Perceived Differences in Tutor Grading in Large Classes: Fact or Fiction?

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dc.contributor.author Willey, Keith en_US
dc.contributor.author Gardner, Anne en_US
dc.contributor.editor FIE Steering Committee en_US
dc.date.accessioned 2012-02-02T11:11:00Z
dc.date.available 2012-02-02T11:11:00Z
dc.date.issued 2010 en_US
dc.identifier 2010000299 en_US
dc.identifier.citation Willey Keith and Gardner Anne 2010, 'Perceived Differences in Tutor Grading in Large Classes: Fact or Fiction?', , Stipes Publishing LLC, USA, , pp. S2G-1-S2G-6. en_US
dc.identifier.issn 978-1-4244-6262-9 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/16618
dc.description.abstract For many years the authors have coordinated a large engineering design subject, having a cohort of approximately 300+ students. Lectures are supported by tutorials of approximately 32 students which incorporate collaborative team learning activities and project-based learning. Each tutor is responsible for grading the assessment tasks for students in their tutorial. A common issue is how to achieve a consistent standard of marking between different tutors. To address this issue the authors have used a number of methods including double-blind marking and remarking to support consistent grading. Despite mainly finding only small variations between the grading of different tutors a number of students still complained about a perceived lack of consistency. We theorised that differences in the feedback provided by tutors was a contributing factor to this perception. In this paper we report investigating this theory and finding that while students' perception of difference in grading were not unfounded, the problem was exacerbated by inconsistencies in the language tutors use when providing feedback. en_US
dc.language English en_US
dc.publisher Stipes Publishing LLC en_US
dc.relation.isbasedon NA en_US
dc.title Perceived Differences in Tutor Grading in Large Classes: Fact or Fiction? en_US
dc.parent ASEE/IEEE Frontiers in Education Conference - Celebrating 40 Years of Innovation - Proceedings en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation USA en_US
dc.identifier.startpage S2G-1 en_US
dc.identifier.endpage S2G-6 en_US
dc.cauo.name FEIT.Faculty of Engineering & Information Technology en_US
dc.conference Verified OK en_US
dc.for 130103 en_US
dc.personcode 995679 en_US
dc.personcode 030221 en_US
dc.percentage 100 en_US
dc.classification.name Higher Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom ASEE/IEEE Frontiers in Education Conference en_US
dc.date.activity 20101027 en_US
dc.location.activity Arlington, Virginia, USA en_US
dc.description.keywords academic standards, marker moderation, self and peer assessment, SPARKPLUS. en_US
dc.staffid en_US
dc.staffid 030221 en_US


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