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

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



The present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa).


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 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.


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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DOI: https://doi.org/10.5430/ijhe.v11n4p150


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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email: ijhe@sciedupress.com

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