EXPLORING ITEM ESTIMATORS’ PARAMETER AND BLOOMS TAXONOMY FOR MARKING AND GRADING ASSIGNMENTS IN HIGHER EDUCATION INSTITUTIONS: A CASE OF BOTSWANA

Abstract

The purpose of this study was to explore item estimators’ parameter and Blooms Taxonomy for
marking and grading assignments in higher education institutions in Botswana. This approach
helped in constructing, validating assignment items, as well as in marking, scoring, grading and
analyzing the marks. The study examined how these parameters assisted the lectures in marking
and grading of twenty (20) assignment papers. This study used a qualitative approach to gather
non-numerical data from the eight lecturers who were purposively sampled as there were expertise
in the area. Four lectures marked ten assignment papers for module A and the other four lectures
marked ten assignment papers for module B. Twenty (20) assignment papers were selected from
a total of forty-four (44) from two modules for the fourth-year students. The case study research
design was used to produce a comprehensive understanding of the marking and grading process
for twenty scripts from each module. Lecturer interpretations of the marks were conducted after
document analysis of the marked scripts and used rubrics. Thematical analysis were then employed
to examine the information gathered from the eight lecturers who were interviewed regarding the
item estimators’ parameter and Blooms Taxonomy approach in assignment marking and grading.
Four themes emerged as; simplicity, flexibility, accuracy, and speed as compared to alternative
approaches in rubric 1-3. This approach was found to be effective as it made the marking and
grading task less demanding, fair, well-organized and simple to use. In conclusion, the study
present solid evidence suggesting that the use of an approach for marking and grading assignment
items based on Bloom's Taxonomy and Item Response Framework is a useful and effective tool
in the context of marking, scoring, grading, and analyzing the marks. Its implementation in
institutions of higher learning is recommended to improve the quality and reliability of assignment
items and to promote more effective marking and grading.