Experiences of Former Markers of Undergraduate Assignments and Examinations at a University: A Case Study
Saved in:
| Title: | Experiences of Former Markers of Undergraduate Assignments and Examinations at a University: A Case Study |
|---|---|
| Language: | English |
| Authors: | Lebeloane, Lazarus Donald Mokula, Mmusi-Phetoe, Rose M., Masaba, Brian Barasa |
| Source: | International Journal of Higher Education. 2022 11(4):150-161. |
| Availability: | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Evaluation, Assignments, Tests, Foreign Countries, Transformative Learning, Learning Theories, Critical Theory, Grading, Knowledge Level, Evaluators |
| Geographic Terms: | South Africa |
| ISSN: | 1927-6044 1927-6052 |
| Abstract: | Purpose: The present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). Methodology: Qualitative 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). Findings: Findings 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. Originality: It 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1369434 |
| Database: | ERIC |
| Abstract: | Purpose: The present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). Methodology: Qualitative 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). Findings: Findings 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. Originality: It 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. |
|---|---|
| ISSN: | 1927-6044 1927-6052 |
