In keeping with scholarly thought, I define a marking rubric as a document that clearly describes what information the student is expected to include in an assessment task, how to assign marks, and how to differentiate between possible grades. In teaching across all 8 courses in the P1 medicine program, I noted the assessment rubrics provided to facilitators varied considerably—often no more than the task instructions students had received to write the assignment. I found this problematic, particularly for inexperienced facilitators marking assessments on topics with which they have limited experience. My concern, borne out in anecdotal feedback from my students, was that multiple assessors marking the same assignment gave much scope for inconsistency.

I therefore am using my involvement in Design Implentation Groups to lead changes in approaches to assessment and marking, such that all task descriptions for students will be written very clearly, and detailed marking guides prepared by/for staff. In 2020 I wrote two new individual Ageing and Endings (B) assignments, with clear task descriptions for students and comprehensive marking rubrics that ensured assessment would be consistent between multiple markers. I worked with the Course Convenors to ensure marking guides were comprehensive and clear, and the grading structure was fair. As a result of my input I, and others, felt much more confident to give extensive feedback on assignments being marked.

"the marking scheme is easy-to-follow … the flow charts … are logically structured and easy to navigate while cross-checking the core message—The paragraphs alongside have concise and detailed information…supplementing the flowcharts."

(Dongni Lily Guo, experienced facilitator).