Home > Research > Publications & Outputs > When it comes round to marking assignments

Research

Associated organisational unit

Links

Text available via DOI:

Keywords

View graph of relations

When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers. / Greasley, Pete; Cassidy, Andrea.
In: Assessment and Evaluation in Higher Education, Vol. 35, No. 2, 2010, p. 173-189.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Greasley, P & Cassidy, A 2010, 'When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers', Assessment and Evaluation in Higher Education, vol. 35, no. 2, pp. 173-189. https://doi.org/10.1080/02602930802691564

APA

Greasley, P., & Cassidy, A. (2010). When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers. Assessment and Evaluation in Higher Education, 35(2), 173-189. https://doi.org/10.1080/02602930802691564

Vancouver

Greasley P, Cassidy A. When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers. Assessment and Evaluation in Higher Education. 2010;35(2):173-189. doi: 10.1080/02602930802691564

Author

Greasley, Pete ; Cassidy, Andrea. / When it comes round to marking assignments : how to impress and how to ‘distress’ lecturers. In: Assessment and Evaluation in Higher Education. 2010 ; Vol. 35, No. 2. pp. 173-189.

Bibtex

@article{bcc66eea575642bdab859cca0097fb67,
title = "When it comes round to marking assignments: how to impress and how to {\textquoteleft}distress{\textquoteright} lecturers",
abstract = "What do lecturers look for when marking essays? What impresses them and what frustrates them? In this paper, we present the results of a survey which asked lecturers to address these questions. Thirty‐two lecturers responded to an email survey in which they listed the problems they found most frustrating when marking essays and the factors which most impressed them. This resulted in 206 comments related to sources of frustration and 139 comments listing factors which impress them. The comments were then coded into themes and ranked in order of importance by 16 lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.",
keywords = "assignments, essays , marking , assessment , feedback",
author = "Pete Greasley and Andrea Cassidy",
year = "2010",
doi = "10.1080/02602930802691564",
language = "English",
volume = "35",
pages = "173--189",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - When it comes round to marking assignments

T2 - how to impress and how to ‘distress’ lecturers

AU - Greasley, Pete

AU - Cassidy, Andrea

PY - 2010

Y1 - 2010

N2 - What do lecturers look for when marking essays? What impresses them and what frustrates them? In this paper, we present the results of a survey which asked lecturers to address these questions. Thirty‐two lecturers responded to an email survey in which they listed the problems they found most frustrating when marking essays and the factors which most impressed them. This resulted in 206 comments related to sources of frustration and 139 comments listing factors which impress them. The comments were then coded into themes and ranked in order of importance by 16 lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.

AB - What do lecturers look for when marking essays? What impresses them and what frustrates them? In this paper, we present the results of a survey which asked lecturers to address these questions. Thirty‐two lecturers responded to an email survey in which they listed the problems they found most frustrating when marking essays and the factors which most impressed them. This resulted in 206 comments related to sources of frustration and 139 comments listing factors which impress them. The comments were then coded into themes and ranked in order of importance by 16 lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.

KW - assignments

KW - essays

KW - marking

KW - assessment

KW - feedback

U2 - 10.1080/02602930802691564

DO - 10.1080/02602930802691564

M3 - Journal article

VL - 35

SP - 173

EP - 189

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 2

ER -