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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe.
An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe.
Abstract: This research is an exploratory study on the use of marking schemes in five secondary schools in
Chiefs Sayi and Jiri areas in Gokwe South District. The purpose of the research is to evaluate the use of
marking schemes in the teaching and learning of Commerce at Ordinary level with particular emphasis on
effectiveness, challenges and student and teacher perceptions on their use. The research adopted qualitative
research design and thus employed a case study approach. Data was gathered from 10 Commerce teachers and
120 Ordinary level Commerce students from the five secondary schools using questionnaires, interviews and
observations. Data was analysed using appropriate quantitative and qualitative techniques which include
graphs, pie charts and tables. The responses highlight the ways in which students and teachers use marking
schemes and the benefits the use of marking schemes have on learning and the classroom. Students and teachers
reported that marking schemes were useful throughout the process of teaching and completing assignments, and
responses indicated areas in which the many uses of marking schemes could be emphasized during instruction
to maximize utility. Students also highlighted that by creating a more specific and open assessment tool, they felt
an increased ability to communicate questions and ideas regarding assignments. However, the frequency of use
of marking schemes by teachers, despite the numerous reported merits, is disappointingly low because of issues
like shortage of time, non-alignment of syllabi goals with assessment goals, and challenges in designing them.
Amongst other recommendations, the study also emphasizes on the need for the internalization of, and induction
of students to the use of marking schemes.
Keywords: Academic Performance, Assessment of Students, Evaluating Students, Learning in Commerce,
Marking Schemes, Syllabus, Teaching in Commerce, Zimbabwe
JEL Codes: A21, C10, C38, H52, I21, I28, O15, P36, P46
I.INTRODUCTION
A teacher who gives students a practical test, assignment, revision exercise, month-end test and or any
end of term examination without supplying a marking guide or marking scheme is just an experienced pilot who
does not follow a campus; and the obvious destiny is demise. Assessment and evaluation are essential
components of teaching and learning in Commerce. Without an effective evaluation program it is impossible to
know whether students have learned, whether teaching has been effective, or how best to address student
learning needs. The quality of the assessment and evaluation in the educational process has a profound and well-
established link to student performance. Research consistently shows that regular monitoring and feedback are
essential to improving student learning. What is assessed and evaluated, how it is assessed and evaluated, and
how results are communicated sends clear messages to students and others about what is really valuedwhat is
worth learning, how it should be learned, what elements of quality are most important, and how well students
are expected to perform.
learned capabilities in relation to specified criteria. Criteria referenced assessment involve the use of marking
schemes. A norm-referenced measure compares a learners performance against that of other learners in the
cohort (Naidu, 2006). This form of assessment rates student performance against the normal distribution of
abilities in the population (a few excellent students, some good students, and the majority are average students).
High quality assessment and evaluation of any performance depends on accurate and reliable measurement of
key performance factors. Low-level understanding is conveniently investigated with the help of simple,
quantitative tools, such as multiple-choice tests, true-false quizzes, and vocabulary definitions. On the other
hand, systems thinking, procedural knowledge, and attitude formation require more sophisticated measurement
schemes. By explicitly stating significant performance criteria, marking schemes classify and organize
performance observations with respect to different skill levels, behaviours, and/or product quality.
Measuring a performance, a work product, or a learning skill can prove to be challenging without the
appropriate measurement tool. Marking schemes are tools that can help multiple instructors come to similar
conclusions about construction of higher-level conceptual knowledge, performance skills, and attitudes. Basic
facts and concepts, also referred to as declarative knowledge (Angelo, 2002; Bloom, 1956, Anderson and
Krathwohl, 2001), can be measured with selected-response methods. However, higher order thinking,
procedural knowledge, and enduring understanding require more open-ended, complex and authentic types of
assessment and evaluation (Wiggins & McTighe, 1998; Angelo, 2002). Assessments and evaluations that
require students to construct knowledge (called constructed response) cannot be scored easily with an answer
key. Marking schemes are designed to help teachers measure ability to use and apply factual, conceptual,
procedural and metacognitive knowledge (Angelo, 2002; Anderson & Krathwohl, 2001; Bloom, 1956). For
example, if a teacher wants to measure the ability to use a mathematics formula to solve an accounting problem,
the quality of a dance performance, or an attitude as reflected in essay, a rubric can help make the measurement
more objective and meaningful.
