Caroline Campbell, School of Languages, Cultures and Societies
Working with a small group of students as paid partners, this project will identify:
- what students find difficult to understand about the marking criteria
- how the criteria could be written in more student-friendly language
- how we could encourage students to better engage with assessment so that it feeds forward into their learning and hopefully improves their performance.
We would identify the conceptual challenges as well as the linguistic barriers inherent in marking criteria and start to edit academics’ use of language in marking criteria (initially focussing on essay criteria or presentation criteria as these are the most common forms of assessment). This might also inform improvements in tutor feedback.