Bones, boys, bombs and booze: an exploratory study of the reliability of marking dissertations across disciplines

References

• Baume , D. , Yorke , M. and Coffey , M. 2004 . What happens when we assess and how can we use our understanding of this to improve assessment? . Assessment & Evaluation in Higher Education , 29 ( 4 ) : 451 – 77 .
   Google Scholar
• Biggs , J. 2003 . Teaching for quality learning at university. , 2nd ed. , Buckingham : Society for Research into Higher Education/London: Open University Press .
   Google Scholar
• Calvert , B. and Casey , B. 2004 . Supporting and assessing dissertations and practical projects in media studies degrees: Towards collaborative learning . Art Design & Communication in Higher Education , 3 ( 1 ) : 47 – 60 .
   Google Scholar
• Dearing , R. 1997 . Higher education in the learning society: Report of the national committee of inquiry into higher education http://www.leeds.ac.uk/educol/ncihe/ (accessed February 10, 2007)
   Google Scholar
• Ecclestone , K. 2001 . ‘I know a 2:1 when I see it’: Understanding criteria for degree classifications in franchised university programmes . Journal of Further and Higher Education , 25 ( 3 ) : 301 – 13 .
   Google Scholar
• Fry , H. , Ketteridge , S. and Marshall , S. , eds. 2003 . A handbook for teaching and learning in higher education – Enhancing academic practice. , 2nd ed. , London : Kogan .
   Google Scholar
• Hand , L. and Clewes , D. 2000 . Marking the difference: An investigation of criteria used for assessing undergraduate dissertations in a business school . Assessment & Evaluation in Higher Education , 25 ( 1 ) : 5 – 21 .
   Google Scholar
• Hughes , C. and Cappa , C. 2007 . Developing generic criteria and standards for assessment in law: Processes and (by) products . Assessment & Evaluation in Higher Education , 32 ( 4 ) : 417 – 32 .
   Google Scholar
• Leininger , M. 1985 . “ Ethnography and ethnonursing: Models and modes of qualitative data analysis ” . In Qualitative research methods in nursing , Edited by: Leininger , M. 33 – 71 . Orlando, FL : Grune and Stratton .
   Google Scholar
• Light , G. and Cox , R. 2001 . Learning and teaching in higher education: The reflective professional , London : Sage Saunders .
   Google Scholar
• Lomas , L. and Nicholls , G. 2005 . Enhancing teaching quality through peer review of teaching . Quality in Higher Education , 11 ( 2 ) : 137 – 49 .
   Google Scholar
• Lowman , J. 1987 . Teaching large classes well . New Directions for Teaching and Learning , 32 ( Winter ) : 71 – 83 .
   Google Scholar
• Newstead , S. 2002 . Examining the examiners: Why are we so bad at assessing students? . Psychology Learning and Teaching , 2 ( 2 ) : 70 – 5 .
   Google Scholar
• Partington , J. 1994 . Double‐marking students’ work . Assessment & Evaluation in Higher Education , 19 ( 1 ) : 57 – 60 .
   Google Scholar
• Pathirage , C. , Haigh , R. , Amaratunga , D. and Baldry , D. 2007 . Enhancing the quality and consistency of undergraduate dissertation assessment: A case study . Quality Assurance in Higher Education , 15 ( 3 ) : 271 – 86 .
   Google Scholar
• Polytechnics and Colleges Funding Council . 1993 . Assessing more students: Developing teaching. Teaching more students project , Vol. 4 , London : Polytechnics and Colleges Funding Council .
   Google Scholar
• Quality Assurance Agency (QAA) . 2006a . Code of practice for the assurance of academic quality and standards in higher education Section 6. Assessment of Students. http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section6/COP_AOS.pdf (accessed July 18, 2008)
   Google Scholar
• Quality Assurance Agency (QAA) . 2006b . Securing and maintaining academic standards: Benchmarking M level programmes http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/Mlevelbenchmarkingfeb2006.asp (accessed February 11, 2007)
   Google Scholar
• Read , B. and Francis , B. 2005 . Editorial: Examining assessment in higher education: Assessment as a socially situated practice . Assessment & Evaluation in Higher Education , 30 ( 3 ) : 209 – 13 .
   Google Scholar
• Read , B. , Francis , B. and Robson , J. 2005 . Gender, ‘bias’, assessment and feedback: Analyzing the written assessment of undergraduate history essays . Assessment & Evaluation in Higher Education , 30 ( 3 ) : 241 – 60 .
   Google Scholar
• Rowntree , D. 1987 . Assessing students: How should we know them? , London : Kogan‐Page .
   Google Scholar
• Saunders , M. and Davis , S. 1998 . The use of assessment criteria to ensure consistency of marking . Quality Assurance in Education , 6 ( 3 ) : 162 – 71 .
   Google Scholar
• University of Teesside . 2006–2009 . Learning, teaching and assessment strategy http://healthbase.tees.ac.uk/staffintranet/edir/files/4927%20assessment%201o20res2Epdf (accessed September 11, 2006)
   Google Scholar
• Wolf , H. 2004 . Assessment criteria: Reflections on current practices . Assessment & Evaluation in Higher Education , 29 ( 4 ) : 480 – 93 .
   Google Scholar