Marking schemes are guidelines that enable the assessment process of communicating expectations;
providing focused on-going feedback; and grading (Andrade & Du, 2005; Moskal, 2000; Isaacs, 2001; Holmes
& Smith, 2003). Andrade & Du, (2005) defined a rubric (marking scheme/guide) as a document that articulates
the expectations for an assignment by listing the criteria, or what counts and describing levels of quality from
excellent to poor. Apart from being considered as an effective tool for measuring, evaluating and reporting
student achievement, marking schemes are also designed to guide students learning, teachers instruction,
course development and administrators program observations (Glickman-Bond & Rose, 2006). Marking
schemes therefore are held as being direct assessment measures which help to answer the key questions driving
outcomes assessment, i.e. how students learn; what students learn; how is student learning assessed; and how are
assessment results used (Glenn, 2005).
Therefore, in light of the foregoing, assessment of student learning using marking schemes or marking
guides (rubrics) can be termed a change process, requiring considerable teacher involvement in terms of both
time and effort. Investigation and evaluation of its usefulness and effectiveness to the primary stakeholders in an
educational institution, namely teachers and students, is therefore an immediate necessity.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
1.4 Objectives
The main objectives of the study were to:
i. Establish whether Commerce teachers and learners effectively use marking schemes in their teaching
and learning.
ii. Establish the problems faced by teachers in designing marking schemes and propose solutions to the
problems.
iii. Analyze the problems faced by both teachers and learners in using marking schemes.
iv. Analyze teachers and learners perceptions towards the use of marking schemes to improve the
academic achievements and performances of learners.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Rubric: The word rubric comes from the Latin word for red. The online Merriam-Webster dictionary lists the
first meaning of rubric as an authoritative rule and the fourth meaning as a guide listing specific criteria for
grading or scoring academic papers, projects, or tests. A rubric is a coherent set of criteria for students work
that includes descriptions of levels of performance quality on the criteria (Brookhart, 2013). A well-done rubric
is both an instructional tool and an assessment mechanism.
However, it is imperative to note that the terms marking scheme, marking guide and rubric can be used
interchangeably as they all refer to the same thing (i.e. a list of specific criteria that is used when marking
students work with a view of determining their levels of performances or achievement academically) but differ
in the wording of their definitions only. Therefore, for consistency and to avoid confusion, the term marking
scheme is going to be used throughout this research to refer to all three.
2.1.2 What are the effects of using marking schemes in teaching and learning?
Marking schemes can contribute positive or negative effects to student learning and program
improvement in a number of ways some obvious, others less so. Marking schemes make the learning target
clearer. If students know what the learning target is, they are better able to hit it (Stiggins, 2001). When giving
students a complex task to complete, such as a building an architectural model or putting together a portfolio of
their business investments, students who know in advance what the criteria are for assessing their performance
will be better able to construct models or select investments that demonstrate their skills in those areas.
Marking schemes are important in that they give structure to observations. As a teacher matching your
observations of a student's work to the descriptions in the marking scheme averts the rush to judgment that can
occur in classroom evaluation situations. Instead of judging the performance, the marking scheme describes the
performance. The resulting judgment of quality based on a marking scheme therefore also contains within it a
description of performance that can be used for feedback and teaching. This is different from a judgment of
quality from a score or a grade arrived at without a marking scheme. Judgments without descriptions stop the
action in a classroom.
Marking schemes guide instructional design and delivery. When teachers have carefully articulated
their expectations for student learning in the form of a marking scheme, they are better able to keep the key
learning targets front and centre as they choose instructional approaches and design learning environments that
enable students to achieve these outcomes (Arter & McTigue, 2001).
According to Wolf & Stevens, (2007) marking schemes add value to marking in that they make the
assessment process more accurate and fair. By referring to a common marking scheme in reviewing each student
product or performance, a teacher is more likely to be consistent in his or her judgments. A marking scheme
helps to anchor judgments because it continually draws the reviewers attention to each of the key criteria so
that the teacher is less likely to vary her application of the criteria from student to student. Furthermore, when
there are multiple markers (e.g. ZIMSEC examinations that use multiple teachers as graders), the consistency
across these markers is likely to be higher when they are all drawing on the same detailed performance criteria.
