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Marking the markers: evaluating the potential of professional development through collaborative marking circles.
Stephen Rutherford1, Connie Pritchard1, William Kay1
1School of Biosciences, Cardiff University, Cardiff, CF10 3AX, U.K.
Emerging Topics in Life Sciences
|February 26, 2026
Summary
Collaborative essay marking for bioscience students revealed significant grading inconsistencies among academics. While time-consuming, the
Area of Science:
- Biosciences Education
- Academic Assessment
Background:
- Collaborative marking practices are increasingly explored in higher education.
- Variability in academic grading can impact student outcomes and assessment validity.
Purpose of the Study:
- To evaluate the effectiveness and professional development value of a collaborative essay marking activity.
- To identify factors contributing to grading inconsistencies among academics.
- To propose a more time-efficient model for collaborative marking.
Main Methods:
- A three-day 'marking circle' involving six academics marking 25 undergraduate bioscience essays.
- Focus group discussions to analyze observations and identify sources of grading discrepancies.
- Development of a two-stage model for streamlined collaborative marking.
Main Results:
- The collaborative marking process was time-intensive, limiting its sustainability for routine assessment.
- Significant grading inconsistencies were observed, with mark variations exceeding 20%.
- Procedural, structural, personal, and experiential factors contributed to marker discrepancies.
Conclusions:
- Collaborative marking offers substantial professional development benefits despite its time demands.
- A refined two-stage model can enhance efficiency while retaining developmental advantages.
- Standardizing rubrics and addressing influencing factors are crucial for consistent academic assessment.
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