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An innovative review of an undergraduate dissertation double marking policy

Annetts, Susan, Jones, Una and Van Deursen, Robert 2013. An innovative review of an undergraduate dissertation double marking policy. Innovations in Education and Teaching International 50 (3) , pp. 308-317. 10.1080/14703297.2012.760771

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Abstract

The aims of this research were to establish inter-marker reliability and how a mark is agreed between two markers, as part of a dissertation marking review. The ultimate aim was to decrease double marking workload from 100 to 25–30%, while maintaining an acceptable level of reliability. In cohort one (100% double marked), the intra-class correlation coefficient was 0.87 and in cohort two 0.73 (75% double marked, n = 18); and in cohort three 0.82 (25% double marked, n  = 26). An already-established process of peer review of learning and teaching, in conjunction with developing communities of practice within research teams, is thought to have helped maintain the high level of reliability whilst achieving the aim of reducing double marking to 25–30%. There was no pattern with regard to how the mark was agreed between the two markers.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords: dissertation, double marking, inter-marker reliability
Publisher: Routledge
ISSN: 1470-3297
Last Modified: 04 Jun 2017 03:10
URI: http://orca-mwe.cf.ac.uk/id/eprint/17611

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Cited 1 time in Web of Science. View in Web of Science.

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