Purpose
The present study explored experiences of former markers of undergraduate assignments and examinations at the
University of South Africa (Unisa).
Methodology
Qualitative method of research was used to gather data. Colaizzi’s method (1978) was used to analyze and interpret
data. The article’s frame of reference was informed by Mezirow’s transformative learning theory which is aligned to
critical theory (Mezirow 2009).
Findings
Findings were based on the following: Demographic information, markers’ experiences in marking assignments and
exam books, content knowledge, markers’ meetings, duration of marking assignments and examination books as well
as students support, and suggestions are the themes that emerged from the data that was gathered.
Originality
It is recommended that the university must develop a policy for external markers for marking assignments and
examinations of undergraduate program. All E-tutors must be trained to support students after the official closure of
registration and before examinations are set. All markers must be trained - through a markers’ guide - to mark
assignments and examination books.Teacher Educatio
