1. While we are waiting to start please run through the Audio Setup Wizard (one last time ) 1.Click (top left) 2.Select the Audio Setup Wizard option 3.Follow on-screen instructions 4.Let us know if you are having a problem by typing “Help” into the Chat box and we’ll see what we can do Assessment in HE Webinar 4: Topic: What should marking criteria look like and how should we use them? Presented by Rachel Forsyth, Rod Cullen & Anne Jones Important Note For now you may be able to hear and see Rod and Anne in the video pod but not any of the other participants or yourself. We have done this on purpose. Please familiarise yourself with the Participant Guide your were emailed which explains how you can ask questions (written or verbally)

2. About to start recording This webinar is being recorded and will be made publically available on the Assessment in HE Wordpress site.

3. Assessment in HE Webinar 4

4. Review of Topic 3 Unit v’s Programme Assessment for learning/Learning how to learn Balance of information vs content Balance of information vs creativity Timing and format of information distribution Staging assessments Submission details Key issues from discussions Image by Sepehr_Ehsani on Flickr (cc licensed)

5. Introduction to Topic 4 Question: What should marking criteria look like and how should we use them?

6. Activity 1 The basic anatomy of an ant? Acknowledgement: Based on Phil Race’s Cat Activity

7. Learning Outcome On completion of the activity the students should be able to draw an anatomically correct diagram of an ant. Assessed Task – Draw an anatomically correct diagram of an ant

8. Student Submission 1 – Criteria 1 Based on your knowledge of ants give this work a mark out of 9 points based on the following criteria CategoryMark Most Excellent9 Excellent8 Very good7 Good6 OK5 Poor4 Very Poor3 Extremely Poor2 Shoddy1 Abysmal0 Enter your mark into the Criteria 1 Poll on the left

9. Student Submission 2 - Assessment Criteria 2 CharacteristicScore Total9 Has three main body parts3 Has six (three pairs) of jointed legs 2 Legs joined to body at the alitrunk 1 Has pair of compound eyes1 Has a pair of antennae1 Has a pair of mandibles1 Enter your mark into the Criteria 2 Poll on the left

10. Student Submission 2 Assessment Criteria 3 Criteria 33 marks2 marks1 mark0 marks Realism Looks like a real ant sitting on the paper. Anatomically correct and drawn in perspective. Looks like an ant but is more cartoon like than realistic. Has the main anatomical features but does not look realistic. Is basically ant like in shape but not at all realistic. Anatomically inaccurate and/or incomplete. Does not look like an ant Creativity An original and unique interpretation of a ant Competently drawn but lacks artistic prowess and originality Poorly drawn functional representation of an ant Does not look like a ant Standard Ant Better than the standard ant As good as the standard ant Not as good as the standard ant Does not look like an ant Maximum mark = 9 The standard ant Enter your mark into the Criteria 3 Poll on the left

11. Marking criteria - QUB Very generic grade descriptors for each level undergraduate study and a set for postgraduate taught against % bands

12. Marking criteria - QUB Local practice varies – some use the QUB descriptors, some have more specific marking criteria, some have generalised but subject specific, others are clearly aligned to the learning outcomes – rarely are these then differentiated by standard Whatever approach is taken – do students understand either the generic grade descriptors or the marking criteria used locally?

13. Marking criteria - MMU MMU-grade descriptors based on graduate outcomes One set for each taught level

14. Marking criteria - MMU MMU-grade descriptors based on graduate outcomes One set for each taught level

15. Marking criteria - MMU All in the language?

16. Involving students in assessment Self Assessment Peer Assessment Assignment Briefings Setting Criteria Choosing Topics Discussing Criteria Assessment Tutorials Staged Assessments ProceduralPersonalCritical Autonomy McAtominey & Cullen 2002, Ecclestone 2000 Feedback Tutorials Linked to: Predefined outcomes, Knowledge and Process Learners need direction to carry out procedures and meet outcomes Able to discuss learning, plan and organise work Decide when to work alone collaboratively, seek advice Self managed + directed Formulate own learning objectives Select learning strategies Reflect on progress and decide next step

17. Ways to get students to understand/engage with marking criteria Write the criteria themselves Apply the criteria to example pieces of work Apply criteria to their own work Involve staff and students in discussion to reach a common understanding

18. Task 4 Either a) Develop marking criteria for an assignment task you are familiar with Or b) Critique existing criteria for an assignment task you are familiar with

19. Assessment Criteria 1 CharacteristicScore Total9 Has three main body parts3 Has six (three pairs) of jointed legs2 Legs joined to body at the alitrunk1 Has pair of compound eyes1 Has a pair of antennae1 Has a pair of mandibles1