GTA:Marking & Feedback

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TL;DR

Mark students' work, where necessary, on time and provide fair and unbiased feedback to the students.
Make sure you understand the rubric; discuss it with the unit lead and fellow GTAs to double-check that you all have the same understanding.
Be fair to each of the students and not act in a biased manner to any of the students.
Do not show students the marking scheme or other students' marks.
You should raise any concerns about cheating/plagiarism etc with unit leads but please do not try to deal with it yourself, the University has set procedures for this.
If you are assigned to mark a student who as not submitted, just leave the mark blank (ie don't enter zero) as the student may have special circumstances resulting in a late submission.

Essential Resources

FSE GTA Hub: https://www.staffnet.manchester.ac.uk/fse/teaching-college/teaching-academy/gtahub/
GTA General Information: https://www.staffnet.manchester.ac.uk/people/current-staff/gtas/
University Policy on Marking: Contact Course Unit Lead for latest version
Dignity at Work Policy: https://www.staffnet.manchester.ac.uk/equality-and-diversity/policies-and-guidance/dignity-at-work-and-study/

Before You Start Marking

Complete Mandatory Training

✓ You MUST complete FSESS8202 Marking and Feedback training before undertaking any marking activity
✓ Ensure you have completed all other mandatory GTA training modules
✓ Attend any unit-specific marking briefings or calibration sessions

Understand the Assessment

Read the assignment brief thoroughly – understand what students were asked to do
Study the marking scheme/rubric in detail – know exactly what each grade band represents
Review exemplar work if provided by the Course Unit Lead
Clarify any uncertainties with the Course Unit Lead before you begin marking
Discuss the rubric with fellow GTAs to ensure consistent understanding
Check submission deadlines and be aware of any students with approved extensions

Prepare Your Workspace

Ensure you have access to:

Canvas (for accessing submissions and entering marks)
The marking scheme/rubric
Model answers or solutions (where applicable)
Contact details for the Course Unit Lead

Additional preparation:

Set aside uninterrupted time for marking to maintain consistency
Have a clear system for tracking which submissions you've marked

Understanding Marking Schemes & Rubrics

What Is a Marking Scheme?

A marking scheme (also called a rubric) is a structured guide that:

Defines the assessment criteria for the work
Shows how marks are allocated across different elements
Describes what constitutes different quality levels of work (e.g., what distinguishes a First from a 2:1)

How to Use the Marking Scheme Effectively

1. Study It Thoroughly

Read through the entire scheme before marking any work
Note the weighting of different sections or criteria
Understand the descriptors for each grade band
Identify any areas where professional judgement is required

2. Apply It Consistently

Use the same standards for all students
Mark to the rubric, not to your personal preferences
Be objective – your personal opinion of the topic is irrelevant
Don't compare students to each other; compare their work to the criteria

3. Calibrate With Others

Discuss interpretation of the rubric with other GTAs
If possible, independently mark a sample submission, then compare marks
Resolve any discrepancies in understanding with the Course Unit Lead
This ensures consistency across all markers

4. Document Your Decisions

Make brief notes about why you awarded specific marks
This helps if you need to justify marks later
It also helps you maintain consistency across all submissions

During Marking

Marking Process Best Practices

Start With a Sample

Mark 2-3 submissions first to calibrate your marking
Check these with the Course Unit Lead if possible
This helps you understand the range of quality you'll encounter
Adjust your approach if needed before continuing

Work Systematically

Mark in batches to maintain consistency
Take regular breaks to avoid marker fatigue
Don't rush – quality and fairness are paramount
If you're unsure about a mark, flag it and ask the Course Unit Lead

Apply Criteria Fairly

Every student receives the same careful attention
Don't show favouritism or mark down students you recognise
Ignore names if possible (some systems allow anonymous marking)
Be particularly careful to avoid unconscious bias

Handle Edge Cases

If a submission is unclear or incomplete, don't assume – mark what's there
For suspected plagiarism or cheating, assign a mark but report to Course Unit Lead immediately
For late submissions without extensions, mark these, late submissions are taken care of separately
For missing submissions, leave the mark blank (don't enter zero) – student may have special circumstances

Providing High-Quality Feedback

Why Feedback Matters

Good feedback:

Helps students understand their performance
Identifies strengths in their work
Highlights areas for improvement
Guides students on how to improve in future assessments
Is a legal requirement under University policy

Principles of Effective Feedback

1. Be Constructive

✓ DO: "Your analysis of the data was thorough, but consider discussing the limitations of your methodology to strengthen future work."
✗ DON'T: "This analysis is weak."

2. Be Specific

✓ DO: "Your introduction clearly states the research question, but could benefit from more context about why this question matters in the field."
✗ DON'T: "Introduction needs work."

3. Balance Positive and Developmental Comments

Highlight strengths as well as areas for improvement
Start with positive observations where genuine
Frame criticism as opportunities for development
Example: "You've demonstrated strong understanding of X. To develop further, consider exploring Y in more depth."

4. Be Clear and Actionable

✓ DO: "Include more recent sources (published within the last 5 years) to strengthen your literature review."
✗ DON'T: "Literature review could be better."

