Making the grade: supporting mathematics students in understanding the use of grade-based marking criteria for assessments

Abstract

Grade-based marking criteria are used widely in humanities subjects, and also in some areas of the sciences. In many mathematics assessments, individual marks are clearly allocated for specific elements of working in calculations, computations or theoretical arguments. This case study will document the use of grade-based marking criteria for assessments in a final year mathematics module at a mainstream UK university. The module has the development of professional skills for mathematics as the central focus and the assessment tasks take the form of written reports and oral presentations. This paper will describe formative group tasks set in the initials weeks of the module to introduce students to the grade-based marking criteria, and to provide students with experience of using the criteria themselves. The success of these initiatives in developing student appreciation for the use of the assessment criteria will be discussed, along with ideas for the future based on student responses to the activities.