The diagnostic assessment scale

Results and discussion

For the purposes of this project, students' writing was allocated to one of the six bands described above. Table 1 displays the distribution of students across the various bands for the three years the task was undertaken. The modal band is band three, with relatively few students in the lowest and highest bands.

It can be seen that the percentage of students in the top and bottom bands remains largely unchanged, as does the percentage in band 3. A change seems to have occurred in 2005 with an increase in the number of students in band 2 (up from 16.9% in previous years to 26.7%) and a decrease in band 4, from approximately 27% to 15%.

In 2003, it was decided to establish whether there was a correlation between the band and final results in the unit. A statistical analysis enabled us to establish that there was a positive relationship between writing task band and final grade; that is, the higher students were on the bandscales, the more likely they were to receive higher grades for their unit.

A comparison between CBS students and Engineering and Science (ESC) students undertaken in 2004, shows that the ESC student results fall into a pattern similar to the CBS 2005 results (see Table 2).

مواضيع ذات صلة

Research methodology The action inquiry process

Significance of the research

Design assessment and feedback

Feedback and learning

Assessment, learning and feedback in higher education Assessment and learning

Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Further considerations for the student experience

The student experience Discussion

Comments from a student with a mark lower than expected

Comments from another student who agreed with the mark

Comments from a student who agreed with the mark

Comments from a student whose marks were above expectation