Using grademark® to improve feedback and engage students in the marking process
Spring 2018
29 April 2018
Many of us will be familiar with the frustration that students frequently express towards the assessment and feedback process: e.g., marking criteria are too generic, feedback is too negative and not useful, etc. In response to this, we embarked on a project, backed by funding from our university’s Learning and Teaching Innovation Fund, to improve the clarity of marking criteria, link feedback more explicitly to criteria, and to help students understand the criteria and be able to apply it to their own work. We also wanted to produce a system that created equity between marks and feedback even if the work was marked by different assessors.