• Login
    View Item 
    •   Research Bank Home
    • Study Areas
    • Education
    • Education Conference Papers
    • View Item
    •   Research Bank Home
    • Study Areas
    • Education
    • Education Conference Papers
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Getting to yes - Agreeing research project marks without tears

    Davies, Kathryn; Birchmore, Roger

    Thumbnail
    Share
    View fulltext online
    AUBEA.pdf (192.2Kb)
    Date
    2008
    Citation:
    Davies, K., and Birchmore, R. (2008). Getting to yes - Agreeing research project marks without tears. Auckland. In Proceedings of 2008 Conference of the Australasian Universities Building Education Association (AUBEA). CD Rom Auckland.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2255
    Abstract
    One of the challenges facing the management of undergraduate research projects is achieving and maintaining consistency in the marking process. High staff turnover, the introduction of new academics to supervisory teams and the desire to benchmark internationally exacerbate the challenge. The current assessment process within the Unitec Bachelor of Construction programme requires the student project first to be marked by the student’s supervisor. This is then followed by second, independent marking of all the student assignments by an external academic. When significant variation of marks occurs and post-marking negotiation between the markers cannot achieve agreement, a third independent marker is utilised. This paper outlines the development of an assessment rubric intended to provide clear standards and goals for both students and supervisors. The introduction of a rubric is intended to reduce the number of times significant variation in marks is experienced between markers. In cases where variation still occurs, the use of a rubric serves to define the problem and clarify the marking expectations. This assists with the negotiation process between the first and second markers, ideally removing the need for a third marker in most instances. In the most difficult of cases, negotiation will be required between three markers. Again, the use of the rubric allows a clear statement of the issues under discussion and the areas of divergence, allowing the participants to focus on reaching a satisfactory outcome.
    Keywords:
    assessment, supervision, research project, rubric
    ANZSRC Field of Research:
    130303 Education Assessment and Evaluation
    Copyright Holder:
    Authors
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Education Conference Papers [254]

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142
     

     

    Usage

     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankResearch at UnitecContact us

    Help for authors  

    How to add researchOpen Access GuideVersions Toolkit

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereAcademic study areasAuthorDateSubjectTitleType of researchSupervisorThis CollectionAuthorDateSubjectTitleType of researchSupervisor

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142