Marking, grading and rubrics

Marking is the process of evaluating a piece of work performed or submitted for summative assessment. Grading is the awarding of a specific grade to this work, as a numerical or letter grade. Grading allows student progress to be tracked and compared against their previous work, and within the cohort.

The marking and grading process involves one or more markers reviewing the quality of the submission or performance through consideration of how well the work demonstrates specific skills, behaviours, knowledge or attributes.

Marking and grading also considers the submission or performance in light of its compliance with the requirements of the task, such as:

  • Inclusion and/or integration of required components
  • Completion and/or submission before the due date
  • Completion within a specified timeframe (e.g. presentations, performances, or practical assessments)
  • Length of submission (e.g. for recorded presentations or word count)

It is crucial that the marking process is constructively aligned, equitable, transparent, consistent, and fair.

Marking and grading processes work in conjunction with feedback but they are not synonymous. Marking gives students an evaluation of their performance, grading allows them to quantify that performance, and feedback should assist them to identify areas of strength or where improvements can be made.

Rubrics and grading documentation

Rubrics are a tool which, when developed appropriately, provide effective feedback and ensure consistency of marking.

A rubric is a table which includes:

  • the marking criteria for the task
  • a description of different standards to which each criterion may be demonstrated in student work
  • an indication of the grade associated with that level of performance

Annotated rubric extract example

How can mental health nurses provide effective person-centred care for someone with severe depression in an acute hospital setting? (Click on the numbered icons to view annotated comments)

Well-developed rubrics can:

  • enhance intra- and inter-marker consistency and reduce the effect of biases on student marks
  • provide students and staff with details about the expected standard of performance
  • provide a checklist against which students can self-evaluate their work prior to submission
  • help students to identify areas of strength and areas for improvement in future work
  • create common language around the assessment task between all involved

Education Performance Standards Framework

The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.

Impact on student learning

Impact on educational knowledge

Impact on educational environment

Effective teaching and learning

Responsive program design

Student- centred orientation

Professional learning engagement

Pedagogical content knowledge

Education research performance

Education innovation

Education leadership

 

 

You could address marking and grading across these Practice Elements by providing evidence of how you:

  • Lead teaching teams to strengthen marking and grading processes within units to ensure they run smoothly
  • Design marking approaches to effectively scaffold student learning
  • Ensure the validity and credibility of Monash qualifications through sound marking
  • Have created or adapted rubrics in relation to your assessment tasks
  • Have collaborated with others on rubric development or review including students
  • Use your disciplinary expertise to strengthen marking and grading practices
  • Innovate around marking and grading process and practice

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