5. Link Feedback to Criteria

Explicitly reference the marking criteria in your feedback
Help students understand why they achieved particular marks
Example: "This section scored 15/20 because whilst the theoretical framework is sound (meeting criterion 2), the application to the case study could be more detailed (criterion 3)."

Feedback Format

Written Comments

Provide feedback directly on Blackboard or as instructed by Course Unit Lead
Use professional language – remember this is an official University document
Check your spelling and grammar – poor writing undermines your credibility
Be respectful and encouraging in tone
Aim for 150-300 words of general feedback (unless told otherwise)

Rubric Marking

Many units use structured rubrics with predefined criteria and grade descriptors.

Rubric-based feedback provides clear, criterion-referenced comments for each assessment area:

Select the appropriate descriptor for each criterion based on the student's performance
Add brief personalised comments within each criterion to explain your selection

Benefits of rubric marking:

Ensures consistency across all students
Makes your marking process transparent to students
Helps students understand exactly where they met/missed criteria
Reduces marking time whilst maintaining quality feedback

How to use rubrics effectively:

Review all criteria before starting to mark
Mark each criterion independently – don't let performance in one area bias another
Use the full range of descriptors available (don't cluster all marks in the middle)
Add personalised comments even when using standard descriptors (e.g., "You've demonstrated strong critical analysis here, particularly in your evaluation of Source X")
Ensure your overall comments align with the rubric scores selected

Common pitfall:

Don't just tick boxes without explanation – students benefit from understanding why they achieved each level

Marginal Comments

Add brief annotations within the work where appropriate
Highlight specific examples of good practice or errors
Use these to support your general comments
Don't overload the work with comments – focus on the most important points

Feed-Forward

Where possible, include advice for future assessments
Suggest specific strategies for improvement
Direct students to relevant resources if appropriate
Example: "For your next submission, review the University Academic Phrasebank to strengthen your academic writing style."

Quality Assurance & Moderation

GTAs Do NOT Have Sole Responsibility

All marking by GTAs must be second-marked or moderated by the Course Unit Lead
This is a University policy requirement
You are contributing to the assessment process, not making final decisions

The Moderation Process

You mark the work according to the rubric
Enter provisional marks on Canvas
Course Unit Lead reviews a sample or all of your marking
Marks may be adjusted to ensure consistency and standards
Final marks are confirmed by the Course Unit Lead

If Your Marks Are Adjusted

This is normal and part of quality assurance
It's an opportunity to learn and develop your marking skills
Ask for feedback on your marking from the Course Unit Lead
Use this to improve consistency in future marking
Don't take it personally – the goal is fairness for students

Common Marking Challenges & Solutions

Challenge: Inconsistent Quality Within One Submission

Solution: Mark each section against its specific criteria. A submission can score well in some areas and poorly in others. Your overall mark should reflect the marking scheme's weighting.

Challenge: Work That Doesn't Fit Neatly Into Grade Bands

Solution: Use your professional judgement to place the work in the most appropriate band, then use the mark range within that band to fine-tune. Discuss borderline cases with the Course Unit Lead.

Challenge: Difficulty Reading or Understanding the Submission

Solution: Mark what is clearly communicated. Poor presentation or unclear writing is part of the assessment. If genuinely illegible, consult the Course Unit Lead.

Challenge: Marker Fatigue

Solution:

Take regular breaks (e.g., after every 5 submissions)
Don't try to mark too many in one session
Revisit your first few marks after a break to check consistency
If you feel your concentration slipping, stop and resume later

Challenge: Emotional Responses to Student Work

Solution:

Remain objective – you're marking the work, not the student
If you feel too emotionally affected (e.g., by distressing content), stop marking and consult the Course Unit Lead
Your wellbeing matters too

Challenge: Time Management

Solution:

Estimate time per submission based on your allocation
If you're taking significantly longer than expected, discuss with Course Unit Lead – you may need guidance or the rubric may need clarifying
Claim all hours worked – don't work unpaid

What GTAs Should NOT Do

Set Summative Assessments

GTAs must never be asked to write or set assessments that contribute to final marks.

Have Sole Marking Responsibility

All GTA marking must be overseen, second-marked, or moderated by the Course Unit Lead.

Be the Point of Contact for Marks Disputes

Students questioning marks should contact the Course Unit Lead, not GTAs. Direct any such queries immediately to the Course Unit Lead.

Show Students the Marking Scheme (If Confidential)

If the detailed marking scheme is not released to students, do not share it. You can discuss general assessment criteria.

Show Students Other Students' Marks

Never disclose another student's performance or marks. This breaches confidentiality and GDPR.

Discuss Suspected Academic Misconduct With Students

If you suspect plagiarism, cheating, or collusion, report it to the Course Unit Lead immediately. Do not confront the student or discuss it with them.

Mark Work From Students on Your Own Programme

You cannot mark work from modules that contribute to a programme on which you are enrolled.

