here are some great resources, as much for my record as they are useful for others. (nice) (multiple pathways to cater for student diversity)

Make your #onlinelearning experience more personal with a #lightboard

In August 2019 the DVCA at UC wanted to invest in some light boards as he had seen the educational benefits at the previous university he worked for. I was tasked with putting in a comprehensive bid to an annual equipment fund and, if successful, follow the process through to implementation working with AV Services, and Library Services. As of March 2020 the Library houses UC's first ever Lighboard, and academic staff are putting it to good use. The Lightboard is a glass panel filled with light which stands between the teacher and the audience/camera. The teacher faces the camera (viewers) and writes on the glass using liquid chalk (for best results), the results glow on the glass, and a camera is used to record the session. The camera we use flips the image horizontally so the writing appears in the correct orientation without having to flip it in a post production process. The videos capture the face and hand movements/gestures of the teacher, as well as the hand written conten