To think the marking at university is inconsistent?

[yogaqueenhood]

I'm in my 4th and final year at uni (Scotland). I am a fairly average student, I don't put in much effort if I'm honest and could definitely improve there. However, that's not really relevant here.

Last year I passed with an overall of 63 percent so a 2.1. All of my assessments bar one was between 60 and 72 percent. However, I had one essay that was 51 percent. I was really upset and disappointed in myself but took the feedback on board.

This year I've been really concentrating on my dissertation - mainly my literature review so have probably been slacking in other modules. However, the same woman that gave me the 51 percent last year has just given me an essay back marked at 56 percent. I was genuinely shocked at this mark as I felt I really grasped this assessment. I obviously didn't.

I'm feeling really deflated but the only thing that is keeping me going is the fact that she gave me a really low mark last year and I went on to get higher marks in the rest of my assessment. Is it possible she just doesn't like my writing style? I'm just not giving her what she's looking for but other lecturers are happy with what I am giving?

Or am I doomed? I need 58 percent overall to get a 2.1 this year and I really really need a 2.1 even if it's just a scrape.

AIBU to think the marking at uni is really inconsistent? How can I go from 51 percent to 72 percent in a matter of weeks? And that same marker giving me a really shit mark the following year? Is there such a thing as strict markers?

I'd say marking is inevitably going to get less consistent the higher up the academic ladder you climb.

I would reccommend requesting a meeting with this tutor to discuss more detailed feedback. Explain that your marks are noticably lower with her than other tutors, and that you'd like to understand where you could improve.

Can you ask the marker for feedback? And do you have marking rubrics? Different lecturers do look for differnt things but the marking rubrics should make that clear. It sounds as if you took the feedback on board last year, but fourth year is another step up and especially if you're not putting in much effort maybe you haven't made that step up yet.

At my university all dissertations are second marked to ensure consistency. Other coursework isn't, but the external examiner looks at the rubics and reviews examples of major courseworks at each grade. I think that's farily standard, so it should be reasonably consistent and I doubt you'd get a 56% mark for a 70% piece of work. I would talk to the lecturer about expectations.

I agree that the marking can be very inconsistent. I remember making a comment in a lecture once and one lecturer tore it to shreds then once she was done her colleague turned around and said she actually agreed with me 😬 so I could have scored very differently depending on who had marked my assignment had there been one on that topic.

To be honest in essay subjects I think even at A Level and GCSE marking can easily be a little inconsistent. At university level even more so. A sample get moderated but not every paper does, and mark schemes can be interpreted pretty subjectively.

So I shouldn't feel totally doomed yet then? good idea about reaching out to the lecturer. Will get on that tomorrow for a chat. She's absolutely lovely so feel comfortable about approaching her.

Ha ha. You should study 'assessment' at university. It was a popular module on my masters in education. Brilliant. Top banter when it got to examining our own assessment criteria for that module!

It's bollocks. It's all absolute bollocks. Up until that point I think I'd had some mild thoughts, but had put them to one side in the secure confidence that university lecturers must know what they're doing. Nope. In most of the 'inexact' subjects (so, anything where there isn't a yes or no answer) there is wild variation between individual modules, as well as individual lecturers. They're often making up their own assessment criteria- but that's actually incredibly difficult to do, so while they may fit in loosely with a department, and have been overseen, there's a limit to how exact they bother being.

The most interesting question I remember somebody asking- bearing in mind we were all teachers, trying to improve how we helped students improve- was about the scoring. Generally marks are out of 100 (which I suspect yours are, OP), yet people rarely gain above 75. We got our essays back and the tutor was obviously pleased with our marks. They were towards the top end. One person said, thanks. What can we do to get higher?
The tutor did nothing. They're great.
So what are the other 25 marks for?

I think your right with inconsistencies in marking.

