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The research disentangles effects of marking experience, subject knowledge, and teaching experience by having GCSE English examiners, trainee English teachers, and undergraduates from multiple disciplines mark 199 part-scripts. Groups showed comparable overall accuracy, while examiners’ marking was more consistent than undergraduates’ and trainee teachers matched examiners’ consistency. Certain items posed reliability challenges that could not be predicted by surface characteristics such as maximum marks. Findings indicate a need for evidence-based item allocation to markers at different expertise levels.",{"@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/the-effect-of-marker-background-and-training-on-the-quality-of-marking-in-gcse-english/621020/",{"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/the-effect-of-marker-background-and-training-on-the-quality-of-marking-in-gcse-english/621020.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What variables does the study examine regarding marking reliability?","Question",{"text":112,"@type":113},"The study tests effects of marking experience, subject knowledge, and teaching experience on marking reliability in GCSE English.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did different marker groups compare in overall accuracy?",{"text":117,"@type":113},"Overall, the groups marked equally accurately, indicating no major difference in mean accuracy across examiner, trainee teacher, and undergraduate groups.",{"name":119,"@type":110,"acceptedAnswer":120},"Why can marking problems not be predicted by surface characteristics?",{"text":121,"@type":113},"Some items were harder for certain groups to mark reliably, and this difficulty could not be predicted by surface characteristics such as maximum mark.","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},621020,1792518243,{"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":29,"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":36},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Centre for Education Research and Policy  \nThe effect of marker background and training on the quality of marking in GCSE English  \nMichelle Meadowsa* and Lucy Billingtonb  \na Assessment & Qualifications Alliance, UK; b University of Bristol, UK  \nHistorically, in the UK, marker selection criteria for national examinations have been a matter of custom and practice. Only recently has empirical evidence of the effect of background on marking reliability begun to be gathered. This study attempts to disentangle the effects of marking experience, subject knowledge and teaching experience on marking reliability in GCSE English. GCSE English examiners (97), trainee English teachers (81), English undergraduates (99) and undergraduates from other disciplines (82) marked 199 part-scripts. Overall the groups marked equally accurately. Examiners’marking was more consistent than that of undergraduates but there was no difference in the consistency of examiners and trainee teachers. There were, however, some undergraduates who marked as well as the best examiners. Particular items were more difficult for certain groups to mark reliably. This could not be predicted by surface characteristics such as maximum mark. A sophisticated, evidence based method of allocating items to markers with different levels of expertise is required.  \nKeywords: marking reliability; English; selection criteria; accuracy; consistency  \nIntroduction  \nIn the UK , the selection of markers for national assessment systems has up until recently been largely a matter of custom and practice. The examination boards responsible for the delivery of high stakes public examinations such as GCSEs and A levels 1 usually require that markers have academic qualifications, typically a relevant degree or equivalent, and at least three terms’ teaching experience. However, a proliferation of examining has meant that markers are in short-supply, with many current examiners coming up to retirement (Suto and Nadas 2008) and a deficit of newer teachers in some subjects (Chevalier and Dolton 2004) . Moreover electronic marking technology has provided the facility for items within an examination to be marked separately, by individuals with different experience and qualifications. A crude distinction has been drawn between general markers and examiners (QCA 2009), the former being employed to mark items that do not require subject expertise. Such distinctions ought to be evidence based and research into the relationship between marker background and marking reliability is crucial in determining future recruitment practices and how individual items should be assigned to different marker groups.  \nA number of studies have attempted to identify factors that might aid the identification of those individuals likely to mark most reliably and those who are likely to require additional training or  \n1 GCSEs (General Certificate of Education) and A levels are academic qualifications awarded in specified subjects. GCSEs are generally taken in a number of subjects by students aged 14–16 . A levels are usually taken in 3 or 4 subjects by students aged 17-18 and are considered the standard qualifications for assessing the suitability of applicants for university entrance.  \n[www.cerp.org.uk](www.cerp.org.uk 3)[ 3](www.cerp.org.uk 3)  \nmonitoring. Marking reliability has been defined in a number of ways. Some studies have focused on markers’ ‘accuracy’, sometimes calculated as the mean difference between participants’marks and the‘correct’or ‘correct’mark (usually defined as the mark given by the most senior examiner but sometimes defined as the mean of all examiners’marks) . This measure gives an indication of the relative severity of marking but over-estimates accuracy as positive and negative differences from the ‘correct’mark cancel out. The absolute mean difference, in which all differences are given positive values, gives no indication of the relative generosity of marking but is a more useful meas","cbCaihMlQK4XM2F9","https://ap.wps.com/l/cbCaihMlQK4XM2F9","pdf",632252,16,"English","# Introduction\n## Marker selection in national assessment systems\n## Definitions of marking reliability (accuracy and consistency)\n## Prior research and training effects\n## Study aims and implications","[{\"question\":\"What variables does the study examine regarding marking reliability?\",\"answer\":\"The study tests effects of marking experience, subject knowledge, and teaching experience on marking reliability in GCSE English.\"},{\"question\":\"How did different marker groups compare in overall accuracy?\",\"answer\":\"Overall, the groups marked equally accurately, indicating no major difference in mean accuracy across examiner, trainee teacher, and undergraduate groups.\"},{\"question\":\"Why can marking problems not be predicted by surface characteristics?\",\"answer\":\"Some items were harder for certain groups to mark reliably, and this difficulty could not be predicted by surface characteristics such as maximum mark.\"}]","The effect of marker background and training on the quality of marking in GCSE English | PDF",1792464870]