NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ789807
Record Type: Journal
Publication Date: 2008-Apr
Pages: 21
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0141-1926
What Goes through an Examiner's Mind? Using Verbal Protocols to Gain Insights into the GCSE Marking Process
Suto, W. M. Irenka; Greatorex, Jackie
British Educational Research Journal, v34 n2 p213-233 Apr 2008
The process of examination marking is complex, requiring examiners to engage in a variety of cognitive operations. While consideration has been given to marking practices in a few specific contexts, those of General Certificate of Secondary Education (GCSE) examiners have yet to receive serious attention. This study's aims, therefore, were: first, to investigate the cognitive strategies used when marking GCSEs; and second, to interpret them within the context of psychological theories of human judgement. Two contrasting GCSE examination papers were considered: Mathematics used a "points-based" marking scheme, while Business Studies relied on a "levels-based" scheme. Small groups of experienced examiners marked script samples, and using a concurrent "think aloud" method, verbal protocols were obtained. Using a semi-structured interview schedule, the examiners were then questioned retrospectively. Qualitative data analysis supported a model of five distinct cognitive marking strategies, which can be interpreted within dual-processing theories of judgement. The implications for GCSE marking are discussed. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom