Developing assessment policy and evaluating practice: a case study of the introduction of a new marking scheme

Fiona Handley, Ann Read

Research output: Contribution to journalArticle

Abstract

In 2011 Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the scheme’s development, analyses the role of the working group and stakeholder involvement in developing the initiative, and presents a critical commentary on its success within the frame of the university as a “learning organization” (Senge, 2006).
Original languageEnglish
JournalPerspectives: Policy and Practice in Higher Education
DOIs
Publication statusPublished - 25 Jan 2016

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Perspectives: Policy and Practice in Higher Education on 25/01/2016, available online: http://www.tandfonline.com/10.1080/13603108.2015.1128490

Keywords

  • Assessment
  • marking
  • spot-marking
  • working groups
  • staff development
  • policy
  • strategy
  • learning organization

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