Mark my words: An analysis of HE lecturers’ essay marking approaches

This study explores the ways that HE lecturers use (or ignore) assessment criteria and marking schemes when they mark student work. Studies to date (for example Hand and Clews 2000 or Hawe 2002) suggest that lecturers personalise assessment. In Hand and Clews’ words, lecturers bring\ud ‘themselves’ into their marking (p.12). In this study we employed thinking aloud protocols (Ericsson 1993) to explore the ways that lecturers verbalise their marking. In addition, we conducted interviews to explore lecturers’ espoused assessment practices. Twelve lecturers were asked to think aloud while they marked two essays. This was recorded, transcribed and analysed using qualitative thematic approaches (Richie and Lewis 2003). This study grapples with the challenge of investigating and analysing professional judgement.. Through this research we offer lecturers a theorised account of marking practice that may be used as a means to bring greater reflexivity to this area of academic work