Rationalising subjectivity: using learning technology to automate and flexibilise marker standardisation in higher education assessment
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Abstract
When designing a marker standardisation training programme, institutions must respond to their context and choose the method appropriate to it. This article details an approach based on a self-access, automatic package of training materials that can be flexibly deployed via a learning management system. This responds to the needs of a large, multi-centre teaching network marking shared assessments, providing an authentic, flexible, and inclusive experience that is worth the up-front resource cost and has been broadly positively received. Lessons have been learned centring on the implementation of this method of training, communicating the intention behind the change, and the approach to adapting it to suit an academic community of practice. The training methodology and evaluation may serve as informative to other institutions seeking an approach to standardisation that meets their needs.
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