Reflection of marking processes

Post 8: Reflecting on process of marking

 How did your initial assessment of the student’s achievement reflect discussions in moderation?

Reviewing other persons’ feedback aided my reflection of the assessment. Other students found flaws or praised areas that were missed or that were overseen. Upon reflection on my own and other persons feedback, the mark given may have been lower than necessary. This has helped revise my decision making and feedback skills for future assessment marking.

What explanation can you offer for any discrepancies in your marking?

Due to minimal experience grading assessment tasks this task has helped further my exposure to grading tasks. This lack of experience grading geography assessment may have hindered my abilities to effectively grade the task. Exposure to other person’s feedback on the same task has offered valuable insight to my abilities to grade student work.

What did you learn from moderation about the type and quality of your feedback on this task?

The biggest aspect of my marking quality is that of having less experience in grading geography assessment tasks. This will be something I will need to work towards enhancing in the future. Another aspect which was not incorporated is providing positive feedback in my marking. In providing this positive feedback the student would feel a sense of accomplishment in that they have done parts of the assignment correctly. By providing positive feedback we are encouraging student learning and achievement. Highlighting areas the student has done well in gives student a sense of accomplishment, pushing them to correct errors made elsewhere (Reynolds, 2013).

A major aspect of this task that was beneficial was reviewing others perception of the task and their written feedback and overall mark for the assessment. These extra points of view have helped further strengthen my position on marking student work through the identification of aspects of the assessment that were overlooked or missed.

References:

Reynolds, L. (2013). Giving Student Feedback: 20 Tips To Do It Right. InformED. Retrieved 21 October 2016, from http://www.opencolleges.edu.au/informed/features/giving-student-feedback/

 

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