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

Fiona Handley; Ann Read

doi:10.1080/13603108.2015.1128490

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

Fiona Handley, Ann Read

University of Brighton

Research output: Contribution to journal › Article › peer-review

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 language	English
Journal	Perspectives: Policy and Practice in Higher Education
DOIs	https://doi.org/10.1080/13603108.2015.1128490
Publication status	Published - 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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title = "Developing assessment policy and evaluating practice: a case study of the introduction of a new marking scheme",

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{\textquoteright}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).",

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AU - Read, Ann

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N2 - 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).

AB - 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).

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KW - marking

KW - spot-marking

KW - working groups

KW - staff development

KW - policy

KW - strategy

KW - learning organization

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DO - 10.1080/13603108.2015.1128490

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SN - 1360-3108

JO - Perspectives: Policy and Practice in Higher Education

JF - Perspectives: Policy and Practice in Higher Education

ER -

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

Abstract

Bibliographical note

Keywords

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