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  • An alternative grading tool for enhancing assessment practice and quality assurance in higher education

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    WeirPUB3.pdf (216.6Kb)
    Author(s)
    Grainger, Peter
    Weir, Katie
    Griffith University Author(s)
    Weir, Katie
    Year published
    2016
    Metadata
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    Abstract
    Assessing student learning in university courses is commonly done using a rubric that arranges the assessment criteria and standards descriptors in a matrix style or grid format. This paper introduces an alternative style of grading tool known as the continua model of a guide to making judgements, which arranges assessment criteria based on a continuum of quality to look for in student work. The research participants attended focused professional development workshops then revised their criteria sheets based on the continua model and implemented them in teacher education classes. Interviews were conducted so that participants ...
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    Assessing student learning in university courses is commonly done using a rubric that arranges the assessment criteria and standards descriptors in a matrix style or grid format. This paper introduces an alternative style of grading tool known as the continua model of a guide to making judgements, which arranges assessment criteria based on a continuum of quality to look for in student work. The research participants attended focused professional development workshops then revised their criteria sheets based on the continua model and implemented them in teacher education classes. Interviews were conducted so that participants could reflect upon their experiences implementing the continua model and provide information about the design and efficacy of this new grading tool. The data suggests that the continua model has significant advantages over the traditional, matrix-style criteria sheet. These include being easier to identify and describe different standards, simplifying the grading process and streamlining moderation procedures.
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    Journal Title
    Innovations in Education and Teaching International
    Volume
    53
    Issue
    1
    DOI
    https://doi.org/10.1080/14703297.2015.1022200
    Copyright Statement
    © 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on An alternative grading tool for enhancing assessment practice and quality assurance in higher education, available online: https://doi.org/10.1080/14703297.2015.1022200
    Subject
    Higher Education
    Education
    Publication URI
    http://hdl.handle.net/10072/158638
    Collection
    • Journal articles

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