Are we missing the mark?
Article Abstract:
A study into marking systems in British universities and colleges was carried out by the Student Assessment and Classification Working Group. They found in some subjects, such as mathematics and computer studies, the assessors were willing to give a wide range of marks. Whilst in others, such as English and history marks were mostly between 30-80. Some observers suggest the introduction of a marking system of grades which have a defined level of performance would be fairer and more consistent. Marks are often the results of how the examiners use the percentage scale tables.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 1999
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Grading and differentiation: Paradox or good practice?
Article Abstract:
The key principles of quality differentiation and of quality grading are examined to determine whether the two facets of educational practice are compatible. It is concluded that the perceived incompatibility stems from misunderstanding the essential principles of differentiation and grading and form entrenched classroom habits that often run counter to guidance from experts in grading and in differentiation.
Publication Name: Theory into Practice
Subject: Education
ISSN: 0040-5841
Year: 2005
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Progettazione and documentation as sociocultural activities: Changing communities of practice
Article Abstract:
The ways in which teachers' and children's patterns of participation in the socio-cultural activities of documentation and progettazione or flexible planning altered the school community at the University of New Hampshire are discussed. A reciprocal and nested change on both the school and individual levels resulted, from which a collegial and collaborative system of relationships developed.
Publication Name: Theory into Practice
Subject: Education
ISSN: 0040-5841
Year: 2007
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