I handed a piece in for module supervision, the marker gushed over what a great piece it was. I handed it in all smug only to fail the module and have to resubmit. I was devastated and complained providing the feedback I’d received only a few weeks previous, not even an apology.

I was so angry as i could then only take 40% for the module regardless of the score. It’s the only module id ever failed and would have genuinely spent time improving the piece given the opportunity!

@Curioushorse

Ha ha. You should study 'assessment' at university. It was a popular module on my masters in education. Brilliant. Top banter when it got to examining our own assessment criteria for that module!

It's bollocks. It's all absolute bollocks. Up until that point I think I'd had some mild thoughts, but had put them to one side in the secure confidence that university lecturers must know what they're doing. Nope. In most of the 'inexact' subjects (so, anything where there isn't a yes or no answer) there is wild variation between individual modules, as well as individual lecturers. They're often making up their own assessment criteria- but that's actually incredibly difficult to do, so while they may fit in loosely with a department, and have been overseen, there's a limit to how exact they bother being.

The most interesting question I remember somebody asking- bearing in mind we were all teachers, trying to improve how we helped students improve- was about the scoring. Generally marks are out of 100 (which I suspect yours are, OP), yet people rarely gain above 75. We got our essays back and the tutor was obviously pleased with our marks. They were towards the top end. One person said, thanks. What can we do to get higher?
The tutor did nothing. They're great.
So what are the other 25 marks for?

This is exactly my worry. If I was sitting consistently between 50-59 then I would think okay fair enough, that's where I'm at. However, I'm always in the 60s and have reached low 70s and it's always this one lecturer so it just really concerns me. That my whole future basically hinges on certain lecturers and their subjective opinion. It's a shitty feeling and I feel really disheartened. Saying that, she is the lecturer and the marker so I respect that she genuinely thinks I deserve the mark she has given. It just doesn't match with others.

@Pippa12

I think your right with inconsistencies in marking.

I handed a piece in for module supervision, the marker gushed over what a great piece it was. I handed it in all smug only to fail the module and have to resubmit. I was devastated and complained providing the feedback I’d received only a few weeks previous, not even an apology.

I was so angry as i could then only take 40% for the module regardless of the score. It’s the only module id ever failed and would have genuinely spent time improving the piece given the opportunity!

That's shit, how frustrating, I would be fuming! Yeah I've been told there's really no point challenging a mark cause very rarely does anything get done about it. Same at my uni, if you fail then you can only get 40 percent regardless for the resit.

I have now taught in HE for 15 years in an essay based subject. I would actually suggest that most markers do actually agree on a piece of work - the difference is often a) whether they go along with the mark inflation that we've been subjected to over the last decade or so - students as customers has had an impact b) want an easy life. In my experience, it's actually the low markers who grade properly. Lots of senior profs actually give high grades for an easy life - it's subjective so why cause trouble for yourself.

Ironically, someone giving you a 56 say will probably be able to defend that grade much better than a 2.1.

Whilst most students are always roughly around the same mark almost no matter what they do, it's also not at all unusual for students to also get higher grades in say a maths based subject than an essay one or the other way round.

Something else to keep in mind - one of the skills you are learning is managing different expectations form management. you wont always get the best appraisal or feedback from every boss you have. thats life, learn from it. in the workplace - you wouldnt get a second chance or opportunity for proper feedback. at uni, you do. most lecturers want you to succeed.

I would suggest going to office hours of that particular lecturer and asking for detailed feedback and advice on how to improve. Don’t argue your mark - try to understand the criteria and show that.

My feedback was

• clearly and unequivocally addresses the question set.

• demonstrates a reasonably good understanding of the key themes and issues, but some inaccuracies that suggest more depth of understanding required.

• develops a logical and effective pattern of argument.

• offers analysis and critical reflection, though this could valuably have been a little more in depth.

• presents material that is mainly accurate and precise.

• provides a comprehensive treatment of the topic

• supports arguments effectively and with evidence.

