Enhancing the quality and consistency of undergraduate dissertation assessment

Abstract

Purpose -This paper sets out to examine methods that can be used to enhance the quality and consistency of dissertation assessment. Design/methodology/approach -The paper includes a review of literature on quality, consistency and criteria of dissertation assessment to highlight the current practices in higher education. A case study approach was followed to pilot a range of assessment approaches and criteria in an attempt to measure and ultimately improve assessment consistency within the case study school's dissertation module on undergraduate programmes. Findings -This paper highlights the main findings of the literature and the case study phases. Outcomes of two dissertation assessment exercises, a workshop organised among dissertation assessors and an analysis of previous years' dissertation assessment results from a case study school are outlined. Findings from two dissertation assessment exercises revealed wide variation in the assessment of dissertations by the school's assessors. Hence, a dissertation workshop was organised to disseminate the results and to discuss the implications for the school's assessment practice, which identified several initiatives to enhance the quality and consistency of assessment. Originality/value -The need to ensure quality, consistency and improved criteria of assessment is particularly emphasised within modules where assessment is through one substantial piece of work such as a dissertation. This study highlighted the many challenges that a Programme Leader faces when devising an assessment strategy for a dissertation module.

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

“…Despite universities having numerous procedures and standards in place to ensure consistency and reliability, large discrepancies between markers during normal teaching practice are not uncommon. The comments support the findings of Pathirage et al (2007) and Read, Francis, and Robson (2005), who found considerable discrepancies in the assessment of dissertations and essays by the School's assessors. A number of factors have been suggested to explain these discrepancies within the literature.…”

Autopercepción de las competencias investigativas en estudiantes de último curso de Pedagogía de la Universidad de Barcelona para desarrollar su Trabajo de Fin de Grado

“…Igualmente, considerar el TFG como contexto de la investigación es un aporte novedoso, y es especial en relación a las competencias investigativas. La mayoría de las aportaciones se centran en el proceso de evaluación del TFG (Clewes y Len, 2000;Pathirage et al, 2007;Rullan et al, 2010, Torrez, 2013) y de supervisión de los trabajos (Rowley y Slack, 2004;Heinze y Heinze, 2009).…”

An evaluation of the assessment tool used for extensive mini-dissertations in the Master's Degree in Family Medicine, University of the Free State

“…A study by Webster, Pepper and Jenkins 16 on the assessment of undergraduate dissertations also identified lack of training and a variable understanding of terms as factors that could seriously influence fair assessments. Pathirage, Haigh, Amaratunga and Baldry, 12 in their study on Enhancing the quality and consistency of undergraduate dissertation assessment, identified the need for assessor training. After attending training workshops, the deviation between assessments decreased from 3.89 to 0.51.…”