How to interrogate & use marking & grading criteria to improve your work
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In this video I’m going to tell you about the big mistake that many students make when completing an assignment at degree level and explain why this error can repeatedly undermine your attainment. I’ll then tell you about a simple method you can use to help you ensure you understand what’s expected of you in any assessment at degree level, can evaluate the quality of your own work and reliably get the grades you want.
00:00 Start
00:35 Don’t make this big mistake when doing assessed work
01:51 Marking and grading criteria demystified
03:42 Interrogating marking and grading criteria
06:05 Learning to use marking and grading criteria in the development of your work
08:50 Some things to bare in mind when using exemplars
References:
Carless, D. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143-153.
Hounsell, D. (1997). Contrasting conceptions of essay-writing. The experience of learning, 2(1), 106-125.
Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014). Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment. Instructional Science, 42, 539-559.
Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.
To, J., & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764.
To, J., Panadero, E., & Carless, D. (2022). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education, 47(8), 1167-1182.