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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.


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