Additionally, a more prosaic benefit is the decided decrease in student complaints about grades at terms end.
Wolf & Stevens, (2007) postulated that marking schemes provide students with a tool for self-
assessment and peer feedback. Hafner & Hafner, (2004) in Wolf and Stevens, (2007) further explained that
when students have the assessment criteria in hand as they are completing a task, they are better able to critique
their own performances. A hallmark of a professional is the ability to accurately and insightfully assess ones
own work. In addition, marking guides/schemes can also be used by classmates to give each other specific
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
feedback on their performances. Marking schemes are great for students: they let students know what is
expected of them, and demystify grades by clearly stating the expectations for a particular essay(s), exam
question(s) or project(s). They also help students see that learning is about gaining specific skills (both in
academic subjects and in problem-solving and life skills), and they give students the opportunity to do self-
assessment to reflect on the learning process. When students are involved in the creation of a marking
guide/scheme they have a say in what they believe to be the most important aspects of the task; this can help
with student motivation and investment. For both psychometric and pedagogical reasons, Wolf & Stevens
(2007) recommend that peers give only formative feedback that is used to help the learner make improvements
in the product or performance, and not give ratings that are factored into a students grade.
Marking schemes have the potential to advance the learning of students of colour, first generation
students, and those from non-traditional settings. An often unrecognized benefit of marking schemes is that they
can make learning expectations or assumptions about the tasks themselves more explicit (Andrade & Ying,
2005). In academic environments we often operate on unstated cultural assumptions about the expectations for
student performance and behaviour and presume that all students share those same understandings. However,
research by Lisa Delpit (1988) & Shirley Heath (1983), for example, highlights the many ways that expectations
in schools are communicated through subtle and sometimes unrecognizable ways for students of colour or non -
native English speakers who may have been raised with a different (but valid) set of rules and assumptions
about language, communication, and school performance itself.
While well- designed marking schemes make the assessment process more valid and reliable, their real
value lies in advancing the teaching and learning process. But having a marking scheme doesnt necessarily
mean that the evaluation task is simple or clear- cut. The best marking schemes allow evaluators and teachers to
draw on their professional knowledge and to use that professional knowledge in ways that the rating process
doesnt fall victim to personality variations or limitations of human information processing.
Dunn et al (2004) as cited in Koshy, (2008) opinionated that marking schemes make teachers
vulnerable as students find it easier to challenge grading decisions. They further clarified that criterion
referenced assessment in general is criticized as being reductionist or aiding in spoon feeding students,
simplifying complex professional judgments to lower-order tasks. In light of this Koshy, (2008) postulates that
developing good criteria or marking schemes where students will learn the curriculum while preparing for the
assessments is therefore essential. The basic principle of good assessment, then, is to ensure that the assessment
is aligned to the curriculum.
Wolf & Stevens, (2007) submit that another serious concern with marking schemes is how long it takes
to create them, especially writing the descriptions of performances at each level. It becomes a tiresome
responsibility if teachers are to create marking schemes for every task given to the students therefore they
should be developed for only the most important and complex assignments. Creating a marking scheme that is
used to determine whether students can name all the retailers in Zimbabwe would be like using a scalpel to cut
down a tree: Good instrument, wrong application.
Another challenge with marking schemes is that if poorly designed they can actually diminish the
learning process. Wolf & Stevens (2007) submit that marking schemes can act as a straitjacket, preventing
creations other than those envisioned by the marking scheme- maker from unfolding. (If it is not on the
marking scheme, it must not be important or possible.) The challenge then is to create a marking scheme that
makes clear what is valued in the performance or product without constraining or diminishing them. On the
other hand, the problem with having no marking scheme, or one that is so broad that it is meaningless, is to risk
having an evaluation process that is based on individual whimsy or worse unrecognized prejudices. Marking
scheme makers face serious challenges in trying to design a marking scheme that is neither too narrow nor too
broad.
While not a panacea, the benefits of marking schemes are manythey can advance student learning,
support instruction, strengthen assessment, and improve program quality.
