First Words

Assessing students' work

2.4
Designing and using assessment criteria

`Introduction -- what is being assessed?`

"First word" 3.3, on marking and grading student work, stressed the importance of the question 'What is being assessed?'
This central question can be answered at three levels.

First, at the level of overall course aims; statements about what the course or module is trying to achieve, what it should do for the student.
Next, with more detailed course learning outcomes or objectives. These describe in more detail what the students will need to show that they can do in order to pass the course. ("first word" 3.3 gives guidance on writing course aims and learning outcomes.)
Finally, some courses also adopt assessment criteria. These describe what makes a good or a less good answer. They are used, sometimes together with marking schemes, to say what characteristics of a piece of work should lead to the award of what class of mark or grade.

`What will this "first word" try to do?`

It will also help you to identify and clarify standards and criteria against which to assess students' work.
It will also help use to use these criteria as you assess.

`What are assessment criteria?`

Assessment criteria describe how well a student has to be able to achieve the learning outcome in order to be awarded a particular grade. They can take various forms, dependent of course on the nature of the learning outcome and on the subject and the level of the module. Some examples follow, together with some guidance on writing and using your own assessment criteria. But, before that, a question which is likely to occur to you at some point:

`Why bother with assessment criteria?`

There are several reasons:

They help you know that your assessment is fair and reliable, because you will apply the same, explicit, standards to each student's work.
If you share the criteria with the student -- and I strongly suggest that you should -- then the student has a clear standard to aim for, and has increased confidence in the fairness of your assessment.
Criteria can make discussions about student assessment, with another marker or at the exam board, rather more focused.
My final reason is an ethical one. You have assessment criteria in your head as you assess. You may not have made them explicit, but they are there, informing your judgements. They will certainly change over time. They may change rather more quickly as you work your way through a pile of exam scripts or assignments, as you come across a particularly ingenious approach to a question or an original kind of mistake.

As teachers, we are helping people to develop and attain skills and knowledge and attitudes. As assessors, we are, among other things, certifying that people are competent to join a discipline or a community or a profession.

In both roles we have a duty to make the basis of our teaching, our standards, as explicit as we can. It is not an easy thing to do. We continue to clarify our assessment criteria. But we should always be able to say something clear and useful to our students about our current assessment criteria.

`What do assessment criteria look like?`

Criteria can take many forms. The thing to remember is that they must describe standards. You may see words such as 'presentation' in lists of criteria. 'Presentation' isn't a criterion. You can of course have criteria about presentation, which describe how well the work is structured and signposted and word-processed and the rest. Criteria must be about standards. Here are just a few examples.

`Scores`

The learning outcome may describe the ability to undertake certain kinds of problems -- problems where there is an unambiguous right or wrong answer. The assessment criteria could simply be the number you need to get right to achieve various marks -- 7/10 for a first, 6/10 for an upper second and so on.

`Accuracy`

How 'right' does a numerical answer have to be to be 'right'? Is a 1% error acceptable? 10%? 0%? The answer will of course depend on the kind of question and on the kinds of reasons which could lead people to making errors, and perhaps on the likely consequences of a small or large error. But you need to decide on your accuracy criteria.

`Thoroughness`

Still with numerical questions, you could set criteria for the thoroughness or completeness of an answer as well as for its accuracy. The standard solution to a problem might have ten steps, and you might decide to give one mark for each step correctly performed and written down.

`Use of sources`

You may value students' ability to find, and use appropriately, a wide range of relevant sources in their work.

`Use of theory`

You may value students' ability to make an appropriate choice of theory to address a particular problem or question; to give an accurate précis of that theory as it applies to the problem or question; to apply it correctly, or as the author of theory intended, or imaginatively, or originally; to accept the theory, or to critique it, or to suggest an improvement, or to compare and contrast it with other relevant theories, or

`Referencing`

You may decide that the accurate use (how accurate?) of a referencing system is a criterion for assessment.

