Developing generic criteria and standards for assessment in law: processes and (by)products

Bones, boys, bombs and booze: an exploratory study of the reliability of marking dissertations across disciplines

“…Why do some subjects use a full range of marks whilst others only use a shorter range? It is to address these questions and utilise them throughout the whole institution, that universities have developed generic assessment criteria (Hughes and Cappa 2007).…”

Assessment of Theses in Design Education

“…A consistent understanding among examiners of the standards and phrases used in these criteria is essential to ensure that assessments are reliable (Burton, 2006;Rust et al, 2003). One way to achieve this is to encourage examiners to collectively co-create criteria, as this supports the creation of a mutual understanding of criteria and reduces inconsistencies in assessment processes (Hughes & Cappa, 2007;Pathirage et al, 2007;Rust et al, 2005).…”

“…The co-creation of criteria could provide structure for examiners, as this process encourages them to work together collectively to reach a consensus and a mutual understanding of the criteria (Rust et al, 2005). Mutual understanding can reduce inconsistencies in assessment processes (Hughes & Cappa, 2007;Pathirage et al, 2007;Rust et al, 2005) and enhance their reliability (Burton, 2006;Rust et al, 2003). Following the co-creation of criteria, a workshop or a seminar could be planned with students to make the suggested criteria explicit and to create a better understanding of their expectations of the assessment process (Ecclestone, 2001;Hornby, 2003;Quality Assurance Agency for Higher Education, 2006;Woolf, 2004).…”

“…Research into criterion-referenced assessment has established the importance of explicit criteria (Ecclestone, 2001;Hornby, 2003;Woolf, 2004), mutual understanding between students and examiners (Bloxham et al, 2011;Ecclestone, 2001;O'Donovan, Price, & Rust, 2004,), the co-creation of criteria (Hughes & Cappa, 2007;Pathirage et al, 2007;Rust et al, 2005), and the development of criteria as a continuous process for examiners and students (Bloxham et al, 2011;Saunders & Davis, 1998).…”

Using A Reflective Court Report To Integrate And Assess Reflective Practice In Law

“…The preference for using criterion-referenced assessment over norm-referenced assessment in legal education has been well-documented (Burton, 2006;Burton & Cuffe, 2005;Heath, 2011;Hughes & Cappa, 2007). Some of the key benefits of using criterion-referenced assessment are to advise the students upfront what is expected of them; to ensure marking is streamlined and sustainable; and to guide the provision of worthwhile feedback to students.…”