2.1.3 What are the main challenges in the design and use of marking schemes faced by teachers and
students?
The language used in marking schemes is considered to be one of the most challenging aspects of its
design (Tierney and Simon 2004; Moni, Beswick, and Moni 2005). As with any form of assessment, the clarity
of the language in a marking scheme is a matter of validity, because an ambiguous marking scheme cannot be
accurately or consistently interpreted by instructors, students or scorers (Payne 2003). This point is reinforced
by Moni, Beswick, and Moni (2005), who revised a marking scheme with a view to improve the assessment
quality of physiological concepts using group-constructed concept maps in a dentistry course. Therefore, the
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
choice of words to be used in the marking scheme can prove to be a challenge to both students and teachers as
well.
Wolf & Stevens, (2007) submit that another important consideration is that the performance to be
assessed should be observable and measurable. The challenge in creating performance descriptions is providing
enough information to guide the creation and scoring of the essay, examination, project, e.t.c but not so much
that it overwhelms the reader or the performer. Some descriptions of learning outcomes or performance criteria
are so vague that accurate measurement is difficult. For example, if the criterion is that Students will know the
states of Africa, it may not be clear what know means. Does knowing mean that students need only to be
able to list the states, or be able to fill in the names on a map, or draw a map of Africa, or discuss the history of
the state, or .? The measurement problem can be lessened if the performance to be assessed is described with
more specific action verbs where possible, such as list, identify draw, discuss, explain, compare, critique,
predict, and so on.
Teachers and students also face serious challenges in setting performance levels in a marking scheme.
Teachers often have to decide how many levels of performance are appropriate for the assessment. Typically,
marking schemes have from three to six rating levels. What drives the choice of the number of levels is the
purpose for the assessment. If the main purpose is to make summative decisions, such as whether someone will
pass or fail a course or an exam for example, then fewer levels are better. The fewer the levels of performance
for the marker to consider, the greater the reliability and efficiency, in scoring the performance. The more levels,
the lower the reliability in scoring and the more time it will take for markers or scorers to make the decision. If,
however, the primary purpose of the assessment is formative, or to give feedback to learners to support them in
improving their performance, then more performance levels (and more performance criteria) give the learner
more specific information about the features of the performance that need attention. The trade- off again is that
the greater number of scoring levels and performance criteria, the more time it takes the marker to assess the
performance (Wolf and Stevens, 2007; Andrade and Du, 2005). Therefore, the main challenge here is in coming
up with the appropriate trade-off point when setting performance levels in a marking scheme.
Another challenge for teachers is their lack of relevant knowledge on some sections of marking
schemes especially those designed by external boards such as ZIMSEC, Cambridge or the district. According to
Chinyemba, (2011)s study teachers noted that their inability to make sense of the problematic sections of the
marking scheme has affected in the allocation of marks, hence subjectivity was rife. In some cases, marks
allocated are too many as the kind of work could be done outside normal lessons and no one to authentic the
processes. The problematic sections of the marking scheme, therefore, affected teachers instructional
methodologies and also weakened their emphasis of probably important sections that promote creativity.
Another view was that the marking scheme did not state requirements of experiments (what to experiment on)
(Chinyemba, 2011). Students need practical experiments and not theoretical expression which makes it difficult
for students to conceptualize and for teacher to assess accurately. The decision is left to the teacher who usually
takes a leap in darkness following an imposed marking scheme.
Another challenge could be the dissemination of the marking scheme from the teachers to the students.
Teachers might feel vulnerable as students find it easier to challenge grading decisions (Koshy, 2008),
therefore in such instances teachers might be unwilling to share marking schemes with their students. However,
in Chinyemba, (2011)s research students indicated that an opportunity to use a marking scheme could give
them an idea of where to spend most of the time in order to get all the marks awarded to each stage, hence,
chance of researching on the project areas could be increased. Essentially the marking guide could pave way for
uniformity on presentation of the project giving a likely hood of high grades. According to the students it serves
time working on irrelevant things, no matter how good the idea maybe. It is necessary to concentrate efforts in
those areas that are difficult especially when working alone as some of the teachers did not seem to give much
attention to the design component.
