The year 2023 is a big one for exams as it will be the first exam series that goes back to pre-pandemic grading.
Even though students last summer took their GCSEs and A levels for the first time since 2019 and under normal exam conditions, there were alterations to the content that was assessed and the grade boundaries set by exams watchdog Ofqual reflected the gaps in learning and disruption to studies caused by the Covid-19 pandemic.
Of course, grade boundaries can fluctuate year-to-year. Exam boards work on a bell curve of awarding grades and they are only finalised once all marks are accounted for and final checking is completed.
They vary each year depending on the ability of the cohort, how well students have answered the questions, and comparing the standard of grades from previous exam series.
As teachers, this makes the process of predicting grades and outcomes tricky – the goalposts are never in the same place.
It becomes even harder when sharing this information with students as they expect you to know definitively – and will often hold you to the grades you predict for them.
Caveating the handing back of results from mock papers by telling students to "bear in mind that these are the grade boundaries from 2019" is not enough and is often met with bemused shakes of the head. For them, a grade 5 is a grade 5, a B is a B, regardless of what boundaries we tell them we have applied.
As far as students are concerned, their teachers should know how to assess their work and be accurate in the marking. We are the only foresight they have in monitoring and tracking their progress. If we are misleading them with the marking of mock papers and practice exam questions, we are setting them up for a surprise come results day – and while it is always nice if they do better than expected, it is heart-breaking when it goes the other way.
Marking students' examination work accurately is part of our professional duty as teachers. Indeed, the Teachers’ Standards (DfE, 2013) remind us of this fact:
- Standard 2: "Be accountable for pupils’ attainment, progress and outcomes."
- Standard 6: "Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements."
It is a daunting undertaking for teachers, and I realised in my PGCE year that the only way I was ever going to feel confident in marking student answers was by becoming an examiner.
I quickly noted in my first English department moderation session that there was one examiner in the department, and they were being relied on for the standard of marking. They were “in the know” and everyone else recognised it.
It was an easy decision to make after that and it has been the best CPD I have ever undertaken. Nearly 10 years on and even though I am now a senior leader with additional responsibilities, I still choose to examine (and moderate) every exam series.
Additional workload
Of course, it is a lot of work. Think tight deadlines, lots of early mornings or late nights to fit the marking in around the general day-to-day, and before all of that you must give up some weekend time, which is usually paid, to attend a standardisation meeting (often online) for the paper you will be marking.
Of course, if you then decide to mark more than one paper, this workload will double, triple, or quadruple the deadlines, the marking, and the meetings.
If you are anything like me and you get the marking bug and enjoy the additional summer paydays – yes, you get paid quite handsomely for examiner marking – you can become a glutton for punishment. At one point fairly early on in my career I was marking five GCSE papers across two different boards, key stage 2 SATs reading, and moderating A level coursework!
You will find this is not uncommon in the marking world with many fellow teachers and examiners referring to June as their “crazy month”.
However, I have no doubt that I am a better English teacher because of it all and would never dismiss an examining contract without good reason.
If I have tempted you to consider dipping a toe into the world of marking, then here follows some of the benefits for your own professional development and the positive impact it can have on your teaching practice.
An improved understanding of assessment criteria
Marking exams provides teachers with an in-depth understanding of the assessment criteria and how it should be applied. This can help ensure that student work is marked accurately and that the grades you give reflect their true level of achievement. By understanding the assessment criteria, teachers can also improve their own teaching practice by aligning their lessons and assessments with the desired learning outcomes.
Enhanced feedback skills
One of the key responsibilities of an exam marker is to provide constructive and meaningful feedback at the end of the marking process to the chief examiner. Aptly named “The Examiner Report”, this requires a deep understanding of the assessment criteria, as well as the ability to communicate feedback effectively, as you are tasked with evaluating the strengths and weaknesses of student responses across the scripts you marked.
Improved student outcomes
A key benefit of becoming an exam marker is the ability to track student progress over time. By marking exams, teachers can identify areas of weakness in student performance and provide targeted support. You know what the exam board is looking for as you will be looking for it yourself come June/July. This can help students to improve their performance and increases the likelihood of them reaching their full potential.
Improved student confidence
This in turn can help to boost student confidence. By providing students with accurate and constructive feedback, this can help to prepare students for future exams and reduce stress and anxiety. Furthermore, students are much more motivated to succeed when they have a clear understanding of what they need to do to improve, which can help to boost their engagement in learning.
Increased credibility
As a teacher, becoming an exam marker demonstrates your expertise in your subject and your commitment to professional development. This can help to enhance your credibility and reputation as a teacher and can open-up opportunities for career progression. By taking on this role, it boosted my application for head of English. I also became the most reliable and accurate teacher in my department when forecasting students’ final grades, which meant that when it came to appraisal time, I was well prepared to evidence my results.
Enhanced collaboration with colleagues
An unexpected bonus for me was realising that when I started marking I was being given an opportunity to network with a host of English teachers across the country. Exam marking is often done in collaboration with other teachers, and you always have a team leader who is supporting and checking in with you on the quality of your marking. This provides an ideal opportunity to engage in professional dialogue and exam-specific conversations.
Knowledge of the entire marking process
As mentioned, when you sign up there is an entire process that examiners are taken through before they can start live marking. From attending the standardisation training and ensuring you meet the standard through qualification scripts, to then live marking and the various checkpoints and “back reading” of your marking that occurs to moderate your marks, to the final exam report – there is a thorough quality assurance process that all markers undertake.
This is not too difficult to then emulate within your own departments when it comes to mock/trial exam season. This can help your department to build a culture of continuous improvement, where teachers are constantly learning from each other and working together to enhance their teaching practice.
Final thoughts
Becoming an exam marker is a valuable opportunity for teachers to enhance their professional development, improve their marking skills, and support student learning. By improving your understanding of assessment criteria, enhancing your feedback skills, and tracking student progress, you can ensure that students receive the best possible education and reach their full potential.
Whether you are a seasoned teacher or just starting out, becoming an exam marker is an excellent way to develop your skills and stay ahead of the curve. It is also a fantastic summer holiday pay bonus and ensures you can treat yourself after a long academic year.
- Jessica Richards is assistant headteacher for teaching and learning at Oak Wood School in Middlesex. Find her on Twitter @JCR91. Read her previous articles for SecEd via https://bit.ly/seced-jrichards
Further information & resources
- DfE: Teachers’ Standards, 2013: www.gov.uk/government/collections/teachers-standards