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Assessment, marking and feedback

It is important to be able to provide feedback on student’s work, under the guidance of the module leader.

University assessment

Assessments are meant to:

Assessments can be:

Assessment and feedback

Assessments should be designed with the following goals in mind:

Marking criteria

MarkClassCriteria
70-1001st classExcellent work, showing deep understanding of the subject. The student is able to perform a critical analysis and apply the knowledge they have acquired in unseen before contexts. Assignments will be well-structured and well-referenced.
60-692nd class - 1st divisionSolid understanding of the subject, with breadth of knowledge but not depth or viceversa. Some critical analysis is observed. The work submitted will be related to the subject but will rely a lot on the course’s material and contain a few errors or omissions.
50-592nd class - 2nd divisionThe student shows a wide but superficial knowledge of the subject. Very limited critical analysis. The work presented will be sufficient, but heavily based on the course material and may contain errors and omissions.
40-49PassThe student shows a limited knowledge of the subject. The work presented will be sufficient, but heavily based on the course material and may contain errors rooted in the partial knowledge acquired.
0-39FailInsufficient knowledge on the subject. Most of the work presented is either sketchy or irrelevant due a very superficial view of the module’s content.

Marking in your school

While the University employs a common marking scheme, each school may add some slight variations to it. Late submissions are to be marked as usual and if adjustments are needed these are applied after marking by your School.

As well as assigning a mark, you should provide feedback to the student, to help them improve their work and guide them in order to fill the gaps in their knowledge. Hence, when marking it is important to always keep in mind the learning outcomes of the module, the purpose of the assessment and make sure all markers interpret the criteria in the same way.

Try a marking scheme on a small subset of students and ask the module leader whether the marking is consistent with their expectations.

How to give good feedback

Some tips on how to give good feedback:

Helping students to engage with feedback

Once the student has received the feedback, it is poignant to make sure they understand it and are able to act on it. It should help them understand their current level, what is missing in term of what is expected and how to improve.

Practical Tips for Marking

SuggestionDescription
Be realistic about what you can do.Break your marking work into manageable portions
Decide how to tackle the loadYou may prefer to mark a whole script at a time, or just Question 1 of every script first.
Avoid halo effectsAvoid unfairness after reading a brilliant answer.
Watch out for prejudiceBe aware of your own prejudices against the style of the students work, provided it is not important for the evaluation.
Mood changesMake sure you are in the right mood to mark.

Sometimes can be useful to work in a team, to share the load and get a second opinion on the results, especially when it is close to a grade boundary.

Plagiarism

Plagiarism at Newcastle University is defined as “the use of the work of others without acknowledgement” and is knowing or unknowingly stealing someone else’s work. This includes words, computer code, images, ideas and graphs.

If you suspect plagiarism, you should report it to the module leader, who will then investigate the case and decide whether to escalate it to the University. Under no circumstances should you confront the student directly. The tool used to detect plagiarism is Turnitin.