The images above show A) the incomplete marking matrix from a group of 4 participants in a taught session. It includes coloured squares to represent where our peers think we mark in ‘group discussion (image 1). And B) the marking matrix I developed after the session. (image 2).
I found the session on the marketing matrix very interesting. As a support worker I am not directly involved with the marking of my student’s work but it is a factor I must be aware of when teaching. Students have expressed to me that they find it difficult to understand the process and vocabulary used when marking. When writing our own group matrix’s we wanted it to be clearer, with simpler vocabulary, however we found it difficult to find the necessary words. For example in the phrase ‘excellent understanding of the text and task’ how do you measure excellence? Similarly, the phrase ‘engaged with material’ is used on the current marking matrix but it is difficult to give measure to the action of engagement.
This session did however help me to understand the marking system more. I believe that the students I teach would benefit from an exercise similar to the one we conducted. I would like to implicate this either at the beginning of the second year or during the lead-up to a submission deadline. Doing so could encourage the students to check they had met the marking criteria and to understand where their strength and weaknesses lie.
The benefit of this exercise was evident during the second part of the session when participants had to mark themselves and their peers on group discussion. My peers assessed that my strong points in group discussion are knowledge of the subject discussed and the contribution to the group. For example listening and developing on what other people have said. The points for improvement where presentation skills – offering my knowledge in a clear manner. Learning my strengths and weaknesses in this process was very insightful for me. I believe it could be equally beneficial to students at all levels in developing their understanding of the marking matrix.