2.1.4 How do teachers and students perceive marking schemes visa vie performance?
The multi-dimensionality of student learning requires the use of different methods and tools for
assessment of each of the dimensions (Dwyer et al, 2006; Seeratan, 2006). Learning is defined as the changes
in knowledge, understanding, skills and attitudes brought about by experience and reflection upon that
experience. Marking schemes support constructivist theories of learning, which emphasize upon students and
teachers to look to assessment as a source of continuous feedback for improvement of learning process rather
than as an evaluative process. The linkage between marking schemes, assessment and learning, is captured in
the statement Learning theory supports the idea that we retain the most when we are actively involving all of
our senses in a doing mode. By creating, sharing, and accomplishing the criteria set by a marking scheme, the
student is in charge of his or her own learning and assessment (Phillip, 2002:26). The use of a marking scheme,
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
if reinforced with relevant supporting learning activities like demonstrations or field trips, for example, could
help learners create mental pictures, and ideas which relate to real world cases. Holt (1984) and Head & Taylor
(1997) regard these as activities which offer students fresh insights. According to Head & Taylor (1997)
visualizations are fun, interesting and unusual because they allow the learner to be imaginative as it often
triggers the subconscious mind.
Findings from Brookhart, (2003); and Zimmerman & Schunk, (2001)s studies focusing on the impact
of marking schemes on learning, support the assertions that marking schemes facilitate student awareness of
learning goals as well as the application of feedback, both important in the assessment and learning cycle.
Marking schemes have been demonstrated to result in well-structured and well-defined assignments, and also
serve to incorporate a transparent formative assessment into the cycle of learning (Brookhart, 2003; Moskal,
2003; Shephard, 2000; Stiggins, 2001).
Teachers and administrators increasingly regard marking schemes as important tools in supporting
student learning as well as in facilitating more accurate and efficient evaluation of student work products. If
assessments are to truly be a part of instruction (Schaefer, Swanson, Bene & Newberry, 2001), the ways
students perceive and use marking schemes in the process of learning is important. The literature on marking
schemes state that the detailed feedback provided by these, are useful for guiding the improvement of student
learning at an aggregate as well as at an individual student level (Klenowski, 1996; Simon & Forgette-Giroux,
2001). Feedback acts as a catalyst in accelerating experience as well as reflection, which is a form of internal
feedback (Brown et al, 1999). Proponents of assessment reform such as Wiggins (1991) suggest the increased
usage of self-assessment, which is a part of self-regulated learning strategies. This is due to the emphasis of
self-assessment on making students self-reliant (Klenowski, 1996; Ross et al, 2006). Apart from feedback to the
students, the information so gathered is believed to serve as instructional illuminators, facilitating the process
of planning of instruction as well as improvement of course design (Popham, 1997; Petcov & Petcova, 2006).
Defined as a process of evaluation or judgment of the worth of ones performance and the
identification of ones strength and weaknesses with a view to improving ones outcomes (Klenowski, 1996),
self-assessment embodies three processes. These are, self-observation i.e. focus on aspects performance in
relation to the standards specified; self-judgment i.e. determining how well they have met the specified
learning goals; and self- reactions i.e. interpretations of the degree of goal achievement that express how
satisfied students are with the result of their actions (Ross, 2006). That development of self-assessment is
inseparable from any assessment aimed at improving learning is asserted by Wiggins (1991) who advocates the
use of explicit criteria to enable students to self-assess. It is in this light that marking schemes are being stated as
a mainstay of outcomes-based assessment (Popham, 1997; Holmes & Smith, 2003; Andrade & Du, 2005;
Oakleaf, 2006) and therefore merits increased attention from educators and researchers. The proposition that
marking schemes would lead to development of self-assessment has received theoretical support, and is
increasingly being cited as a promising area for empirical research (Petcov & Petcova, 2006; Suskie, 2004;
Andrade & Du, 2005).
