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

Unreliability in marking is well documented, yet we lack studies that have investigated assessors’ detailed use of assessment criteria. This project used a form of Kelly’s repertory grid method to examine the characteristics that 24 experienced UK assessors notice in distinguishing between students’ performance in four contrasting subject disciplines: that is their implicit assessment criteria. Variation in the choice, ranking and scoring of...