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So how do we check students' achievement of the subject learning outcomes? By developing marking criteria which relate to the specific task at hand and the knowledge, skills and application you expect the student to demonstrate through the assessment task – which should link back to the subject learning outcomes.
While a task description states what students will hand in, criteria are about what you will prioritise when you assess what they submit. Telling students what you value ahead of time builds a powerful partnership and shared responsibility.
Criteria are the elements you will use to evaluate a student's work. They should not simply restate the assessment tasks or elements, but articulate the learning and what you are giving value to – that is, you need to make your expectations explicit. Remember to include all of your expectations and requirements in the marking criteria in clear, unambiguous terminology, and outline the standard expected. Use similar wording to the Learning Outcome can support students to clearly see the links. Marking criteria may also relate to whether the task has been answered correctly, but also how the response has been presented in terms of language and style. If you require fluent use of English and grammar, this should be included in the criteria such as referencing requirements.
The example below shows the colour coded alignment of the component parts of the learning outcome and the criterion. The green text is what you want students to ‘do’, the red text is what you want students to ‘know’, and the blue text is the ‘context’ of that knowledge.
|Critical analysis of the application of the identified political behaviour including the strategies and tactics employed.||Be able to critically analyse the application of political strategies in organisations|
This PowerPoint on writing criteria and standards may help.
Sources to assist you in developing criteria could include:
Once you've written your criteria, you then need to develop the performance standards.