Marking and moderating text-based coursework
Carmen Tomas

This resource explores the different dimensions of marking text-based coursework at NTU. It aims to bring to light the practices which are involved in marking both as an individual and within a team. Unlike the focus on assessment and feedback more generally, the literature on marking and moderation practices is relatively modest although it has begun to be addressed through the work of researchers at Cambridge Assessment and writers such as Sue Bloxham. Marking practices are shaped jointly by University, departmental contexts and guidelines and also by personal beliefs about effective marking and feedback.

This CADQ resource is based on a study of the marking and moderation practices found at NTU; these are presented and discussed in relation to the literature on the topic. The discussion and data are derived from interviews held with 10 NTU staff members in four different schools (SSS, NBS, EDU, NLS). While it is acknowledged that the practices related here might not be an exhaustive account of the range at NTU nor typical of all colleagues, they are presented for the purpose of facilitating reflection on the practical aspects and effectiveness of different practices.

• Marking individual scripts
• Marking as a sequence
• Moderation of marking

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Key texts and resources

• A resource covering multiple aspects of assessment but also covers practical aspects of marking and moderation: Brown, G., 2001. Assessment: A guide for lecturers. LTSN Assessment series .
• A philosophical critique about the practice of moderation: Bloxham, S., 2009. Marking and moderation in the UK: false assumptions and wasted resources. Assessment and Evaluation in Higher Education, 34(2), pp. 209-220.
• A taxonomy of mark schemes that might offer some ideas for you to develop your marking schemes for a number of question types. See: Ahmed, A and Pollitt, A., 2011. Improving marking quality through a taxonomy of mark schemes. Assessment in Education: Principles, Policy and Practice. 18(3), pp. 259-278.
• Beyond the specific aspects covered in this resource, there are issues related to context and programme level assessment design that impinge on practical aspects of marking such as marking load and assessment length. Graham Gibbs' TESTA project focuses on programme level assessment design and the website includes an extensive range of resources.
• This resource makes reference to an NTU study on eSubmissions and eMarking (NTU, 2011). Please contact Carmen Tomas for further information on this study.

NTU regulations
Academic Standards and Quality Handbook: Section 15 Assessment principles and policies. CADQ, Nottingham Trent University. 2010. 

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