Marking the Difference: An investigation of the criteria used for assessing undergraduate dissertations in a business school

Hand, Len; Clewes, Debbie

doi:10.1080/713611416

Cited by 52 publications

(38 citation statements)

References 6 publications

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“…et al 2000). Having said this, Hand and Clewes (2000) do warn against 'upward drift' of grades, and 'degree inflation' (this issue did not manifest in the findings). The final grade of the degree classification has become important to students, and with the dissertation being worth 40 credits (at the University of Huddersfield Business School), it is seen by students as a major component of that classification (Pathirage, Chaminda.…”

Section: Overview Of Literaturementioning

confidence: 99%

Supervisors' perceptions of the value of the undergraduate dissertation

Feather

Anchor

Cowton

2014

The International Journal of Management Education

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Dissertations are a common feature of final year undergraduate study, but there has been little research into their impact on student performance and satisfaction (Hammick, Marilyn. and Sandra. Acker 1998;Webster, Frank. et al. 2000;Pathirage, Chaminda. et al. 2004), and even less into the perceptions and attitudes of their academic are that the dissertation still has currency today, but needs to be evaluated to ensure that it is meeting the needs of different stakeholders. Further, that despite the existing academic rigour of the dissertation, the lecturers believed that it also gave students the ability to reach a level whereby they become autonomous learners.

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Section: Overview Of Literaturementioning

confidence: 99%

Supervisors' perceptions of the value of the undergraduate dissertation

Feather

Anchor

Cowton

2014

The International Journal of Management Education

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“…However, 'inherent quality' can be a slippery concept, as indicated by the much coined saying 'I know a 2:1 when I see it' (Ecclestone, 2001). More specifically, Hand and Clewes (2000) found evidence of the use of different criteria and approaches to marking by faculty staff when assessing the dissertation module within a final-year degree programme. Their study raised questions about the tension between individual tutor freedom and institutional demands, such as the pressure to meet marking deadlines and the demonstration of consistent assessment practice.…”

Section: Ensuring Reliable Assessmentmentioning

confidence: 97%

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

Herbert

Joyce

Hassall

2014

Accounting Education

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(2014). Assessment in higher education : the potential for a community of practice to improve inter-marker reliability. Accounting Education, 23 (6), 542-561. Copyright and re-use policy AbstractThe design, delivery and assessment of a complete educational scheme, such as a degree programme or a professional qualification course, is a complex matter. Maintaining alignment between the stated aims of the curriculum and the scoring of student achievement is an overarching concern. The potential for drift across individual aspects of an educational scheme (teaching, learning and assessment), together with emerging criticism in extant literature of the reliability of marking processes, suggests that, in practice, maintaining alignment might be more difficult than had previously been assumed.In this paper, the concept of a Community of Practice (CoP) is employed as an analytical lens through which the notion of a markers' standardisation meeting that focuses on maintaining alignment between the curriculum, the marking scheme and the scoring of student scripts can be critically examined. Given that the aims and subject content of management learning are both multidimensional and contextual, such meetings have the potential to develop a shared approach to the elaboration and application of the marking scheme. A further role of the CoP is in the calibration of markers to accommodate further variations in student responses as they arise in the actual marking process. In this respect, the CoP has both descriptive and prescriptive potential in terms of aiding the development of markers of professional accounting examinations and also, we suggest, within accounting education more generally.

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“…Rowntree (1987) explains this when he comments that all lecturers come to the act of assessment with preconceived ideas about how it is done, and one powerful source of knowledge is the lecturer's own experience of being assessed. Yorke, Bridges and Woolf (2000) and Hand and Clewes (2000) identify that lecturers draw on their past experiences of being a student to help them assess. It would be useful for HE teaching development courses or assessment staff development courses to recognise the significance of lecturers' experiences as students more directly.…”

Section: Discussionmentioning

confidence: 99%

‘Being an artist you kind of, I mean, you get used to excellence’: Identity, Values and Fine Art Assessment Practices

Orr

2011

Int J Art Design Ed

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In this article I report on a study into fine art lecturers’ assessment practices in higher education. This study explores the ways that lecturers bring themselves into the act of assessment (Hand & Clewes 2000). I interviewed twelve fine art lecturers who worked across six English universities. Lecturers were asked to relate to me how they learnt to assess student artwork and what informed their judgement making. My research explores the interfaces between fine art lecturers’ assessment practices, their values and identity/ies. My analysis offers a rendering of the ways that values underpin lecturers’ assessment practices. The article explores the ways that lecturers’ assessment decisions relate to their experiences as ex art students, their identity as artists, their own artistic practices, their conceptualisation of the arts arenas and the HE sector. My key overarching argument is that identity/ies and values underpin and enrich fine art lecturers’ assessment practices.

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Marking the Difference: An investigation of the criteria used for assessing undergraduate dissertations in a business school

Cited by 52 publications

References 6 publications

Supervisors' perceptions of the value of the undergraduate dissertation

Supervisors' perceptions of the value of the undergraduate dissertation

Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability

‘Being an artist you kind of, I mean, you get used to excellence’: Identity, Values and Fine Art Assessment Practices

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