Self- assessment is a part of self-regulated learning strategies and the current literature on educational
psychology considers self-regulated learning as an important perspective on academic learning (Pintrich,
1999). Self-regulation is the ability to monitor and control ones learning, usually involves some type of
monitoring of cognitive processes and is affected by the degree of motivation, social contexts, learning contexts
and self-efficacy factors (Brooks, 2006:11). Literature on self-regulated learning is extensive and recognizes
metacognitive strategies and motivation to have a positive influence on academic achievement (Suskie, 2004;
Pintrich, 1999; Brooks, 2006). Metacognition is learning how to learn and how to manage ones own learning
by understanding how one learns (Suskie, 2004:85). Most models of metacognitive strategies include three
general types of strategies namely Planning (goal setting); Monitoring (comparison of performance with goals
set); and Regulating (corrective action).
Of the models of motivation, which are considered relevant to student learning, self-efficacy beliefs are
associated with the constructivist and adult learning theories (Pintrich, 1999; Brooks, 2006). Self-efficacy is
defined as judgments of ones capabilities to perform academic tasks. Research on motivation and self-regulated
learning suggests that change in classroom practices facilitate learning (Suskie, 2004; Pintrich, 1999; Brooks,
2006). Development of Self-regulated thinking according to the Dimensions of Student Learning framework
enables students to monitor their own thinking; plan appropriately; identify and use necessary resources;
respond appropriately to feedback; and evaluate the effectiveness of their actions. According to Andrade & Du
(2005), when used as part of a formative, student-centred approach to assessment, marking schemes have the
potential to enable students to understand the requirements and improve the performance on their own. Marking
schemes support the metacognitive strategies of planning, monitoring and regulating.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
The reviewed research on teachers and students perceptions of using marking schemes, shows that a
major benefit of marking schemes is that of bringing transparency to the assessment, which makes expectations
explicit. The question has been raised as to whether the transparency provided by marking schemes could
actually stifle creativity (Mabry, 1999; Messick, 1996). To avoid this, Wiggins (1998) emphasizes that marking
schemes should not restrict the format or the method. By using various examples or anchors it is also possible
to show that there are many ways to approach the same task. Student understanding of criteria, feedback,
possibilities of self- and peer assessment are other positive experiences reported. So even if it is not strictly
demonstrated that students do learn better, the students themselves perceive that they do. Knowing that learning
is influenced by factors such as motivation (Birenbaum et al., 2006), transparency of assessments can be seen as
a great contributor to learning.
To conclude, it seems like the use of marking schemes have the potential of promoting learning and/or
improving instruction, at least as perceived by the teachers and students using them, which in-turn translates to
higher academic achievements and or performances. The way in which marking schemes support learning and
instruction is by making expectations and criteria explicit, which also facilitates feedback and self-assessment.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
specific performances. Similarly, Michlitch & Sidle (2002) conducted a survey-based study to identify the
assessment methods used by teachers (N= 50) in two US based business schools teachers and their level of
satisfaction with the same. The results showed that tests/ exams; individual/ group assignments; case studies /
problems assignments; observation of student group process in resolving case studies / problems were rated high
terms of both frequency and effectiveness. A mismatch between frequency of usage and perceived effectiveness
of assessment methods was detected for the methods of analytic scoring of student writing assignments to
break down each skill area and observation of student presentations measuring performance, using criterion.
According to the authors, the teachers believed that the use of these methods would lead to greatly enhanced
student learning and emphasized upon the requirement for effective tools to guide assessment of student
performances when using these methods.
Parkes (2006), however, reports contrasting results. Employing a two-group prepost-quasi-
experimental research design, Parkes examined the impact of music performance marking schemes on grading
satisfaction by students (N = 44) and faculty (N = 11). Conducted in three music institutions, the study did not
find any significant differences in student and teacher attitudes towards grading after the use of marking
schemes. Noting that the unwillingness of the faculty to participate was a major limitation of the study, Parkes
emphasized the need to better understand the reasons for faculty hesitation regarding the study and use of
marking schemes.
