The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid)

Abstract

Growing concern over marking reliability and standards within UK higher education has led in recent years to increasing interest in criterion-referenced assessment. As part of an ongoing research project this paper examines student experience of criterion-referenced assessment and, in particular, a criteria assessment grid developed for the Business School at Oxford Brookes University. The main findings of this paper report the evident thirst students voiced for more reliable marking processes and clearer guidelines on assessment requirements and criteria. However, whilst students applauded the criterionreference grid as a 'good idea' and one that did help clarify assessment requirements they also highlighted several shortcomings. Such shortcomings included issues of subjectivity and multiple interpretations of criteria and standards. The paper concludes that the criterion-reference grid, from the student perspective, appeared to be of limited practical benefit unless presented as part of multifaceted approach including explanation, exemplars and opportunities for discussion.