Sentence examples for consistent marking from inspiring English sources

This is meant to ensure consistent marking across universities.

Maintain consistent marking -- if you want to write at the end of every chapter the main action of that chapter, do it every time.

From the beginning there is an obsessive rigor in developing logical principles, including an instinctively clear and consistent marking of the use/mention distinction, that is, distinguishing talk in a language from talk about a language.

Together, the consistent marking of time and place emphasize how deeply experiential the poems are.

Health professionals' experiences of this and other evidence-based online resources can be improved by applying existing principles for web usability, prioritizing the development of simple search functionality, emitting "researcher" jargon, consistent marking of site ownership, and clear signposting of different document types and different content quality.

They will need to maintain recent progress to make a consistent mark.

Kirk, a 15-year-old from Newton, Mass., had a triple-triple combination among her seven triples and had marks up to 5.7 for technical merit and consistent marks of 5.3 to 5.6 on the others.

In another pastel on paper, "Fresh Picked," he captures an edge to edge cluster of freshly picked apples with sure and consistent marks of color, making the shadows, the color and the reflected light dance.

Whitelaw's film career was patchy; she made a more consistent mark on television, starting as a maid in an adaptation of Frances Hodgson Burnett's The Secret Garden (1952) and as Mary Dixon, daughter of the police constable played by Jack Warner in the first series of Dixon of Dock Green (1955).

In the first case, however, identification would clearly not be a consistent mark of autonomy, for one could easily identify as part of oneself any manner of addictive, constricting, or imposed aspects of one's make-up.

A problem with methods of alternative assessment, however, lies with their validity and reliability: tasks are often not tried out to see whether they produce the desired linguistic information; marking criteria are not investigated to see whether they 'work'; and raters are often not trained to give consistent marks.