Experiences of Former Markers of Undergraduate Assignments and Examinations at A University: A Case Study

Lazarus Donald Mokula Lebeloane, Rose M Mmusi-Phetoe and Brian Barasa Masaba

International Journal of Higher Education, 2022, vol. 11, issue 4, 150

Abstract: PurposeThe present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). MethodologyQualitative method of research was used to gather data. Colaizzi’s method (1978) was used to analyze and interpret data. The article’s frame of reference was informed by Mezirow’s transformative learning theory which is aligned to critical theory (Mezirow 2009).FindingsFindings were based on the following- Demographic information, markers’ experiences in marking assignments and exam books, content knowledge, markers’ meetings, duration of marking assignments and examination books as well as students support, and suggestions are the themes that emerged from the data that was gathered.OriginalityIt is recommended that the university must develop a policy for external markers for marking assignments and examinations of undergraduate program. All E-tutors must be trained to support students after the official closure of registration and before examinations are set. All markers must be trained - through a markers’ guide - to mark assignments and examination books.

Date: 2022
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