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I feel that it can be of value but, as Chris infers, far too much is merely nodding through the marks.

Mark adjustments due to Mod'n should also be equitable (generally review/adjust entire cohort/class'n, not just the ones Modded) with a clear rationale given to the EE.

Same goes for IMing of assessment briefs: as an EE I shouldn't be seeing spelling/grammar errors, ambiguity, poor structure/rationale and (my pet peeve) failure to actually asses achievement of the ILOs.

Neil

------ Original Message ------
From: "DEROUNIAN, James" <[log in to unmask]>
To: [log in to unmask]
Sent: 03/07/2019 09:15:57
Subject: Mark moderation

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Moderation in all things!?

 

Knowing that you are now kicking your heels, and not doing a lot (!?), here’s a pre-holiday teaser for EEs –

 

“Mark moderation is of doubtful value” – discuss J

 

James

 

 

James Derounian BSc (Hons) MPhil MRTPI FHEA FILCM

Visiting Professor (Faculty of Health and Wellbeing) at the University of Bolton,

Principal Lecturer in Community Engagement and Local Governance,

Course Leader Applied Social Sciences,

National Teaching Fellow,

University of Gloucestershire,

Cheltenham

GL50 4AZ

Tel. 01242-714562

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Social Sciences Blog:  https://uniglossocialsciencesblog.wordpress.com/

 

Visiting Fellow Edge Hill University Institute for Public Policy and Professional Practice

Honorary Fellow Birmingham University (Third Sector Research Centre)

 

Silver rating for teaching excellence
Source: Teaching Excellence Framework (TEF) 2017

 

 

 

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