[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-620809-105":59,"doc-detail-620809-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","is-teaching-experience-necessary-for-reliable-marking","IS TEACHING EXPERIENCE NECESSARY FOR RELIABLE MARKING?","","Centred on the fairness of examination results, this study examines whether teaching experience is a necessary selection criterion for exam markers when subjective judgement is required. With fifty-seven markers from varied backgrounds trained normally, the research compares marking quality across graduates, teacher trainees, teachers, and experienced markers on 98 students’ work for an age-14 English curriculum exam. Teaching experience improves reliability mainly on Shakespeare reading and writing tasks, while a marker-selection model for different question types is proposed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-teaching-experience-necessary-for-reliable-marking/620809/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-teaching-experience-necessary-for-reliable-marking/620809.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper focus on reliable marking in examinations?","Question",{"text":112,"@type":113},"Examination outcomes are used at major decision points, so they must fairly reflect test takers’ ability. The paper specifically targets reliability where subjective judgement is needed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed to test the role of teaching experience?",{"text":117,"@type":113},"Fifty-seven markers with different backgrounds were trained in the normal way and marked the same 98 students’ work for a national curriculum English exam taken at age 14.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about teaching experience and marking reliability?",{"text":121,"@type":113},"Teaching experience was not necessary for most examination questions. However, non-teachers were less reliable than those with teaching experience on the Shakespeare reading and writing tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620809,1792590089,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Centre for Education Research and Policy  \nIS TEACHING EXPERIENCE NECESSARY FOR RELIABLE MARKING?  \nLucy Royal-Dawson and Jo-Anne Baird  \nSUMMARY  \nAlthough hundreds of thousands of markers are recruited internationally to mark examinations, little research has been conducted on the selection criteria that should be used. Many countries insist upon teaching experience for markers and this has frequently become embedded in the cultural expectations surrounding the tests. Shortages in markers for some of the UKís national examinations has led to non-teachers being hired to mark certain items and changes in technology have fostered this approach. For a national curriculum English examination taken at age 14, this study investigated whether teaching experience is a necessary selection criterion. Fifty seven markers with different backgrounds were trained in the normal manner and marked the same 98 studentsí work. By comparing the marking quality of graduates, teacher trainees, teachers and experienced markers, this study shows that teaching experience was not necessary for most of the examination questions. Small differences in inter-rater reliability estimates on the Shakespeare reading and writing tasks were found, such that non-teachers were less reliable than those with teaching experience. A model for selection of markers to mark different question types is proposed.  \n[www.cerp.org.uk](www.cerp.org.uk)  \nCopyright © 2013 AQA Education and its licensors. All rights reserved. 1  \nAQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723) . Our registered address is AQA, Devas Street, Manchester M15 6EX.  \nINTRODUCTION  \nResults from examinations are put to critical uses such as deciding a future academic or career direction, or evaluating the performance of teachers, schools, and even a countryís education system. Their use at such important junctures necessitates that they are a fair reflection of test takersí ability. Many aspects of testing practices determine fairness, and this paper focuses on the reliability of marking, in particular where subjective judgement is required. This paper addresses inter-rater reliability, which is a measure of consistency in marking obtained over different occasions between different markers. Some marking systems use double marking, where scores from at least two markers contribute to an individualís overall mark, to counteract individual inconsistencies, but many rely on single marking. The latter are of particular interest because in some countries, such as the UK, it is becoming increasingly difficult to recruit enough markers to mark all papers once, and the expansion of the pool of markers beyond the traditional teaching profession is underway. The question arises then as to whether non-teachers are capable of marking to the same quality as teachers.  \nA more technical description of marking reliability in the context of this study follows, but first the task of marking and who can do it is explored. Subjective marking is the evaluation of a test takerís response to a test item according to a set of agreed criteria. Markers might be required to grade a response according to previously agreed standards or they might be required to allocate marks against marking criteria and the standard is set later in the light of the results from all test takers. Tobe able to score test papers, markers are oriented to the test and the allowed responses of the marking criteria, and then mark trial responses until they are able to mark accurately within given boundaries of acceptability.  \nGenerally, markers are recruited from the teaching cadre of the qualification to be assessed. Already grounded in the curriculum focus, examination format and procedure, teaching professionals meet the requirements for the job. Examples of this come from Canada (EQAO, 2006), France (Journal Officiel de la RÈpublique FranÁaise, 1993), ","cbCaipjsSsMt6XY5","https://ap.wps.com/l/cbCaipjsSsMt6XY5","pdf",1089411,13,"English","# Summary\n# Introduction\n## Reliability of marking and inter-rater consistency\n## Single vs double marking approaches\n## Who can mark: teachers and non-teachers\n## Prior research on selecting consistent markers","[{\"question\":\"Why does the paper focus on reliable marking in examinations?\",\"answer\":\"Examination outcomes are used at major decision points, so they must fairly reflect test takers’ ability. The paper specifically targets reliability where subjective judgement is needed.\"},{\"question\":\"How was the study designed to test the role of teaching experience?\",\"answer\":\"Fifty-seven markers with different backgrounds were trained in the normal way and marked the same 98 students’ work for a national curriculum English exam taken at age 14.\"},{\"question\":\"What did the study find about teaching experience and marking reliability?\",\"answer\":\"Teaching experience was not necessary for most examination questions. However, non-teachers were less reliable than those with teaching experience on the Shakespeare reading and writing tasks.\"}]","IS TEACHING EXPERIENCE NECESSARY FOR RELIABLE MARKING? | PDF",1792464629,33]