Mark my words: the role of assessment criteria in UK higher education grading practices

This article seeks to illuminate the gap between UK policy and practice in relation to the use of criteria for allocating grades. It critiques criterion-referenced grading from three perspectives. Twelve lecturers from two universities were asked to 'think aloud' as they graded two written...

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Veröffentlicht in:Studies in higher education (Dorchester-on-Thames) 2011-09, Vol.36 (6), p.655-670
Hauptverfasser: Bloxham, Sue, Boyd, Peter, Orr, Susan
Format: Artikel
Sprache:eng
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