`Originality`

This is a difficult one. In many areas of student work, originality is valued. But you need to clarify what it means. Original as in 'previously unknown to the student?' Or, a higher standard, original as in 'previous unknown to the lecturer'? And how original? Does a minor and acknowledged variation on previous work count as original, or does it have to be essentially without precedent? I'll talk below about working on such issues with students.

`Clarity`

Communication skills are highly valued in the world of work, and usually within, if not always between, disciplines in higher education.

`A note on combining criteria`

As soon as you have more than one kind of criterion, you need to make decisions about their relative importance. How important is a right answer compared to undertaking the correct steps towards that answer? It is better to face this decision before you start marking.

`Learning outcome or assessment criterion?`

Learning outcomes describe what students should be able to do; assessment criteria describe how well they should be able to do it.

This distinction isn't always as clear-cut as it seems. Consider 'Use of sources' from the list above. 'Using a wide range of sources' could be a learning outcome. 'Informed by a wide range of sources' could be an assessment criterion.

How to decide? If you're content to assess it once, then it can be a learning outcome. But if you want to see students apply this criterion, this standard, throughout their work, then it should probably be an assessment criterion.

`Clarifying learning outcomes and assessment criteria`

You may feel that the assessment criteria for your module are expressed less clearly than is desirable. How can you clarify them?

There are several ways. Look at past exam papers and other assessment tasks; at marking schemes; at marked scripts; at the reports of the assessment board; and at external examiners’ reports.

The question you are trying to answer is: 'What do students have to do to get particular grades or marks?' The clearer the answer you can find to this question, the greater the justifiable confidence you will feel in your ability to assess student work!

`Using assessment criteria`

The use of learning outcomes and assessment criteria does not reduce assessment to a mechanical, a clerical, task. But it does bring a measure of objectivity. The list of criteria should be a well-thumbed document by the end of a session of assessment.

If you're giving feedback, the feedback should be explicitly in terms of the extent to which each assessment criterion has been achieved.

If you're giving marks or grades, give them in line with the criteria. If the strict use of criteria leads you to a grade for a piece of work that doesn't feel right, you need to work out why. The answer may be that you need to change the criteria -- next time. Or you may have discovered another of your views, perhaps not previously articulated, about student work. Note it down, think about it, talk about it. There will be more on this in the concluding comments.

`Overall assessment criteria`

Here is an ambitious description of the criteria for assessing each of the main aspects of students' work on a health care studies degree. It could be developed further -- assessment criteria almost always can. But it gives staff and students a very good start.