One striking difference between students and teachers perceptions of marking scheme use is related
to their perceptions of the purposes of marking schemes. Students frequently referred to them as serving the
purposes of learning and achievement, while teachers focused almost exclusively on the role of a marking
scheme in quickly, objectively and accurately assigning grades. Teachers limited conception of the purpose of a
marking scheme might contribute to their unwillingness to use them. School, college and university teachers
might be more receptive if they understand that marking schemes can be used to enhance teaching and learning
as well as to evaluate.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Zimbabwes Mashonaland West Provinces five educational districts. Data was collected using a structured
questionnaire survey involving 30 teachers of technical subjects and 529 Ordinary level students selected using
the availability sampling technique. The findings of the study reveals that the use of the marking scheme forced
teachers to write superficial comments on students work, fail to explicitly explain concepts to learners and
deliver justice to the topic. From the learners perspective the use of the marking scheme did not improve
teachers instructional methodologies; instead, teachers became prone to adopting frontal methods more often
with little exploration of creative design activities and their application. It was concluded teachers would
continue facing challenges of fruitfully engaging the marking scheme as a significant instructional and
assessment tool if efforts are not taken to address what they perceived as problematic issues. In the light of the
aforementioned findings the study recommended teacher support systems that can help take advantage of the
marking scheme and development of materials to enhance chances of successful instructional strategy that
accommodate students feeling and interests in terms of developing creativity.
These studies lend support to the view that marking schemes have the potential to act as instructional
illuminators (Popham, 1997). Although the authors do not use the term instructional illuminators, they do
deliberate upon the value of marking schemes in identifying the understandings and skills to be taught and
learned, and of providing detailed, criteria specific feedback to teachers and departments on which of those
understandings and skills have been mastered by students and which have not. As a result, the marking schemes
informed the process of making improvements to courses and instructions. The key to this process, of course, is
a clear, valid and reliable marking scheme, without which the method is useless at best and possibly even
misleading.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
documents). These included textbooks, journals, minute books, results analysis schedules, charts, registers and
circulars.
All these various data collection techniques were done in order to cater for issues to do with reliability,
validity and or authenticity. Furthermore, validity and reliability were checked through triangulation, peer de-
briefing, having a totally transparent, systematic approach to data collection from sources; maintaining an audit
trail, documenting clearly the flow and processing of the data, member checking and having some kind of focus
group with a sample of other teachers to ensure that data for the research represented what it was supposed to.
Data was analysed using qualitative analysis techniques such as pie charts, tables and graphs.
Teacher Experience
60% of the surveyed teachers have zero to five years teaching experience; while 30% have between 5-
10 years of teaching experience; only one teacher (10% of the surveyed teachers) had acquired more than ten
years teaching experience as illustrated in the pie chart below.
Percentage
0-5 years 5-10 years 10+ years
10%
30%
60%
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Therefore, most of the teachers in the study area have been exposed to appropriate teaching methodology
through training as already shown in table 1 and figure 1 above. This implies that the majority of the Commerce
teachers have been exposed to marking schemes as a teaching methodology through teacher training
programmes. Qualified and dedicated teachers determine the success of students in their academic endeavours.
Teachers are regarded as educational policy implementers, hence their attributes matter most. Oshodi (1998),
Duyilami & Duyilami (2002) asserted that students in any country cannot perform beyond the quality of their
teachers. Important teacher attributes, as highlighted by Bangbade (2004), include knowledge of the subject
matter, communication ability, emotional stability, good human relationship and interest in the job.
Percentage (%)
Strongly Agree
10%0% Agree
20% 20%
Undecided
Disagree
50%
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Percentage (%)
Once per term 30
Monthly 50
Weekly 10
Daily 10
0 10 20 30 40 50 60
Percentage (%)
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Table 2 Questionnaire Analysis of Student Perceptions on Use of Marking Schemes (at one decimal
place).
Student perceptions about Strongly Agree Undecided Disagree Strongly Disagree
the use of marking agree
schemes for assignments %
and other learning % % % %
activities
1 Marking schemes should be 50 40 8.3 1.7 0
provided for all
assignments.
2 I review the marking 20 46.7 21.7 11.7 0
scheme provided before I
start work on an
assignment.
3 Reviewing the marking 36.7 50 10 3.3 0
scheme before starting
work on an assignment is
useful.
4 The marking schemes 11.7 48.3 21.7 18.3 0
provided at the school by
the teacher are easy to
follow.
5 If the marking schemes are 7.6 16.7 15 24 36.7
used there is no need for
feedback from the teacher.
6 Detailed marking schemes 5 35 25 30 5
are not necessary, broad
descriptions are enough.
7 Peer marking using 5 46.7 40 6.7 0
marking schemes is useful.
