This can be supplemented with the use of a comment bank, which is a list of common and standard comments that can be used by markers to provide personalized feedback to students. Markers can combine this approach with their own feedback, using the comment box to indicate to students that their work has been engaged with and valued. It can also be helpful to set a proforma for markers to provide at least one or two strengths and suggestions for improvement for each student's work, using direct annotations in scripts or comment boxes. This helps to ensure that students receive personalized, constructive feedback on their work.
The module leader should include instructions for marking, time frames for each step, and protocols for communication between the marking teams. It can also be helpful to have a checklist of detailed criteria that must be met before a mark can be assigned, to ensure that all marking teams are following the same guidelines and that the assessment process has been conducted consistently and fairly. Additionally, it may be useful for the module leader to review and compare the grades assigned by different marking teams, to identify any inconsistencies or discrepancies in the early stages of the marking process. This can provide valuable feedback to both the module leader and the marking teams and can help to improve the overall quality of the grading process. It is also important to have good communication between members of the marking team and a system in place to monitor and track the accuracy of the marking criteria and the consistency of the marking process.
Students’ comments are very positive:
"The rubric was extremely helpful in understanding exactly where I need to improve my work."
"I really appreciate the detailed feedback I received. It gave me a clear roadmap for improving my work."
Dawson, P., Carless, D., & Lee, P. P. W. (2021). Authentic feedback: Supporting learners to engage in disciplinary feedback practices. Assessment and Evaluation in Higher Education, 46(2), 286-296
Sadler, D.R. (2002). Ah! ... So that's 'quality'. In P. Schwartz and G. Webb (eds), Assessment: Case Studies, Experience and Practice from Higher Education (P130-136), London: Kogan Page
Panadero, E. & Jonsson, A. (2013) "The use of scoring rubrics for formative assessment purposes revisited: A review", Educational Research Review, 9(1), 129-144.