What goes through an examiner's mind? Using verbal protocols to gain insights into the GCSE marking process

Abstract

The process of examination marking is complex, requiring examiners to engage in a variety of cognitive operations. While consideration has been given to marking practices in a few specific contexts, those of General Certificate of Secondary Education (GCSE) examiners have yet to receive serious attention. This study's aims, therefore, were: first, to investigate the cognitive strategies used when marking GCSEs; and second, to interpret them within the context of psychological theories of human judgement. Two contrasting GCSE examination papers were considered: Mathematics used a ‘points‐based’ marking scheme, while Business Studies relied on a ‘levels‐based’ scheme. Small groups of experienced examiners marked script samples, and using a concurrent ‘think aloud’ method, verbal protocols were obtained. Using a semi‐structured interview schedule, the examiners were then questioned retrospectively. Qualitative data analysis supported a model of five distinct cognitive marking strategies, which can be interpreted within dual‐processing theories of judgement. The implications for GCSE marking are discussed.

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