Issue Grade A Grade B+ Grade B Grade C Refer/Fail
Relevance
to module Modules's aims and
themes are integral to the
assignment. Clear focus on
module aims and
themes of the
assignment. Mainly focused on
aims and themes
of the assignment. Some of the writing
is focused on module
aims and themes
of the assignment. Makes no attempt to
address module focus
aims or themes of the
assignment.
Extent of
evaluation Evaluation within
assignment rigorous
and appropriate. Good clear evidence
of evaluation carried
out within assignment. Evaluation reasonably
well carried out Some attempt at
evaluation within
assignment. No attempt at evaluation
within assignment
Quality of
reasoning Analytical and clear
conclusions well
grounded in theory and
literature, showing
development of new
concepts. Good developmenta
shown in summary
of arguments based
on theory/literature
and beginnings of
synthesis. Evidence of findings
and conclusions
grounded in
theory/literature. Limited evidence of
findings and
conclusions
supported by the
literature and theory. Unsubstantiated/invalid
conclusion, based on
anecdotes and
generalisations only.
Application of
criticism and
theory Assignment consistently
demonstrates
application of
theory/critical analysis
integrated. Clear evidence
of application
of theory/
critical analysis. Demonstrate
applications of theory/
critical analysis to the
topic area. Some evidence of
critical thought and
rationale for work. Lack of critical thought/
analysis/reference
to theory.
Application to
practice Application of topic to
personal social and
and professional
practice relevant
and innovative . Appropriate
application
to personal,
societal and
professional practice Begins, to show
application
to personal,
societal and
professional practice Superficial
application
to personal,
societal and
professional practice Failure to apply topic to
personal, societal and
professional practice.
Oral
presentation
skills Excellent clarity, pace
and confident delivery. Well-paced and clear
and confident delivery. Well-paced delivery. Speed of delivery
and audibility
fluctuate during
presentation. Unsatisfactory speed
of delivery and auditibility
in presentation.
Skill at
facilitatiing
discussion Excellent enabling
pacing and summarising
of discussion. Clear evidence of
ability to stimulate,
facilitate and
summarise discussion. Some ability to
stimulate and facilitate
discussion
or be directive. Some ability to facilitate
discussion but tendency
to miss opportunities. Inability to stimulate/
facilitate discussion.
Clarity and
quality of
written
expression Clarity of expression
excellent. Consistently
accurate use of
grammar and spelling
professional/academic
writing style. Thoughts and ideas
clearly expressed.
Grammar and
spelling accurate
with fluent
fluent. Language mainly
fluent. Grammar
and spelling mainly
accurate
and language
fluent Meaning apparent
but.... language not
always fluent,
grammar and
spelling still
poor. Purpose and
meaning of
assignment
unclear.
Language, grammar
and spelling poor.
Understanding
of subject Work shows a well
co-ordinated,
grounded and
reasoned
understanding of
topic and its
relevance to practice Consistent
understanding
demonstrated in a
logical, coherent and
lucid manner. Demonstrates
understanding in a
style which is logical,
coherent and flowing. Attempts a logical
and coherent
understanding of
the subject area. Fails to demonstrate
understanding of the
subject/topic area.
Length Significantly under/over
required length as
specified in module guide.
Referencing Referencing clear,
relevant and
consistently
accurate using the
Harvard system. Referencing relevant
and mostly accurate
using the Harvard
system. Minor inconsistencies
and inaccuracies in
referencing using
the Harvard system. Referencing present
but had inconsistencies
and inaccuracies. Referencing inaccurate
or absent.
Choice and use
of content and
theory Assignment
demonstrates
considerable
innovation
in the handling
of content/theory. Insightful and
appropriate selection
of content/theory in
key areas. Most key theories
included in work in
an appropriate
manner. Appropriate selection
of content/theory but
some key aspects
missed/misconstrued. Inaccurate or inappropriate
content/theory.
Use of
literature Has developed
own ideas and
justified using a
wide range of sources
of theories and
literature which has
been thoroughly
analysed, applied
and tested. Ability to appraise
critically the theory
and literature from a
variety of courses,
developing own
ideas in the process. Clear evidence
and application
of readings
relevant to the
subject within
the text. Little or no evidence
of reading around
the subject. Evidence of some
limited reading
around the subject

