Document Type
Conference Proceeding
Publisher
Australasian Society for Computers in Learning in Tertiary Education
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Communications and Multimedia
Abstract
Tutors often find it difficult to mark consistently across all students in their classes. Students will occasionally complain about marking inconsistencies noticed when they compare assignments. The task of maintaining consistency in marking becomes much more difficult when all students can openly see everybody’s solutions, marks and tutors’ comments. This task becomes even more difficult when the marking of tutors from other classes is also available to be seen openly. This case study describes a learning environment that had four tutors in four separate classes with a total of 85 students. Students were required to post solutions to an online area and provide self and peer assessment to other teams’ solutions, which may have been in other tutorial groups. The tutors then marked these, and comments and marks were openly presented for all students to examine and reflect on. This put a great demand on the tutors to mark in a consistent manner, and provide consistent feedback. Strategies used to help provide consistency and reliability are discussed, as well as problems encountered.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: Barrett, C. & Luca, J. (2002). Open online assessment: Keeping the tutors honest!. In Winds of change in the sea of learning: Charting the course of Digital Education. Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Auckland, New Zealand, 8-11 December 2002. Available here