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• W2558166771 abstract "Public speaking is one skill in a suite of communication skills valued by employers. As an academic community we nurture this skill in our students and increasingly assess it in student presentations, but how good are we at such assessment and, in particular, how consistent is our mark allocation given a large number of presentations made in a sequence and within an extended time period? This paper offers an initial analysis of assessment fatigue factors over an extended period of focused grade allocation. The example we use is oral student presentations in the taught Engineering Management programme at the University of York. With cohort sizes of between 20 and 70 students this becomes a time intensive and potentially mentally taxing activity. Our analysis is led by the question of whether we maintain consistency of marking when we are listening to and assessing approximately 20 presentations in one day. This paper analyses changes in the overall mark awarded, the range of marks awarded and the effect of having a lunch-break in the middle of a sequence. The rationale for considering a drift in marks in either direction for both overall mark and marks range will be provided. The analysis used is regression analysis following inspection of the independent variables (overall mark and marks range) in each sequence. The regression equation was then used to identify the gradient and from that the predicted change in mark for each sequence. Results show that while there are changes over time in both the overall mark and the marks range, these changes are not in a consistent direction and are not consistent for any specific marker. The amount of drift is also not consistent with, nor is it predictable by the sequence length. Taking a lunch-break in the middle of a sequence does have an effect but again is not predictable. Overall the results show that there is no strong statistical evidence to support ‘marker fatigue’ or ‘repetition bias’. Results show that marking is generally consistent over time irrespective of the length of the session. This cannot directly be attributable to the use of the rubric but it does tend to support the rubric as an effective instrument for the assessment of public speaking." @default.
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• W2558166771 date "2016-09-01" @default.
• W2558166771 modified "2023-09-27" @default.
• W2558166771 title "Is there consistency in grade allocation when assessing student presentations?" @default.
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• W2558166771 doi "https://doi.org/10.1109/ithet.2016.7760704" @default.
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