Marking differences

Teacher training gaps often become evident in marking. Research unfailingly finds that academics vary widely in the grades they give. UK researchers and co-authors of 'Developing Effective Assessment in Higher Education', Sue Bloxham and Pete Boyd, say variations of 8 or 9 points out of 25 in essay marking are common.

Not only can grades differ significantly. Markers can also disagree on the positive and negative aspects of students' work. In one UK study, two essays written by students in their final year of an undergraduate degree were graded by 50 different markers. What one marker thought a "well-written" essay was said by another to contain "the language I would expect of someone coming out of secondary school and not a terribly good school at that".

It also needs to be remembered that markers are human. Massey University lecturers Linda Leach, Guyon Neutze and Nick Zepke argue that teachers will view students' work through "changing filters" of values, beliefs, health - and even mood. They also like their job made easier for them: one study found that essays printed in a larger 12-point typeface got significantly higher marks than those in 10 point.

Bar multi-choice tests, some degree of subjectivity may be unavoidable in tertiary assessment. But there's much that institutions can do to ensure the process is as transparent as possible. At a minimum students should receive clear descriptions of assessment criteria and marking schemes (see below).

Grading information

If you're enrolled in tertiary study this year, your institution should provide the following information on how your work will be marked.

Assessment criteria

Assessment criteria are the specific factors the assessor will take into account when marking work. For an essay, they may include the quality of argument, use of evidence, and written expression. These criteria should be readily available to you before assessment.

Grade descriptors

Grade descriptors set out the standards for different grades. They should state clearly what's required to achieve an A, B or C and what constitutes a fail grade.

Marking schemes

Marking schemes combine the assessment criteria for an assignment with the grade descriptors. Good marking schemes help make outcomes transparent to students. They also go some way to ensuring marking is consistent - across new and experienced markers - by setting out what factors must be taken into account when awarding a grade.

Even with explicit marking criteria, markers will still need to use a degree of professional judgement. But the marking scheme helps make it clear how this judgement is arrived at.

Moderation

Institutions' assessment regulations may require a proportion of assignments to be moderated or "check-marked" by another academic staff member. Check-marking won't normally involve all assignments: it may focus on a few from the top, middle, and bottom; or it may just focus on grades that are borderline (on the cusp between one grade and the next).

Provided it's underpinned by robust marking schemes, check-marking can help promote common standards among teaching staff and so can improve consistency. Your institution's regulations on check-marking should be readily available.