Developing and Using a Marking Criteria - Essay Example

Developing and using a marking criteria Name Date Course Developing and Using a Marking Criteria Introduction The marking criteria determine how the marks are supposed to be awarded for any given paper. It should reflect all the requirements of the paper for it to be considered effective. It is also important to note that each of the sections of the paper carries different weight. Awarding the marks will thus be dependant on the approach used to answer the questions as well as the relevance of the points. A marking criterion should be in a position to reflect the nature and intentions of the question (Benson, 2009). It is also important to ensure that the student is awarded marks depending on their understanding of the topic. The development of marking criteria is also dependant on the size of the paper. This is because the requirements for the papers are usually different. The marks awarded for each of the sections should also be justified so as to avoid awarding marks unfairly (Sadler, et al, 2006). This is however dependant on the rules laid out in the marking criteria. Poor marking criteria have the potential of awarding the marks unfairly and hence leading to a poor outcome. It is for this reason that the process of developing marking criteria should be guided by strict guidelines in relation to the topic. The marking criteria is also useful to the students in terms of ensuring that they understand what is required of them in relation to the topic (Beven, et al, 2008). The paper thus discusses the concepts of developing marking criteria in relation to a student assignment. Design of the Marking Criteria Task C P N Marks Identifies the issues relevant to the topic Displays exceptional awareness of the topic with clear references and definitions supported by evidence. Displays understanding of the issues related to the topic. Support of the issues with the use of evidence Lack of coherence and justification tools in relation to the topic with no support from evidence. 15/20 Evaluates the strategies and causes of the problem according to research and literature review Thoughtful combination of theory and practice and the utilization of strong literature supported by evidence. Solid evaluation of strategies and causes backed by evidence. Lack of evaluation and interpretation of the strategies with no support from evidence. 15/25 Clear discussion of the topic in relation to the problem identified. Thorough discussion of the topic with clear points that indicates understanding of the topic. This should also be supported by evidence Strong awareness of the topic with logical presentations of arguments supported by evidence Poor arguments with no clear understanding of the topic and lack of evidence to support arguments. 10/15 Identification of the intervention measures and solutions for the problem Logical solutions that are supported by evidence and a clear link between the theory and practice Solutions that are supported by evidence with clear interpretations No use of evidence to support the intervention measures provided. 25/35 Scholarship issues Excellent academic work with clear APA format and no grammatical errors. Full adoption of the APA format and referencing and no grammatical errors. Grammatical errors with poor use of the APA referencing method and format. 4/5 Rational for distribution of the marks Identifies the issues relevant to the topic (20 marks) The identification of the issues related to the intervention of the intervention and social isolation is an important issue for the topic. This is because it forms the basis for the research of the paper (Rhodes, 2010). The mark awarded is according to the concepts that are supposed to be covered under this section. Definition of the main concepts is important for this section and it contributes toward the five marks of the entire section. The identification of the main issues related to the topic also contributes towards fifteen marks of the entire section. This is considering that the issues are key to the discussion of the intervention measures. The key issues have to be identified before proceeding to the other sections. It is also important to note that the marks are usually distributed depending on the weight of the section in relation to the topic (Race, 2001). Evaluation of the strategies and causes of the problem according to research and literature review (25 marks) This section is weighty as it seeks to evaluate the reasons as to why the problem of depression and isolation occurs among the elderly. It therefore lays the groundwork for the discussion of the topic in relation to the intervention measures. The use of literature review is important in terms of obtaining credible information regarding the topic. Literature review also plays an important role in terms of improving the quality of the arguments in relation to the topic (Calma, 2011). On the other hand, the combination of theory and practice can only be achieved through the use of literature review which provides supporting evidence. This section contributes to fifteen marks of the entire section. It is also important to note that the strategies for evaluating the causes of the problem play an important role in terms of determining the intervention measures for the problem. The marks awarded for this part of the section is ten marks. A section that leads to solving the problems or issues that is being addressed in t the topic is important and should be allocated more marks. Clear discussion of the topic in relation to the problem identified. (15 marks) This section is mainly a general discussion about the topic. It is composed of views from different sources regarding the topic as well as the arguments of the writer. It plays an important role in creating a deeper understanding of the issues arising from the topic. The paper should thus have a general discussion and the opinions of the writer regarding the intervention measures for the problem. This section is also important in term of testing the understanding of the writer regarding the topic. However it is a general view regarding the topic, it only accounts for fifteen marks of the entire paper. It should however be clearly referenced where needed in order for the fifteen points to be awarded. Personal views may also be included in this section. Identification of the intervention measures and solutions for the problem (35 marks) The identification of the intervention measures and solutions to the problem of depression and social isolation is the core of the topic. This requires the outlining as well as the discussion of the intervention measures in a bid to solve the problems in the topic. Identifying more than five social intervention measures accounts for five marks out of the thirty five marks set aside for the topic. On the other hand, explaining the intervention measures clearly accounts for fifteen marks out of the thirty five marks. This means that the points have to be clearly explained in details in order to gain the full marks. The understating of the intervention measures outlined is also important. This is a reflection of the understanding of the topic by the writer. Support is also important for the points that have been highlighted in the