Individual Exam Marks Analysis

Cardiff Business School

What is it?
Ø2016/17 pilot scheme applying to the Autumn Exams for Year 2 and Year 3 (Year One are also
welcome to engage in this trial).
ØHubs will email students with individualised exam feedback in the form of a quantitative
breakdown of the exam mark via an automated spreadsheet approach.
ØExam Mark Analysis by question will also be fed into Generic Feedback Report Templates & Module
Review Form Templates to provide Academics with pre-populated forms/assessment analysis to aid
Academics in their report preparation should Academics wish to use them.
Why are we doing it in CARBS?
ØAs a response to Student Feedback and to enhance the Student Experience
ØIndividual Exam Feedback is an essential part of the Assessment & Feedback Strategy 2016-2019
and integral to achievement of the NSS Action Plan 2016
What will it look like?
ØIndividual Feedback forms can be tailored to your preferences and can include:
ØA graphical representation of performance by question, or
ØA tabular layout of exam marks,
ØIndicative Targets for achievement of 1st/2:1/2:2 on the module given specific weightings,
ØAttendance data
7 BS2517)Performance)&)Financial)Management
Individual)Performance)Dashboard
Student(Number 7 Student(Name anon
Recorded(attendance( 86%
(number(here(
alue(1I35(here( Individual)Performance)Summary: (Lectures(&(Tutorials)
e(I(it(will(pull(
uestion(mark( Autumn)Exam)Mark: 64%
100%
mark(sheet
90%
Your)Personalised)Targets
80%

70%
Your(Target(Exam(grade(for(a(2:1
60%

% 50%

40%
Target(for( a(2:1 56%
30%

20%
Your(Target(Exam(grade(for(a(1st
10%

0%
Target( for(a(1st
76%
ABC CVP DR MA BUD TOTAL

General)Feedback

Please)see)generic)feedback)document

Pedagogic Evidence?
The general lack of feedback to examinations has prompted student concerns (NUS, 2009) – it creates uncertainty
and limited opportunities to improve and learn, particularly for any future examination based assessment. As Scoles et
al (2012) argue: ‘…while exams have long been regarded as different from other forms of assessment it is not
justifiable to exempt them from the good practice that can, and does, inform other types of assessment and other
areas of teaching and learning. This need is reinforced by the continuing use of exams as a significant part of course
assessment strategies in many subject areas.’ Recognising that examination feedback has the potential to make an
important contribution to enhancing both the learning experience and student performance (Muldoon, 2012), many
institutions have amended their assessment policies to specifically extend the expectation of feedback to
examinations.
What does it mean to staff and students?
Ø For staff: additional audit trail/checking by entering students marks on a standardised spreadsheet to be emailed
to you and benefit from standardised assessment analysis that can be used for Generic Feedback/Module Review.
Ø For students: Individual feedback on exam provides, greater level of granularity and understanding of performance;
contributes to a positive feedback experience and can act as a feedforward mechanism.

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