Being Inclusive in…marking and giving feedback on written work
The University’s Inclusive Marking Policy has been updated for 2021 and can be found on the Student Education Service inclusive marking and feedback webpage.
Implementing Inclusive Marking
All forms of assessment require particular skills and competencies. For example, timed unseen exams often require memory recall, and oral presentations often require students to speak in front of others. This can put some students at a disadvantage. In the case of assessment via writing, some students will find it harder than others to demonstrate their learning. It is therefore important to be clear about whether their work will be judged on the standard of the written English, or solely the communication of the ideas.
Inclusive marking starts with fair criteria which take into account the diversity of our students.
The following guide aims to help staff in applying the inclusive marking policy and adjusting the marking criteria, depending on the subject.
Marking and providing feedback on “flagged” work
Students with specific learning difficulties (such as dyslexia) may “flag” their work to the marker by adding an electronic cover sheet. Further guidance about this can be found on the Inclusive Feedback for Disabled Students webpage.
Further resources on inclusive marking and feedback
Our specially created LinkedIn Learning pathway on Inclusive Marking & Feedback will take around 90 mins to complete. It will take you through all of the key principles with opportunities to reflect on your own practice. Click on the link below (required University of Leeds login)LinkedIn Learning Pathway
Download our A3 size printable PDF poster infographics for handy summaries. The information is also available in the above guides and policies.
Advice from teaching staff: marking & feeding back on “flagged” work
Student perspectives on why we need to be inclusive in marking and feedback
Last updated: 21/07/21