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Reduce time on marking assignments
- Clarify assessment criteria
- Use attachment sheets
- Use model answers prudently
- Assess in class
- Feedback to the whole class
- Use online alternatives
Plan the assessment task carefully, and ensure that all students are informed of the criteria before they begin. Discuss the assignment and the criteria in class, giving examples of what is required. Distribute a written copy of the instructions and the criteria. Making the assessment criteria explicit speeds marking and simplifies feedback.
An assignment attachment sheet, which is returned with the assessed work, can identify aspects of the task rated on a scale of 1 to 5 with a brief comment. Such a system enables each student's work to be marked systematically and quickly. This strategy can be applied to essays, reports, posters, presentations and practicals.
Give students access to relevant examples of assessment tasks. Indicate what distinguishes a good example from a bad one.
Use class time to carry out and to assess tasks. Oral presentations, posters, and multiple choice tests marked by the students, all enable instant developmental evaluation and feedback. On the spot laboratory reports which students prepare as they work are brief, and take less time to mark, but are useful, because they reveal more about laboratory practice.
Feedback to the whole class can cut down on the amount of individual feedback required. On returning assessed work, emphasise the criteria for judging the work, discuss the characteristics of good and bad answers, and highlight common strengths and weaknesses.
Consider developing a joint site in your school for practicals using MUSO to set up a 'Discussion' area. You can then begin 'threaded discussions' with the students on difficult parts of the practicals. You can choose the topics and decide how much input you have. Alternatively you might be able to use your MUSO site to set up a list of 'common mistakes' or 'frequently asked questions'.
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