Learning to mark: a qualitative study of the experiences and concerns of medical markers.

BMC Medical Education
Kamila HawthorneHelen Houston

Abstract

Although there is published research on the methods markers use in marking various types of assessment, there is relatively little information on the processes markers use in approaching a marking exercise. This qualitative paper describes the preparation and experiences of general practice (GP) teachers who undertake marking a written assessment in an undergraduate medical course. Semi-structured interviews were conducted with seven of the 16 GP tutors on an undergraduate course. The purposive sample comprised two new markers, two who had marked for a couple of years and three experienced markers. Each respondent was interviewed twice, once following a formative assessment of a written case study, and again after a summative assessment. All interviews were audio-taped and analysed for emerging themes. A respondent validation exercise was conducted with all 16 GP tutors. Markers had internal concerns about their ability to mark fairly and made considerable efforts to calibrate their marking. They needed guidance and coaching when marking for the first time and adopted a variety of marking styles, reaching a decision through a number of routes. Dealing with pass/fail borderline scripts and the consequences of the mark on the stu...Continue Reading

References

Jun 1, 1997·Academic Medicine : Journal of the Association of American Medical Colleges·P Baume, K Jones
Feb 5, 2000·BMJ : British Medical Journal·C RobertsV Wass
May 1, 1997·Academic Medicine : Journal of the Association of American Medical Colleges·S P MenninW Anderson
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Mar 1, 2005·Medical Education·Rebecca CanningsHelen Houston
Sep 9, 2005·Medical Teacher·Neil MunroUNKNOWN Panel of Examiners, MRCGP Examination
Nov 3, 2005·Medical Education·Fiona WoodRebecca Cannings-John

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