Overview
This subsection looks at how new academic staff can be supported in assessment, specifically marking/grading and feedback. Academic staff may be new to University teaching, new to UK University teaching and/or new to teaching at the University of Bolton.
Support activities include explaining key processes and grading expectations, using internal moderation (see sub-section 1.3) and involvement standardisation activities (see sub-section 1.5) activities.
Key Principles
- Informed – by University policies, procedures and guidelines.
- Planned – A clear process outlined from the start of the new academic’s post.
- Appropriately supportive – using a staged process of support.
- Consistent and fair – Ensuring a consistent and fair approach to assessment feedback.
Good Practice: Supporting New Staff via Internal Moderation
Staged process for supporting staff who are new to teaching and who do not have a teaching qualification or HE assessment experience:
Stage 1:
New staff member acts as internal moderator for an experienced member of staff (who receives excellent feedback from the relevant External Examiner) for a number of different assessments.
Stage 2:
Joint marking with standardisation activities – a) Pre-assessment submission discussion with an experience assessor to establish grading criteria/expectations, and b) Following assessment submissions, the joint marking of all work with an experienced member of staff - with discussion and agreement of marks.
Stage 3:
Own marking with a sample second marked - second mark all assessments if further development needed.
Stage 4:
Own marking with a sample moderated - as per the Assessment and Moderation procedures - second mark all assessments if further development needed.
Staged process for supporting new staff who have a teaching qualification/experience*:
Stage 1:
New staff member acts as internal moderator for an experienced member of staff (who receives excellent feedback from the relevant External Examiner) for a number of different assessments.
Stage 2:
Marking with standardisation activity - a) Pre-submission discussion to establish grading criteria/expectations, and b) Following submissions, the joint marking of a sample of work with an experienced member of staff - with discussion and agreement of marks (remainder marked by new staff member following sample agreement).
Stage 3:
Own marking with a sample moderated - as per the Assessment and Moderation procedures – second mark all assessments if further development needed.
* Where the new member of staff has a wealth of assessment/external examining experience this process can still be followed - with two-way learning taking place.
New Staff Feedback on Assessment Support Activities
I think the (marking) training is really useful, whether you are a new or experienced module lead.
When I first joined the University, I found that internally moderating the marking of a number of experienced staff using a set of criteria was really helpful in developing my understanding of expectations. When I didn’t understand why a specific mark had been assigned, I was able to clarify this with the tutor in question.
As I am relatively new to the university and new to the Module Leader role there was information delivered that has enhanced my knowledge, in turn making the process of the role easier and more streamlined. I particularly found the parity (standardisation) meetings very helpful.
I have found the new module leads training to be extremely useful. XXX has taken time to explain the University processes, which previously as a new starter to the University I was unfamiliar with. The sessions provided around scaffolding and assessment have really made me think differently, and developed a real desire to further myself in this current role.
Further Reading
Bloxham, S., Hughes, C. & Adie, L. (2016). What’s the Point of Moderation? A Discussion of the Purposes Achieved Through Contemporary Moderation Practices. Assessment & Evaluation in Higher Education, 41 (4). pp 638-653
McGuire, W., & Raaper, R. (2016). Developing a Guiding Protocol for the Moderation of Summative Assessments. Journal of Perspectives in Applied Academic Practice, 4(1). Pp. 36-43.
Poole, B. (2022). Moderation: Concept and Operationalisation in UK Universities. Quality Assurance in Education, 30(4). pp. 464-476.
University of Bolton (2023). Assessment and Moderation Procedures [online]. Available from https://www.bolton.ac.uk/assets/Student-Policy-Zone-2023-24/Assessment-and-Moderation-Procedures-2023-24.pdf