LEADER 00941nam a2200253 i 4500 001 991002596299707536 005 20020503171104.0 008 010104s1948 it ||| | ita 035 $ab10387560-39ule_inst 035 $aEXGIL106664$9ExL 040 $aBiblioteca Interfacoltà$bita 082 0 $a821.108 100 1 $aRicci, Aldo$0116074 245 12$aL'elegia pagana anglosassone /$cAldo Ricci ; traduzione con testo a fronte e studio critico 260 $aFirenze :$bSansoni,$c1948 300 $aXI, 156 p. ;$c15 cm. 490 0 $aBiblioteca sansoniana straniera 650 4$aPoesia inglese$ySec. 7.-11.$xAntologie 907 $a.b10387560$b21-02-17$c27-06-02 912 $a991002596299707536 945 $aLE002 In. IV B 20$g1$i2002000749666$lle002$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i10452576$z27-06-02 996 $aElegia pagana anglosassone$9220065 997 $aUNISALENTO 998 $ale002$b01-01-01$cm$da $e-$fita$git $h2$i1 LEADER 02377oam 2200457zu 450 001 9910140895103321 005 20241212220028.0 010 $a9781424462629 010 $a1424462622 010 $a9781424462605 010 $a1424462606 035 $a(CKB)2670000000062098 035 $a(SSID)ssj0000527306 035 $a(PQKBManifestationID)12204737 035 $a(PQKBTitleCode)TC0000527306 035 $a(PQKBWorkID)10525660 035 $a(PQKB)10804173 035 $a(NjHacI)992670000000062098 035 $a(EXLCZ)992670000000062098 100 $a20160829d2010 uy 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$a2010 IEEE Frontiers in Education Conference 210 31$a[Place of publication not identified]$cIEEE$d2010 215 $a1 online resource 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9781424462612 311 08$a1424462614 330 $aFor many years the authors have coordinated a large engineering design subject, having a cohort of approximately 300+ students. Lectures are supported by tutorials of approximately 32 students which incorporate collaborative team learning activities and project-based learning. Each tutor is responsible for grading the assessment tasks for students in their tutorial. A common issue is how to achieve a consistent standard of marking between different tutors. To address this issue the authors have used a number of methods including double-blind marking and remarking to support consistent grading. Despite mainly finding only small variations between the grading of different tutors a number of students still complained about a perceived lack of consistency. We theorised that differences in the feedback provided by tutors was a contributing factor to this perception. In this paper we report investigating this theory and finding that while students' perception of difference in grading were not unfounded, the problem was exacerbated by inconsistencies in the language tutors use when providing feedback. 606 $aTechnical education$vCongresses 615 0$aTechnical education 676 $a607.1 702 $aIEEE Staff 801 0$bPQKB 906 $aPROCEEDING 912 $a9910140895103321 996 $a2010 IEEE Frontiers in Education Conference$92372311 997 $aUNINA