LG dlhx4072 series How To Use Manual page 13

Classification and Progression for First Degrees for the appropriate cohort.
Generic assessment criteria relating to mark ranges and classifications for taught
postgraduate programmes are provided in the Marking Criteria and Classification
Framework for Taught Postgraduate Programmes for the appropriate cohort.
Students should be informed, and periodically reminded, of the generic
assessment criteria relevant to their degree. It is often appropriate that students
are advised, at the time when the work is set, of more detailed assessment criteria
which are relevant to the specific piece of work. In some cases, detailed criteria
which are made known beforehand help students direct their learning and
therefore are an aid to the teaching and learning process. In other cases, detailed,
highly determined criteria may discourage diversity and innovation, and may
therefore be inappropriate. It is important that students are informed of the
assessment criteria which are relevant to the work which they are undertaking;
and, where distinct criteria apply to different pieces of work, the relevant criteria
should be clearly stated.
Schools should seek to enhance students' awareness of, and engagement with,
the generic assessment criteria which underpin their degree, and to promote
their understanding of those qualities which are valued. Schools should consider
how this might best be achieved in respect of their students. Experience suggests
that an activity or exercise which requires students to engage critically with
assessment criteria is more effective than providing a written explanation or
discussing the criteria in a lecture.
The University provides guidance on the use of the criteria in the Guide to Policy
and Procedures for Teaching and Learning (Section 6c).
The use of assessment criteria and their effective communication to students are
considered in periodic review of teaching.
Moderation
The following procedures for internal and external moderation apply:
Internal Moderation
All marking which counts towards a formal mark for awarding or progression
should be moderated appropriately internally. Such moderation should be
sufficient to give reasonable assurance that the marking is accurate to common
standards applied to shared understandings of the criteria. In terms of the
investment of staff effort, the moderation process should be commensurate with
the weight of the assessment task and the size of the cohort.
Double marking of the whole cohort is a suitable method of moderation for
cohorts of eight or fewer, for work which is automatically marked by a panel of
two or more assessors or for assessed work of sufficient weight and significance to
warrant the workload (some major final part dissertations, for example).
Otherwise, where possible, moderation of a sample should be arranged. The
sample should contain a meaningful proportion of the total candidates, but it is
suggested that a minimum of eight candidates might in most cases be appropriate
with
13