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Prior to the assessment
Prior to the assessment
Communicate expectations, requirements, and guidance to students such as the following:
Read the cover page of the assessment;
Read the whole question before starting on an answer;
Complete all requirements;
Where appropriate, follow approaches modeled earlier in the course for similar questions;
Ensure their written responses are legible (which might mean arranging to use computer labs for completion of the assessment);
Aim for clear, complete, and well organized responses.
Before the rating session
Before the rating session
Personally hire knowledgeable, trustworthy raters (or markers, judges), as few as needed to complete the assessment expeditiously.
When conducting online exams with TestVision, learn how to mark exams with multiple raters with TestVision.
Construct a rubric or grading key when the assessment is designed.
Determine and arrange logistics for rating day, including the location; expected duration of the session; snacks and coffee, tea, or juice for especially long sessions.
Allocate assessment components or questions to raters such that they will complete their allotted assessments roughly at the same time.
After the test has been completed by students, but before the assessment session, perform a sample assessment of up to 10 tests (either randomly or choosing particular students’ assessments) and adjust the rubric or assessment key (to possibly include alternative solutions). This is sometimes referred to as Calibration.
After testing is completed by students, but before the assessment session, provide the test to the raters for them to review prior to the marking time.
At the rating session
At the rating session
Use control and tracking sheets to track which rater marked which test and for statistics on mark breakdown within an assessment.
If possible have only one rater for each of the parts of every assessment.
Seat raters together in one location to facilitate communication between groups of assessors.
Have each group of raters (or assessor) mark a sample of up to 5 exams for their assigned part, then discuss results of their sample, and potentially adjust the assessment key (the lead rater or instructor should be part of this conversation among the groups or raters).
Have raters forward problematic tests (such as illegible handwriting or ambiguity due to English as a second language issues) to the instructor to assess.
During the assessment session, have the instructor review samples of marked exams for consistency/issues between raters.
After all of the assessments have been completed, have each rater or group of raters identify and record common gaps. (This information can help the instructor refine the learning activities the next time the course is offered.)
After the rating session
After the rating session
Use three recorders to enter the grades: one to read, one to enter the grade, and one to watch.
Review assessments with low marks, especially for final exams where the overall course mark is near pass/fail or minimum program requirements.
Look for and investigate surprises such as a wide range of assessment marks, bearing in mind the overall academic performance of the cohort of students taking your course.
Confirm and communicate to students the basis for an appeal, gather assessments deemed to qualify for review, and review them all at once, if possible.
Determine what will be communicated to various groups of students based on their performance on the assessment.
More Information and Training
More Information and Training
More information and courses on how to learn to design and mark exams fairly, please read the pages of the offering of LEARN! Academy on Assessment Design.
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