Issue	Grade A	Grade B+	Grade B	Grade C	Refer/Fail
Relevance to module	Modules's aims and themes are integral to the assignment.	Clear focus on module aims and themes of the assignment.	Mainly focused on aims and themes of the assignment.	Some of the writing is focused on module aims and themes of the assignment.	Makes no attempt to address module focus aims or themes of the assignment.
Extent of evaluation	Evaluation within assignment rigorous and appropriate.	Good clear evidence of evaluation carried out within assignment.	Evaluation reasonably well carried out	Some attempt at evaluation within assignment.	No attempt at evaluation within assignment
Quality of reasoning	Analytical and clear conclusions well grounded in theory and literature, showing development of new concepts.	Good developmenta shown in summary of arguments based on theory/literature and beginnings of synthesis.	Evidence of findings and conclusions grounded in theory/literature.	Limited evidence of findings and conclusions supported by the literature and theory.	Unsubstantiated/invalid conclusion, based on anecdotes and generalisations only.
Application of criticism and theory	Assignment consistently demonstrates application of theory/critical analysis integrated.	Clear evidence of application of theory/ critical analysis.	Demonstrate applications of theory/ critical analysis to the topic area.	Some evidence of critical thought and rationale for work.	Lack of critical thought/ analysis/reference to theory.
Application to practice	Application of topic to personal social and and professional practice relevant and innovative .	Appropriate application to personal, societal and professional practice	Begins, to show application to personal, societal and professional practice	Superficial application to personal, societal and professional practice	Failure to apply topic to personal, societal and professional practice.
Oral presentation skills	Excellent clarity, pace and confident delivery.	Well-paced and clear and confident delivery.	Well-paced delivery.	Speed of delivery and audibility fluctuate during presentation.	Unsatisfactory speed of delivery and auditibility in presentation.
Skill at facilitatiing discussion	Excellent enabling pacing and summarising of discussion.	Clear evidence of ability to stimulate, facilitate and summarise discussion.	Some ability to stimulate and facilitate discussion or be directive.	Some ability to facilitate discussion but tendency to miss opportunities.	Inability to stimulate/ facilitate discussion.
Clarity and quality of written expression	Clarity of expression excellent. Consistently accurate use of grammar and spelling professional/academic writing style.	Thoughts and ideas clearly expressed. Grammar and spelling accurate with fluent fluent.	Language mainly fluent. Grammar and spelling mainly accurate and language fluent	Meaning apparent but.... language not always fluent, grammar and spelling still poor.	Purpose and meaning of assignment unclear. Language, grammar and spelling poor.
Understanding of subject	Work shows a well co-ordinated, grounded and reasoned understanding of topic and its relevance to practice	Consistent understanding demonstrated in a logical, coherent and lucid manner.	Demonstrates understanding in a style which is logical, coherent and flowing.	Attempts a logical and coherent understanding of the subject area.	Fails to demonstrate understanding of the subject/topic area.
Length					Significantly under/over required length as specified in module guide.
Referencing	Referencing clear, relevant and consistently accurate using the Harvard system.	Referencing relevant and mostly accurate using the Harvard system.	Minor inconsistencies and inaccuracies in referencing using the Harvard system.	Referencing present but had inconsistencies and inaccuracies.	Referencing inaccurate or absent.
Choice and use of content and theory	Assignment demonstrates considerable innovation in the handling of content/theory.	Insightful and appropriate selection of content/theory in key areas.	Most key theories included in work in an appropriate manner.	Appropriate selection of content/theory but some key aspects missed/misconstrued.	Inaccurate or inappropriate content/theory.
Use of literature	Has developed own ideas and justified using a wide range of sources of theories and literature which has been thoroughly analysed, applied and tested.	Ability to appraise critically the theory and literature from a variety of courses, developing own ideas in the process.	Clear evidence and application of readings relevant to the subject within the text.	Little or no evidence of reading around the subject.	Evidence of some limited reading around the subject

`Conclusion`

Keep learning assessment criteria at the centre of your consciousness as you work on any aspect of assessment. They describe, after all, the basis on which your students will be guided in their future work and marked on their past work.
Tell the students what criteria you will be using for assessment. Learning outcomes and assessment criteria together provide a clear target for students to work towards.
Discuss assessment criteria with students. They'll be interested in the discussion. They'll contribute to it. Standards of achievement in your subject and your module are a very proper subject for classroom discussion.
Set class exercises in which students devise assessment criteria, and then apply them to assessing work.
Continue to work to clarify assessment criteria, for yourself and also for and with your students. Work on words such as 'reasonable', 'clear', 'accurate', 'appropriate'. In the context of the module or the assignment, or the examination, you need to be able to say more about what these words mean.
Continue to explore the relations among the course aims, learning outcomes and assessment criteria. These three elements should be closely interdependent, in the course and also in your and your students' thinking about the course, the subject and the assessment.

Last modified: Friday, 24-Jul-09 09:29:28 BST

2.4 Designing and using assessment criteria

Introduction -- what is being assessed?

What will this "first word" try to do?

What are assessment criteria?

Why bother with assessment criteria?

What do assessment criteria look like?

Scores

Accuracy

Thoroughness

Use of sources

Use of theory

Referencing

Originality

Clarity

A note on combining criteria

Learning outcome or assessment criterion?

Clarifying learning outcomes and assessment criteria

Using assessment criteria

Overall assessment criteria

Conclusion