Provide Pastoral Care

GTAs are not responsible for pastoral support. If a student raises personal issues:

Be empathetic but don't try to counsel them
Direct them to appropriate support services
Inform the Course Unit Lead if appropriate

Entering Marks & Record Keeping

Using Canvas

Enter marks promptly as instructed by the Course Unit Lead
Double-check you've entered the mark in the correct field
Save your feedback before moving to the next submission
Keep a backup record of marks (e.g., in a spreadsheet) until moderation is complete

Recording Your Time

Track all marking time including:

Reading submissions
Applying the rubric
Writing feedback
Entering marks on Blackboard
Any required meetings or calibration sessions

Important:

Declare hours monthly in the GTA portal, even if zero
If marking takes significantly longer than allocated, discuss with Course Unit Lead

Deadlines

Respect marking deadlines – delays affect students and teaching staff
If you cannot meet a deadline, notify the Course Unit Lead immediately (as far in advance as possible)
Build in buffer time for unexpected issues

Academic Integrity & Misconduct

Recognising Potential Misconduct

Plagiarism Warning Signs

Sudden changes in writing style or quality within a submission
Text that seems too advanced for the level
Inconsistent referencing or missing citations
Content that doesn't address the specific assignment brief

Collusion Warning Signs

Identical or near-identical submissions from multiple students
Same unusual errors or phrasing across multiple submissions

What To Do If You Suspect Misconduct

Keep marking the submission
Document what you've observed
Contact the Course Unit Lead immediately
Do assign a mark
Do not discuss with the student
Let the University's formal procedures handle it

Your Responsibilities

Maintain confidentiality about any suspected cases
Follow University procedures exactly
Remember: your role is to report suspicions, not to investigate or adjudicate

Maintaining Professionalism

Professional Standards

✓ Mark impartially and without bias
✓ Respect confidentiality – never discuss individual students' work inappropriately
✓ Meet deadlines and commitments
✓ Communicate professionally in all written feedback
✓ Maintain appropriate boundaries with students
✓ Seek support when needed

Avoiding Bias

Be aware of unconscious bias related to:

Names suggesting gender, ethnicity, or nationality
Writing style or accent in written English
Topics that align or conflict with your personal views

Key points:

If you find yourself with strong emotional reactions to a student's work, pause and consider whether bias might affect your marking
Remember: you're marking the work against criteria, not expressing personal agreement or disagreement

Self-Care

Marking can be mentally demanding – take care of yourself
If you encounter distressing content (e.g., in creative writing or case studies), take breaks and seek support
Don't let marking consume excessive time – if it's taking too long, get help
Remember your primary role is as a researcher – don't let marking harm your PhD progress

Getting Help & Support

When to Ask for Help

You're unsure how to interpret the marking scheme
You encounter a borderline or unusual submission
You suspect academic misconduct
Marking is taking significantly longer than allocated time
You're struggling with the workload
You have concerns about bias or fairness
A student has contacted you about their mark

Who to Contact

First: Course Unit Lead

Your primary contact for all marking-related questions:

Clarification on marking schemes
Guidance on difficult submissions
Reporting suspected misconduct
Time management issues

Second: Your GTA Lead/Line Manager

For broader concerns:

Workload overwhelming your PhD commitments
Training needs
General GTA role questions

Third: Faculty GTA Administration

For administrative issues:

Payment queries
Contractual questions
Training records

Key Policies to Remember

University Policy on Marking

GTAs must have appropriate training before marking
All GTA marking must be overseen by Course Unit Lead
Marks must be awarded according to published criteria
Feedback must be provided to students
Moderation/second-marking is required

Data Protection & GDPR

Student marks and work are confidential
Never share student data inappropriately
Secure any student work you handle
Follow University protocols for data handling
Refer to Information Security & Data Protection training

Special Circumstances

Students may have approved extensions
Some students have learning support plans (you may not be told details)
Late submissions without extensions should not normally be marked without Course Unit Lead instruction
Missing submissions: enter no mark (leave blank) rather than zero

Quick Checklist: Before Submitting Marks

Before you submit your marking, check:

☐ I have completed the mandatory FSESS8202 Marking and Feedback training
☐ I understand the marking scheme/rubric thoroughly
☐ I have marked all assigned submissions
☐ I have provided constructive feedback for each submission
☐ I have entered all marks correctly on Blackboard
☐ I have kept a backup record of marks
☐ I have flagged any concerns or unusual cases to the Course Unit Lead
☐ I have recorded my time accurately for payment
☐ I have reported any suspected academic misconduct
☐ I have maintained confidentiality throughout

Final Reminders

Marking Is a Professional Activity

Your marking directly affects students' outcomes
Take it seriously and maintain high standards
Your fairness and consistency matter enormously

You're Part of a Team

You're not alone – the Course Unit Lead oversees all marking
Ask questions – it's better to check than to mark incorrectly
Learn from feedback on your marking

Balance Your Commitments

Your PhD is your priority – don't let marking overwhelm your research
Discuss workload concerns with your supervisor and GTA Lead
It's okay to say no to additional marking if it's affecting your studies

Develop Your Skills

Marking is a valuable professional skill
Reflect on your marking practice
Consider using your marking experience towards LEAP accreditation
Each marking experience helps you develop as an educator

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