The student experience of criterion-referenced assessment (through the introduction of a common criteria assessment grid)

Growing concern over marking reliability and standards within UK higher edu cation has led in recent years to increasing interest in criterion-referenc ed assessment. As part of an ongoing research project this paper examines s tudent experience of criterion-referenced assessment and, in particular, a criteria assessment grid developed for the Business School at Oxford Brooke s University. The main findings of this paper report the evident thirst stu dents voiced for more reliable marking processes and clearer guidelines on assessment requirements and criteria. However, whilst students applauded th e criterion-reference grid as a 'good idea' and one that did help clarify a ssessment requirements they also highlighted several shortcomings. Such sho rtcomings included issues of subjectivity and multiple interpretations of c riteria and standards. The paper concludes that the criterion-reference gri d, from the student perspective, appeared to be of limited practical benefi t unless presented as part of multifaceted approach including explanation, exemplars and opportunities for discussion.