Abstract
Research on the marking process has focused mainly on judgement and strategy use. Previous studies have depicted the marking process as a monolithic sequence of marking single scripts, and primarily in examination marking contexts. The present study investigated the marking process encompassing aspects relatively neglected in previous research: feedback construction, diversity of sequences and marking a series of scripts (supra-script). Twelve higher education participants were interviewed on their marking processes. When marking individual scripts, one or two re-readings and an iterative process to decide marks were common. Feedback construction appeared to be closely linked to the process of making a judgement, and two distinct sequences were found. The difference between these was on which part of feedback was prioritised: elaboration of synoptic feedback (top-level summary) or annotations (specific comments). At the supra-script level, the focus was on maintaining self-consistency. These reveal a mixed norm and criterion-referenced assessment framework in practice.
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