A framework to develop academic standards and improve feedback quality

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Conference Proceeding
Research in Engineering Education Symposium, REES 2013, 2013, pp. 335 - 341
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This paper describes the benefits of co-constructed understandings of academic standards using a framework that includes collaborative conversations about assessment artefacts supported by online self and peer assessment technology. In particular in this paper we describe this process in the context of addressing the variations in understanding, grading and feedback between multiple tutors in large classes. The described implementation of the framework not only improved understanding and reduced grading variation, it also improved student feedback by helping tutors to convert tacit understandings into explicit explanations and resulted in improved student satisfaction with the assessment process. Copyright © 2013 Wiley & Gardner.
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