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首页> 外文会议>40th ASEE/IEEE Frontiers in Education Conference >Perceived differences in tutor grading in large classes: Fact or fiction?
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Perceived differences in tutor grading in large classes: Fact or fiction?

机译：大型班级导师评分的感知差异：事实还是虚构？

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摘要

For many years the authors have coordinated a large engineering design subject, having a cohort of approximately 300+ students. Lectures are supported by tutorials of approximately 32 students which incorporate collaborative team learning activities and project-based learning. Each tutor is responsible for grading the assessment tasks for students in their tutorial. A common issue is how to achieve a consistent standard of marking between different tutors. To address this issue the authors have used a number of methods including double-blind marking and remarking to support consistent grading. Despite mainly finding only small variations between the grading of different tutors a number of students still complained about a perceived lack of consistency. We theorised that differences in the feedback provided by tutors was a contributing factor to this perception. In this paper we report investigating this theory and finding that while students'' perception of difference in grading were not unfounded, the problem was exacerbated by inconsistencies in the language tutors use when providing feedback.
机译：多年来，作者协调了一个大型工程设计主题，拥有大约300多名学生。讲座由约32名学生组成的教程提供支持，其中包括协作团队学习活动和基于项目的学习。每位导师负责对学生在其教程中的评估任务进行评分。一个常见的问题是如何在不同的导师之间达到一致的评分标准。为了解决这个问题，作者使用了许多方法，包括双盲标记和标记以支持一致的评分。尽管主要发现不同导师的等级之间只有很小的差异，但是许多学生仍然抱怨缺乏一致性。我们认为，导师提供的反馈意见的差异是造成这种看法的一个因素。在本文中，我们报告了对这一理论的研究，发现虽然并非没有学生对评分差异的感知，但由于教师在提供反馈时所使用的语言不一致而加剧了这个问题。

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