Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars

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Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria (2016, background): “Indeed, there is some evidence that students who have developed a more complex view of knowledge see criteria as guidance rather than prescription and are less dissatisfied (Bell, Mladenovic, and Price 2013).”
Managing dialogic use of exemplars (2017, background): “One way of mitigating this challenge is for students to link their analysis to assessment criteria (Bell, Mladenovic, and Price 2013).”
Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies (2016, background): “Different modes include additional optional workshops (Rust et al. 2003), part of regular class (Hendry et al. 2012) and annotated online (Handley and Williams 2011) or offline resources (Bell et al. 2012).”