By Catherine Haines
This functional and real looking ebook is designed to aid practitioners who desire to increase their effectiveness in assessing a wide and a various variety of scholars. it's going to support them to:
- clarify their function in assessment
- gain self belief on concerns and phrases and view adaptations among discipline
- compare and expand their present variety of strategies to universal issues of recommendation from practitioners
- consider in additional intensity essays, reviews and tasks, plagiarism and language.
Read Online or Download Assessing Students' Written Work: Marking Essays and Reports PDF
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Extra resources for Assessing Students' Written Work: Marking Essays and Reports
What do lecturers actually write in feedback to students? Higgins et al. 2. ’ ‘How does this relate to the work of Kant? ’ 5 Direct criticism ‘Problem here’ ‘A lightweight investigation of a heavyweight topic. ’ stages of the writing process. One important category I wish to add is the ‘simple’ category of whether a fact or statement is correct or not. This is clearly very important and often shown in feedback to students as a simple tick or cross. STUDENTS’ RESPONSES TO TEACHERS’ COMMENTS We may make comments in feedback to students which follow all the rules of good practice; they may be legible, specific, timely and well intentioned.
They play a similar role in the examination of postgraduate dissertations and theses and lead in discussion in viva voce examinations. Externals address their reports directly to the Principal or Vice Chancellor of an institution. The system is designed to provide an informed, disinterested third party who is free to make a judgement about the standards of one institution relative to their own institution and their knowledge of the sector. Examiners will view samples of work from students attaining different grades within the course and often meet and informally discuss the experience of the course with students.
The aspect we have least control over is how students may receive and interpret our comments. Spandel and Stiggins (1990) interviewed students about their interpretation of teachers’ comments. 3. 22 WHY AND HOW DO WE ASSESS? 3 Student responses to assessor comments Teacher comment Type Student’s response Needs to be more concise Advisory and critical I thought you wanted details? Vague, vague, vague! Confusing. Be more specific Advisory and critical You be more specific. It’s going to be way too long then!
Assessing Students' Written Work: Marking Essays and Reports by Catherine Haines