Curtailing marking variation and enhancing feedback in large scale undergraduate chemistry courses through reducing academic judgement: a case study

Abstract

Variation in marks awarded, alongside quality of feedback, is an issue whenever large-scale assessment is undertaken. In particular, variation between sessional teaching staff has been studied for decades resulting in many recorded efforts to overcome this issue. Attempts to curtail variation range from moderation meetings, extended training programmes, electronic tools, automated feedback or even audio/video feedback. Decreased marking variation was observed whenever automated marking was used, potentially due to less academic judgment being used by the markers. This article will focus on a case study of three interventions undertaken at Monash University that were designed to address concerns around the variability of marking and the feedback between sessional teaching staff employed in the chemistry teaching laboratories. The interventions included the use of detailed marking criteria, Excel marking spreadsheets and automated marked Moodle reports. Results indicated that more detailed marking criteria had no effect whilst automated processes caused a consistent decrease. This was attributed to a decrease in the academic judgment markers were expected to use. Only the Excel spreadsheet ensured the provision of consistent feedback to students. Sessional teaching staff commented that their marking loads were reduced and the new methods were easy to use.

Keywords:

• Electronic marking
• sessional teaching staff
• marking criteria
• large cohorts

Additional information

Notes on contributors

Stephen George-Williams

Stephen George-Williams is a PhD candidate (Chemistry Education) at Monash University. His current work primarily focuses on studying the effects of the use of large scale inquiry- and context-based learning in undergraduate teaching laboratories.

Mary-Rose Carroll

Mary-Rose Carroll is a senior laboratory manager in the School of Chemistry at Monash University. Her primary role is to ensure the smooth operation of the undergraduate laboratories but regularly contributes to their content and training of sessional teaching staff.

Angela Ziebell

Angela Ziebell is an Education Developer at Monash University. She is currently focused on a programme called Transforming Laboratory Learning which seeks to overall the undergraduate teaching laboratories to increase the employability of the students.

Christopher Thompson

Christopher Thompson is both an Associate Professor of chemistry education and the Associate Dean of Education at Monash University. His work primarily focuses on the use of performance in science to enhance theoretical understanding whilst increasing student engagement and imparting a range of other transferable skills.

Tina Overton

Tina Overton is a Professor of chemistry education at Monash University. Her illustrious career has focused mostly on the use of problem-based learning to enhance the problem solving ability of undergraduate students.