section. This means that the section has to be supported by evidence through referencing. Supporting the points with evidence accounts for five marks in the section because the intervention measures should be based on evidence and hence its relevance to the real situation. Ten marks out of the thirty five allocated for this section is allocated for relating the theory with the real situation in relation to the intervention measures. This is important in terms of determining the creativity of the writer (Elliott, et al, 2000). Scholarly issues (5 marks) The citation of the article and referencing in APA style is one of the requirements of the paper. This plays an important role in ensuring that the paper is worth presenting. This contributes to three marks out of the five marks allocated for this section. Grammatical errors should also be considered as an important aspect in improving the quality of the paper. It is important in terms of establishing the accuracy of the paper in terms of correcting the errors as well as the confidence of the writer. This section contributes two marks out of the five allocated for this section. Rationale for allocation of marks to the student Identifies the issues relevant to the topic (15 marks) The student scored highly in some of the pats in this section. The definition of the problem is clear in the paper and thus earning the student four marks out of the possible five marks allocated for the definition. On the other hand, the student clearly identified the issues surrounding the social intervention in relation to the problem of social isolation and depression among the elderly. This earned the student eleven marks and thus totaling to fifteen marks out of the possible twenty marks for the section. The level of performance of the student in this section can be rated as a C. Evaluation of the strategies and causes of the problem according to research and literature review (15 marks) The performance of the student in this section can be ranked P. This is because the student scored fifteen marks out of the possible twenty five. The use of literature to obtain evidence is displayed in the paper. This is considered good and hence the student scored ten marks in terms of literature review. On the other hand, the evaluation of strategies and establishing the causes for the problem was fair. This led to the student being awarded five marks out of the possible ten marks. The award of the marks should strictly be based on the display of knowledge by the student regarding the topic. Accountability and openness is also one of the main objectives of using the marking criteria to award marks to students (Rust, 2003). Clear discussion of the topic in relation to the problem identified. (10 marks) The discussion raided by the student indicated that there was adequate knowledge regarding the topic. However the performance can be rated P. The use of such performance descriptors plays an important role in determining the rate of understanding of the student in relation to the topic (Dunn, et al, 2004). The student scored ten marks in this section out of the possible fifteen marks. The student clearly understands the topic and it was well reference. However, the student has some weaknesses in terms of expressing the personal opinions with regards to the topic. Identification of the intervention measures and solutions for the problem (25 marks) This section is the most crucial section in the entire paper. This is because the section directly deals with the questions being raised about the topic. The student was able to identify three of the most important social intervention issues with regard to the problems facing the elderly in the society. This earned the student three marks. The explanation of the issues was fair and it earned the student a total of nine marks. It is however important to note that the use of evidence to support the arguments and the points was excellent. This is because enough references were used for the purposes of supporting the intervention measures that were raised. This earned the student five marks which is the maximum for the section. The process of relating theory to real practice in terms of the intervention measures was also good. This led to the student earning eight marks out of the possible ten marks. This was an excellent performance by the student. The mark scored by the student in this section indicates that there is an understanding and an adequate knowledge of the topic. Scholarly issues (4 marks) This section was well presented by the student and it can be rated C. The student has a clear knowledge of scholarly issues like referencing in APA style. There were no grammatical errors which indicate that the student was keen on revising the work before the presentation. This earned the student four marks out of the possible five marks. Conclusion In conclusion, it is evident that the marking criteria play an important role in assessing the work of the student. The development of the guidelines is dependant on the topic of discussion. This is because of the requirements of the topics. The marking criteria should thus incorporate all the elements of the topic. It is also evident that the awarding of marks for different sections and issues is also crucial point in the design of the marking criteria. The marks allocated for each of the section is also dependant on the requirements that needs to be fulfilled. This process requires a careful analysis in order to ensure that the correct mark is allocated. It is also evident that the process of awarding the marks to the student requires a lot of analysis. This is however achieved through the utilization of the guidelines in the marking criteria. Poor marking criteria have disadvantages to the students. This is because it may lead to the student being allocated low marks or high marks. The quality of the work of the student is directly related to the ideas in relation to the topic. A student may be allocated high marks or low marks in different sections depending on how their understanding and presentation. References Benson, R. (2009). Issues in peer assessment and e-learning. In C. Spratt & P. Lajbcygier (Eds.), E-learning technologies and evidence-based assessment approaches (pp. 117-135). Pennsylvania: IGI Global. Beven, P. et al. (2008). Red guide, paper Student peer mentoring: An assessment for learning (AfL) perspective, Red Guide Paper 51, Dunn, L. et al. (2004). The student assessment handbook: New directions in traditional and online assessment. London: RoutledgeFalmer. Race, P. (2001). A briefing on self-, peer- and group assessment, discusses how and what to assess in group work, considering both the process and the end products of group work. Rust, C. (2003) Improving students’ learning by developing their understanding of assessment criteria and processes, Assessment and Evaluation in Higher Education, 28(2), 147‐164. Sadler, R.et al, (2006). Assessment rubrics. Paper on rubrics.pdf Elliott, A. et al. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Education, 25(2), 149-66. Calma, A. (2011). Creating and using rubrics. The Teaching and Learning Unit, University of Melbourne. Rhodes, T. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Washington: AAC&U publications. Read More