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

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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
FullText Text:
  Availability: 0
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  Data: Experiences of Former Markers of Undergraduate Assignments and Examinations at a University: A Case Study
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  Data: <searchLink fieldCode="AR" term="%22Lebeloane%2C+Lazarus+Donald+Mokula%22">Lebeloane, Lazarus Donald Mokula</searchLink><br /><searchLink fieldCode="AR" term="%22Mmusi-Phetoe%2C+Rose+M%2E%22">Mmusi-Phetoe, Rose M.</searchLink><br /><searchLink fieldCode="AR" term="%22Masaba%2C+Brian+Barasa%22">Masaba, Brian Barasa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Higher+Education%22"><i>International Journal of Higher Education</i></searchLink>. 2022 11(4):150-161.
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  Data: 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
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  Data: 12
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 1927-6044<br />1927-6052
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1369434
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 150
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Transformative Learning
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      – SubjectFull: Learning Theories
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      – SubjectFull: Critical Theory
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      – SubjectFull: Grading
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Evaluators
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      – SubjectFull: South Africa
        Type: general
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      – TitleFull: Experiences of Former Markers of Undergraduate Assignments and Examinations at a University: A Case Study
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