This paper covers only one of the methodological approaches trialed. Members of staff who teach units whose objectives differ from ours agreed to test and trial their own adaptations to the system. This is where students work individually on the same brief and the end results can be compared. Where there is a common brief, peer group assessment is used. This has saved time on the assessment process leaving more time for feedback.
Work is displayed and identified only by a number.
Students are supplied with several sheets of different coloured sticky dots, each colour relating to different marking grades, and a numerical list that relates to each of the pieces of work. The lecturer acts as arbitrator and evaluates the standard of the work presented, establishing the distribution of the top end of the grade bandings, for example, High Distinction Plus, High Distinctions, and Distinctions. If the overall standard of work presented is deemed below High Distinction Plus then the top grade will be a High Distinction or lower. This will determine the number of each of the coloured dots the student can use in the assessment procedure. The criteria, previously agreed to by the lecturer and students are displayed and should be considered in the assessment procedure.