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/

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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

1. You mark the work according to the rubric
2. Enter provisional marks on Canvas
3. Course Unit Lead reviews a sample or all of your marking
4. Marks may be adjusted to ensure consistency and standards
5. 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

1. Keep marking the submission
2. Document what you've observed
3. Contact the Course Unit Lead immediately
4. Do assign a mark
5. Do not discuss with the student
6. 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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