'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programmes

By K. Ecclestone. 2001

129 citations recorded by the source corpus.

Subfields: Education, Law

View Paper: https://www.semanticscholar.org/paper/7b9e49179074e5b9a6eb5eace6d1de5b9e0712f2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. David Boud
2. Phillip Dawson
3. J. Tai
4. Ernesto Panadero
5. Rola Ajjawi
6. T. Hussey
7. Patrick H. Smith
8. J. Daniels

In Law

1. J. Daniels
2. T. Hussey
3. Patrick H. Smith
4. David Boud
5. Sue Bloxham *
6. J. Brooker

Citations in the corpus

• Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “…and teachers develop the equivalent of such scripts where knowledge about what makes for quality becomes linked through repeated exposure to work, consideration of standards (whether these are implicit or explicit) and the need to justify decisions (as assessors do post hoc (Ecclestone 2001)).”
• Student identity development in higher education: implications for graduate attributes and work-readiness (2014, background): “The notion of students developing increasingly complex levels of understanding and knowledge application is already well accepted in the design of assessment criteria, where standards to be met within a programme across all year levels identify an identical or similar action, but will be worded to r”
• Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “Their judgements become more intuitive than conscious, as they develop ‘mental models’ of marking which they apply regardless of marking guidance (Ecclestone 2001).”
• Mark my words: the role of assessment criteria in UK higher education grading practices (2011, background): “From this perspective, written assessment criteria have limited power to secure national standards, as their interpretation will be determined locally (Knight 2006 ) by tutors drawing on their experience and, therefore, their differing tacit knowledge of disciplinary standards (Ecclestone 2001 ; K”
• Learning outcomes: a conceptual analysis (2008, background): “They have become an inconvenience whose effect has been to distract attention from other significant outcomes (Price 2006).”