Improving quality and consistency of dissertation assessment

Abstract

During the last decade, there has been increasing calls for Higher Education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. In this context, this paper outlines the initial literature findings and results of an exercise associated with mechanism used in assessing undergraduate dissertations. This project aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment. Several initiatives were undertaken to improve the quality and consistency of existing dissertation programme drawing from the outcomes of the study