• draws on the appropriate literature and uses an adequate number of academic expert sources.

• is referenced correctly and effectively.

• demonstrates independent learning.

I actually don't think the feedback is that negative which is why I am struggling with the 56 percent

I definitely think some markers are more generous than others! Is the low marker the one grading your dissertation?

When I was at uni one lecturer said they didn’t agree with marking between 40 and 80 and that he would mark between 1 and 100 😱 frightened the life out of me so I worked hard and got 90!!

What does your feedback say? Does it point out enough areas for improvement that support the lower grade?

During my degree (2017-2020) a random sample of each modules work had to be moderated by another lecturer to check that they agreed with the original marker and if they were a lot of inconsistencies then the whole group's papers were moderated, do you not have this system?

Sometimes you can think you have hit the criteria really well but actually, you have misinterpreted it. I know plenty of my cohort felt really confident leaving an exam hall only to scrape by and others left the room crying as they were convinced they had failed only to score in the 90% category! Same with essays, it is never a bad idea to have a tutorial and discuss what you think the criteria mean and get feedback before submitting.

@TheGoogleMum

I definitely think some markers are more generous than others! Is the low marker the one grading your dissertation?

No she is not thankfully. That would be my personal tutor and someone else. My personal tutor is super strict though so shitting myself a bit at her marking my work. Although she emailed me and stated I was her 'most committed student this year' so I'm hoping she'll know how hard I am working and it will reflect in my work. If not I'll have a breakdown at this point. Never been so stressed, this 2.1 is on my mind constantly.

need 58 percent overall to get a 2.1 this year and I really really need a 2.1 even if it's just a scrape.

Yet you don't put much effort in! I suspect the issue is less the marking and more you OP.

That feedback suggests that it was an ok essay but that you could have gone into more depth and breadth in your research to understand the topic.
You may have been marked down for it not being clear and concise. It sounds like you were on the right tracked but they needed more for the higher marks.

I found marking to be in consistent between different lecturers/proffesors. It wasnt massive where I want, but some where much tougher.

To be honest, what annoyed me more was the difference in marking from the uni I was at and a nearby one. Where I was getting a mark in the 60s and a good upper 2:1 was effort and getting into the 70s really meant you had to know your stuff. But a similar course teaching similar material in the next uni were throwing out marks the high 70s and 80s. It seemed like common place for everyone to just finish with a 1st. It felt like a proper slap in the face (and that's not just my opinion)

One thing I learned from my assessment module was to ask. Simply, 'What could I have done to get a higher mark?' They should be able to tell you specifically. If they can't, there is a problem.

@claymodels

need 58 percent overall to get a 2.1 this year and I really really need a 2.1 even if it's just a scrape.

Yet you don't put much effort in! I suspect the issue is less the marking and more you OP.

This is a good point.

Also, I think it might be a bit short-sighted to concentrate mainly on your dissertation and slide on the other modules. There is more overall marks available for the majority of the other modules.
I did the opposite and concentrated on the other modules to the point I only need to pass my dissertation. But then I really enjoyed all the other modules and hated the thought of my dis!

I had (briefly) a lecturer at uni who was known to take against people and give them crap marks just because.

From the feedback....I would say you didn't use enough sources, you made factual errors that were significant enough for a tutor to pick them up while marking lots of other work; you haven't really put much thinking or done much critical thought into it.

Methods we use to ensure consistency and lack of bias:

Discussions with internal moderator when beginning to mark a batch

Anonymous marking

Random sampling of at least 10% of every module internally moderated, plus all firsts and fails.

Refer to 3rd marker if disagreement, potentially re-grade whole cohort (I’ve only ever known this to be done twice in 16 years of teaching)

External examiner review

Annual standardisation meetings and exercises with team.

All Dissertations double ‘blind’ marked

There’s been some good advice on this thread about asking for help, hope this assists you in worrying to improve your grades 🤞