Curtailing marking variation and enhancing feedback in large scale undergraduate chemistry courses through reducing academic judgement: a case study
Curtailing marking variation and enhancing feedback in large scale undergraduate chemistry courses through reducing academic judgement: a case study
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通过减少学术判断来减少大规模本科化学课程的评分差异并增强反馈：案例研究
DOI：
10.1080/02602938.2018.1545897
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发表时间：
2018
影响因子：
4.4
通讯作者：
T. Overton
中科院分区：
文献类型：
--
作者：
Stephen R. George;M. Carroll;A. Ziebell;Christopher Thompson;T. Overton
摘要无论何时进行大规模的评估，分数的变化以及反馈的质量都是一个问题。特别是，几十年来一直在研究不同的教学人员，为克服这一问题做出了许多有记录的努力。减少差异的尝试包括举行协调会议、扩大培训方案、电子工具、自动反馈甚至音频/视频反馈。每当使用自动标记时，都会观察到标记变化减少，这可能是由于标记使用的学术判断较少。本文将集中在莫纳什大学进行的三项干预措施，旨在解决周围的变化标记和在化学教学实验室的会期教学人员之间的反馈问题的案例研究。干预措施包括使用详细的评分标准、Excel评分电子表格和自动评分Moodle报告。结果表明，更详细的标记标准没有影响，而自动化过程导致一致的下降。这是由于预期使用的学术判断标记减少。只有Excel电子表格确保向学生提供一致的反馈。授课教师评论说，他们的阅卷工作量减少了，新方法易于使用。
Abstract Variation in marks awarded, alongside quality of feedback, is an issue whenever large-scale assessment is undertaken. In particular, variation between sessional teaching staff has been studied for decades resulting in many recorded efforts to overcome this issue. Attempts to curtail variation range from moderation meetings, extended training programmes, electronic tools, automated feedback or even audio/video feedback. Decreased marking variation was observed whenever automated marking was used, potentially due to less academic judgment being used by the markers. This article will focus on a case study of three interventions undertaken at Monash University that were designed to address concerns around the variability of marking and the feedback between sessional teaching staff employed in the chemistry teaching laboratories. The interventions included the use of detailed marking criteria, Excel marking spreadsheets and automated marked Moodle reports. Results indicated that more detailed marking criteria had no effect whilst automated processes caused a consistent decrease. This was attributed to a decrease in the academic judgment markers were expected to use. Only the Excel spreadsheet ensured the provision of consistent feedback to students. Sessional teaching staff commented that their marking loads were reduced and the new methods were easy to use.