Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria

By Sue Bloxham *, Birgit den-Outer, J. Hudson, M. Price. 2016

135 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b3e78d6ec122e73c35e941e85c8a9fa7256be052

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. D. Carless
7. David J. Nicol
8. A. Jonsson

In Social Psychology

1. Ernesto Panadero
2. David Boud

Citations in the corpus

• Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “However, even experts vary in their interpretation of standards and use of marking criteria, especially when they are not made explicit from the outset (Bloxham et al. 2016).”