Mark Distributions and Marking Practices in UK Higher Education

Abstract

This article reports some findings which have emerged from research into assessment that has been carried out over a number of years by the Student Assessment and Classification Working Group in the UK. The findings raise questions at a number of levels about assessment practice. The heterogeneity in the distribution of honours degree classes that is visible in Higher Education Statistics Agency (HESA) statistics has a parallel at the level of the module, which provokes some disquiet about the equitability of assessment across disciplinary areas. Differences between performances in coursework and examinations prompt questions about the purposes and ‘authenticity’ of assessments. Initial work on lecturers’ marking behaviour, coupled with the preceding points, suggests that there is considerable scope for professional development in the area of assessment.