Content uploaded by Michael Stephenson
Author content
All content in this area was uploaded by Michael Stephenson on Aug 14, 2023
Content may be subject to copyright.
8 9
InForm FeaturesFeatures
-
-
-
task
-
‘joint marking
indirectly
benets
students by
encouraging
dialogue
between
subject and EAP
teachers.’
Alexander, O., Ar gent, S., and Spencer, J. EAP
Essentials. Reading: Gar net.
Fulcher, G.Practical L anguage Testing. Londo n:
Hodder Educa tion.
Hedge, T. Teaching and Learning in the L anguage
Classroom. Oxford: Oxf ord Universit y Press.
Herron, S -
eration on th e Diploma in Busines s.’ InForm,
Hyland, K. Disciplinary d iscourses: Social in teraction in
academic writi ng. Ann Arbor: Un iversity of Mi chigan Press.
Perils and pitfalls of online marking
As the phenomenon of online marking incr eases, so too does the debate concerning its
usability and it s performance as a mechanism for feedback. The discussion among markers
appears somewhat polar ised; opinions ranging from enthusiasm to dread, often set tling
on ambivalence at best. In our Info rm presentation we wanted to look at the pros and cons
of using Grade Mark. However, the main point of contention tends to be the mecha nics of
online feedback, which perhaps obscures m ore profound concerns, for instance, the integ-
rity of the marking a nd the possible physical effects t hat reading on a screen may have.
Therefore, rather tha n resorting to the traditional polarisa tion that such discussions tend
to be characterised by, we attempted to lo ok at the positive aspects of using Grade Mark
versus the broader issues and concerns alluded to above. T his is a short pilot study which
brings together some vie ws of online marking and in particular, Grade Mark.
-
Pros:
•
•
•
Cons:
•
•
comments
•
-
-
-
-
-
-
-
About the author
Carla Morri s
Internationa l Pathways Manager,
Universit y of Kent
‘it may seem
supercial
to students
to write an
essay just
for language
assessment . . .’
-
-
-
-
-
-
-
fairness of
-
-
-
Challenges and possi ble solutions
-
-
-
-
-
-
Authentic EAP assessment: Does joint marking of
Subject assignments work?
Bella Ruth Reicha rd
EAP Tutor/Ex tended Diploma
Module Leader
About the author One aspect of ‘authenticit y’ in EAP assessment is to what ex tent the assessment reects
the tasks student s need to do in their target contexts (Ale xander et al., 2008). On pathway
programmes, one way to use a task simi lar to the target context for assessi ng writing is to
mark assignments that s tudents write for their subject modules fr om an EAP perspective.
This paper describes the bene ts and challenges of such ‘joint marking’ and makes
suggestions for impl ementation in practice.
Michael Stephen son
EAP Tutor/Ex tended Foundation
BHA Module Leade r
Sebastian Ca dinot
Internationa l Pathways Manager,
Universit y of Kent
