UCD Level Descriptors assist in devising a coherent assessment strategy that assesses student learning as they progress through the different levels of their UCD programmes.The Irish National Framework of Qualifications sets out some descriptions for the levels commonly associated with University programmes, i.e.When you are developing the expectations for the standard of the assessment for your module, there are some national, institutional and disciplinary influences that are important to consider when clarifying the standard to be obtained by students: Consider the advice from your External Examiner.See your School policy on how this is implemented Moderate your grades whereby your marking is reviewed by another marker.develop a grading ‘Community of Practice’ (Herbert et al., 2014) Develop a shared understanding of the standards required, such as having discussions with your team/colleagues on how to approach grading, i.e.For example, in an examination context, correct one question for all students first, rather than a full student’s assessment Develop a systematic approach to consistency in your grading.Use marking schemes (a short list of expectations that give structured guidance).For example, UCD Level Descriptors, or other task-based rubrics, such as AACU Rubrics have rich descriptions of the criteria. Use assessment criteria/assessment rubrics (see UCD T&L’s Designing Grading and Feedback Rubrics.If you are new to this activity you should discuss the assessment’s standards and calibrate your grades with a more experienced examiner. Whereas you need to be supportive of students in their assessment, students also need to be prepared for more complex assessments in the future. Reflect on your own views around grading and any past experiences of grading. At the beginning you may need more structure, whereas over time you can develop a more holistic judgement. UCD’s use of grade descriptors is more akin to criterion-referenced assessment. Reg 4.15.) There is an interesting debate around the value of norm-referenced (students ranked against each other) and criterion-referenced assessment (where students are rated against a given criteria). Whereas most scales have grades (or percentages), the option of a Pass/Fail grade is also a possibility where, for example, the context of the learning opportunity is so diverse that consistency of grading is challenging, or a competency/skill required does not lend itself to a range of grades (see UCD Academic regulation around use of pass/fail, i.e. UCD has a standard grading scale for module component grades (See Academic Regulation 4.24-4.31).įor more on UCD Grading approaches see UCD Registry's Assessment web page. We need be able to stand over our grades and ensure that there are reliable, in particular between different graders (inter-rater reliability). Poor performance can hinder students’ progression. Grading (associated with the term ‘summative assessment’) has been known to motivate students in their learning and can be associated with their self-esteem. Grading matters for students, faculty and institutions.
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