Programme specific assessment criteria must be precise enough to ensure consistency of marking across candidates and markers, compatible with a proper exercise of academic judgement on the part of individual markers.
14.3 Markers are encouraged to use pro forma in order to show how they have arrived at their decision.
Marking criteria are designed to help students know what is expected of them.
Marking criteria differ from model answers and more prescriptive marking schemes which assign a fixed proportion of the assessment mark to particular knowledge, understanding and/or skills Where there is more than one marker for a particular assessment task, schools should take steps to ensure consistency of marking.
Comments provided on pro forma should help candidates, internal markers and moderators and external examiners to understand why a particular mark has been awarded.
Schools should agree, in advance of the assessment, whether internal moderators have access to the pro forma / mark sheets completed by the first marker before or after they mark a candidate’s work.
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They reflect the QAA Framework for Higher Education Qualifications but need to be benchmarked against subject specific criteria at the programme level.
14.8 Faculties, with their constituent schools, must establish appropriately specific and detailed marking criteria which are congruent with the University-level criteria and, if appropriate, the level of study. 14.10 Schools should utilise the marking scale that is best suited to the form of assessment.