Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays
By Barbara Read, B. Francis, J. Robson. 2005
88 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/c1e99e285137065aec3dd346fc2d5d0805c9cec5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Sue Bloxham *
- Richard Bailey *
- Mark Garner
- M. Price
- D. Carless
- David Boud
- N. Winstone
- David J. Nicol
In Sociology and Political Science
Citations in the corpus
- Reliability and validity of rubrics for assessment through writing (2010, unknown): “…a student’s skill level with writing conventions such as writing style, vocabulary command, verbal ability, spelling, punctuation, and grammar can have a significant impact, whether positive or negative, upon how a grader values a student’s work (Read, Francis, & Robson, 2005; Ross-Fisher, 2005).”
- Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “…is designed to add to the debate that is taking place in the pages of this journal on the inherent frailty of marking practices and variability of standards (e.g. Baume, Yorke, and Coffey 2004; Norton 2004; Price 2005; Read, Francis, and Robson 2005; Sadler 2005; Hartley et al. 2006; Knight 2006).”
- Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria (2016, background): “This replicates Read, Francis, and Robson (2005), who found that two undergraduate history essays received six different degree classifications when marked by 50 assessors.”
- Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, background): “Reid, Francis, and Robson ( 2005 ) researched factors which influence the way feedback is socially constructed and presented in the written form and linked this to both broad conceptualisations of the role and purpose of feedback as well as the social positionings, class and gender of assessors.”