1. School of History FACULTY OF ARTS Marking Criteria: the Student Experience Dr Kevin Linch Julia Bowler

2. Outline 1.Be a student – experience marking criteria 2.What we found & what we think 3.Action planning – what can we change

3. Experiencing Marking Criteria In pairs: Short Q&A session What do you need to do to get from a 2:1 to a 1 st ? From a 2:2 to a 2:1? What don’t you understand / are unsure about?

4. Method Focus Groups: YearMaleFemaleTotal 13710 25611 Final538

5. Trends Believed originality of thought and intellectual independence was important to score a first class mark. Structure a real ‘problem’ point for them in that no real coaching, but vital for well focused essay and good marks. General agreement that analysis and evidence were main areas to be aware of whilst writing in order to avoid dropping grades. Stress on importance of historiography, need to be widely read etc

6. Student Voices More detail needed from tutors in feedback sessions. Stress needed on the transition from A level expectations. Essay examples. It was felt that the need to ‘close the gap’ between understanding the marking criteria and actually having the ability to apply it to material. Strongly supported suggestion of tutor outlining expectations within the module documentation. Regular assessment methods to focus reading and understand what tutors look for. More practice exercises within a module.

7. Thoughts Research-led teaching: want to reward intellectual independence & originality sometimes marking for learning, rather than of learning Which means marking criteria often has: ‘grey’ areas implicit subject culture / knowledge We’re academically diverse & we’re human

8. Marking Criteria Matrix Marking Information: Criteria & Descriptors Marking Context: Who sets assessment Who marks Educational Context: Curriculum Objectives of assessment Student Context: Experience Expectations Confidence

9. Navigating the grey Assisting the student journey: Induction into the subject culture & university assessment Promote comprehension rather than information, to help students become academically confident Reflection on their academic experience

10. Action Plan Group work: What would you do? What are you doing already? On flip-charts come up with an action plan (generic or specific)

11. Presentation One idea from each group! (We’ll photograph your charts and include them in the slides when they get published)

12. Action Plan 1 Avoid subjective language Criteria (& feedback form) clearly categorised Broken down into percentages Clear layout i.e. easy to locate information / not dense text Consistency Markers to be mindful of how influenced they are by initial impression of fluency

13. Action Plan 2 Transferability – can it be used across the school Talk to colleagues Timing of when criteria explained Student involvement – they mark / set essays Examples of work explaining why it go this mark

14. Action Plan 3 Perhaps start prescriptive & become less so over the course Generic Students contribute to the marking criteria Recognition of skills vs information needed Transparency (?) Self assessment with criteria Consistency Reflection

15. Action Plan 4 Induction Translation Internal discussion