Thanks for your important question, Debra. In teaching clinical psychology at the Master's and doctoral levels over the years, I have witnessed a similar phenomenon.

Depending on the types of assignments, I have provided my graduate students with detailed instructions (sometimes including a suggested outline for their clinical case study) and specific grading criteria. That seemed to help.

In the past few years, some of my colleagues have also provided students with grading rubrics in the course syllabus so as to enhance student learning via specific and efficient feedback.

Hi, as a tutor, I find that providing a marking scheme or structure is essential for us. Here are the top 5 reasons:

1) Students will understand what is required from them

2) Less confusion among students and tutors marking as well

3)  We tutors are underpaid. We dont have time to go through all the other nonsense students sometimes write for the sake of getting marks

4) Tutors do not need to answer students questions repetitively

5) Everyone goes home happy :)

Hi Debra,

I think this is an important because it clearly describes expectations and the grading scheme.  It also makes grading a little less subjective.  If you are interested in reading a bit more I would recommend the book McKenzie's Teaching Tips by McKeachie and Svinicki (2013).  They talk about learning outcomes, grading, and giving feedback.  

Toula

Yes, McKeachie's Teaching Tips is one of my most treasured books on teaching. Thanks, Toula, for bringing it up.

Here are two links to grading rubrics and grading criteria, etc. for us to consider.

Best,

Stephen

http://tep.uoregon.edu/resources/assessment/rubrics.html

https://www.brown.edu/about/administration/sheridan-center/teaching-learning/assessing-student-learning/grading-criteria-rubrics

Thanks Stephen.  It is nice to exchange tips on teaching resources.

Toula

Yes, indeed!

Stephen

Marking & Feedback Template - Word doc.

Hi Debra,

I have typed up the assignment marking & feedback template that I used in my previous university (with my own additions). We had it as a standard hardcopy triplicate document that the student handed in with their assignment. 

When used with published grading criteria, I found I could use it at all HE levels.  It gives the student benchmarks on what is required in each field of assessment (good for teaching initial academic development). It also ensures that markers give transparent reasoning for their decisions & helps transmit this throughout the marking process. As with all templates - it is not perfect, & subject to individual interpretation. However, across the University, we found it was a good tool.

I said in answer to a previous question, that I find it heart-breaking to hear of arbitrary grading, and also of students who are given no feedback on their work, so using this type of format renders both student & teacher to be accountable for their work. 

I hope this template is of use - please feel free to share it as you need   ;-)

Dear Colleagues:

I extend my sincere thanks for your valuable feedback to my question. It's good to know that using templates is a growing trend. A special thanks to Nicholas for sharing his very useful Feedback Form.

Many thanks,

Debra