Reducing variation in the assessment of student writing

Assessment and Evaluation in Higher Education

Volumn 36, Issue 1, 2011, Pages 109-124

  Hunter, Kerry ^a   Docherty, Peter ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

Assessment; Grader variation; Moderation; Socialisation

Indexed keywords

EID: 79551541283     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602930903215842     Document Type: Article

References (28)

1. Ballard, B., and J. Clanchy. 1995. Generic skills in the context of higher education. Higher Education Research and Development 14: 155-66.
2. Barrie, S. 2004. A research based approach to generic graduate attributes policy. Higher Education Research and Development 23, no. 3: 261-75.
3. Candlin, C.N. 1998. Researching writing in the academy: Participants, texts, processes and practices. In Researching academic literacies. Framing student literacy: Cross cultural aspects of communication skills in Australian university settings, ed. C.N. Candlin and G.A. Plum, 3-28. Sydney: NCELTR Macquarie University.
4. Craswell, G., and A. Bartlett. 2002. Changing identities: LAS advisers. In Changing identities: Proceedings of the 2001 Australian Language and Academic Skills Conference, ed. U. Fisher, B. James, A. Percy, J. Skillen and N. Trivett. Wollongong: Wollongong Learning Development, University of Wollongong. http//learning.uow.edu.au/LAS2001/selected/craswell.pdf
5. Davies S., D. Swinburne, and G. Williams, eds. 2006. Writing matters: The Royal Literary Fund report on student writing in higher education. London: The Royal Literary Fund.
6. de la Harpe, B., A. Radloff, and J. Wyber. 2000. Quality and generic (professional) skills. Quality in Higher Education 6, no. 3: 231-43.
7. Department of Education, Science and Training. 2002. Striving for quality: Learning, teaching and scholarship. Canberra: DEST.
8. Ecclestone K. 2001. 'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programs. Journal of Further and Higher Education 25, no. 3: 301-13.
9. Green, W., S. Hammer, and R. Stephens. 2005. Locating learning advisors in the new university: What should be our role? Paper presented at the LAS 2005 Conference 'Critiquing and Reflecting: LAS Professionalism and Practice' (87-98), 24-25 November, in Canberra, Australia.
10. Hansen W.L. 1998. Integrating the practice of writing into economics education instruction, In Teaching economics to undergraduates: Alternatives to chalk and talk, ed. W.E. Becker and M. Watts, 79-118. Cheltenham: Edward Elgar.
11. Higgins, R., P. Hartley, and A. Skelton. 2002. The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27, no. 1: 53-64.
12. Hirst, E., R. Henderson, M. Allan, J. Bode, and M. Ocoee. 2004. Repositioning academic literacy: Charting the emergence of a community of practice. Australian Journal of Language and Literacy 27, no. 1: 66-80.
13. Hunter, K. 2006. Embedding academic literacy development in the curriculum: A University of Technology, Sydney case study. In Supporting learning in the 21st century: Refereed proceedings of the 2005 association of tertiary learning advisors of Aotearoa New Zealand conference, ed. G. Grigg and C. Bond, 115-28. Auckland: ATLAANZ.
14. Kirkpatrick, A., and D. Mulligan. 2002. Cultures of learning: Critical reading in the social and applied sciences. Australian Review of Applied Linguistics 25, no. 2: 73-99.
15. Lea, M.R., and B.V. Street. 1998. Student writing in higher education: An academic literacies approach. Studies in Higher Education 23, no. 2: 157-72.
16. Moore, T. 2004. The critical thinking debate: How general are critical thinking skills? Higher Education Research and Development 23, no. 1: 3-18.
17. O'Donovan, B., M. Price, and C. Rust. 2004. Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education 9, no. 3: 325-35.
18. Price, M. 2005. Assessment standards: The role of communities of practice and the scholarship of assessment. Assessment & Evaluation in Higher Education 30, no. 3: 215-30.
19. Reid, I., and L. Parker. 2002. Framing institutional policies on literacies. Australian Review of Applied Linguistics 25, no. 2: 19-27.
20. Rust, C., M. Price, and B. O'Donovan. 2003. Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education 28, no. 2: 147-64.
21. Sadler, R. 2005. Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education 30, no. 2: 175-94.
22. Sander P., K. Stevenson, M. King, and D. Coates. 2000. University students' expectations of teaching. Studies in Higher Education 25, no. 3: 309-23.
23. Saunders, M.N.K., and S.M. Davis. 1998. The use of assessment criteria to ensure consistency of marking: Some implications for good practice. Quality Assurance in Education 6, no. 3: 133-44.
24. Simpson M.S., and S.E. Carroll. 1999. Assignments for a writing-intensive economics course. Journal of Economic Education 30, no. 4: 402-10.
25. Vance, S., and G. Crosling. 1998. Integrating writing skills into the curriculum of the disciplines: A social constructionist approach. In University teaching: International perspectives, ed. J. Forest, 362-92. New York/London: Garland.
26. Webster, F., D. Pepper, and A. Jenkins. 2000. Assessing the undergraduate dissertation. Assessment & Evaluation in Higher Education 25, no. 1: 72-80.
27. Wimshurst, K., R. Wortley, M. Bates, and T. Allard. 2006. The impact of institutional factors on student academic results: Implications for 'quality' in universities. Higher Education Research and Development 25, no. 2: 131-45.
28. Woolf, H. 2004. Assessment criteria: Reflections on current practices. Assessment & Evaluation in Higher Education 29, no. 4: 479-93.