8 The teacher must review 35 50 13.3 1.7 0
the marking scheme with
the students before an
assignment.
9 Marking schemes help me 18.3 57.7 20 10 0
to compare my marks with
those of other students
easily.
10 The purpose of the marking Fairness Reference Students Accuracy Feedback Easy
scheme is to ensure while know what is to students marking
working expected of for
them teachers
First 11.7% 12.4% 23.3% 17.6% 21.7% 13.3%
choice
Second 16.7% 16.1% 15.5% 16.7% 16.7% 18.3%
choice
Third 15.1% 16.6% 19.9% 21.7% 10% 16.7%
choice
Source: Field notes
It is very encouraging to note that 90% of the students agreed that marking schemes should be provided
for all assignments and it was proof of their awareness of the utility of using marking schemes for assignments.
However, when asked if they reviewed the scheme before starting work on an assignment the numbers fell to
67% in spite of 87% of students surveyed believing that it was useful to review schemes before starting work on
assignments. Disappointingly 40% of the students were of the opinion that the schemes provided by the teacher
at the school were not easy to follow perhaps this could be attributed to the calibre of the students (mediocre
and slow learners). This could explain why they did not review it though they thought it was useful. Over 60%
students who responded opined that marking schemes could not be substituted for feedback from teachers and
this may be linked to the fact that schemes were not easy to follow. 40% of students surveyed believed that
detailed marking schemes were not necessary maybe these were high achievers in their classes hence they
could easily deduce the relevant information from the marking schemes. The majority was aware of the benefits
of peer marking using marking schemes as they had used it before. 85% believed the teacher must review the
marking scheme with students before an assignment this could be because the schemes were not easy to
follow. If the teacher reviews the scheme in class, it would ensure that all students are familiar with it.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
When asked about the purpose of the marking scheme, 23.3% students chose teacher expectations as
their first choice answer. They liked the fact that marking schemes let them know what is expected, and
contrasted it with the guessing game they felt they had to play when teachers did not provide a marking
scheme or some sort of guideline for an assignment. In fact, the most commonly cited purpose of marking
schemes was to communicate the teachers expectations and thereby provide direction. Students (21.7%) also
noted that marking schemes help identify strengths and weaknesses in their work when used to give feedback,
and knowing what counts made grades seem fair. Fairness ranked last (11.7%) as a first choice answer.
Respondent 21: Using marking scheme is good because you know what you are targeting; the objective of
what you are doing is clear. Marking schemes provided by the teacher are not difficult to use. We need extra
feedback from the teacher, not just the marked answer sheet we need more qualitative feedback than a
number. Only those who want to score high marks use it, others dont bother. It is necessary to get all students
to use it, but if students dont care you really cant do much. There should be a marking scheme for sure.
Respondent 14: Some areas can be very difficult in individual work and sharing information on how it
is marked will help me understand and do it easily.
Respondent 12: we need the marking scheme because we sometimes do not understand what the
teacher is saying.
Respondent 7: It is better to have the information than to have teacher spending most of the time talking about
his 5 years experience of teaching Commerce.
Respondent 1: Sometimes we get lost and confused we do not know what to do and what not to do. Having a
marking scheme makes me feel more comfortable asking a question about an assignment and knowing what I
need to do.
Respondent 25: We need to get ideas from the teacher and not just simply giving the assignment question and
forget about us.
Respondent 23: I do better the closer I follow the marking scheme. The further away from the marking
scheme I go, the lower my grade is.
The responses to all questions regarding the impact of using a rubric as a student were generally
positive, and students indicated that marking schemes are important to their process as learners, as well as in
their perceptions of assessment and learning in the classroom. Students indicated marking schemes were helpful
in completing assignments, and as in Andrade and Du (2005), they expressed that marking schemes gave them
insight into teacher expectations. Marking schemes were clearly important to most students in the process of
completing assignments. Although most comments were positive, areas of concern emerged regarding marking
schemes as a part of the assessment cycle, as well as student anxiety regarding understanding the rubric. There
was less consistency in the construct of student perceptions of marking schemes, specifically regarding grading.
Students commented that for teachers, grading was easier using marking schemes and resulted in consistent
feedback; however, numerous students commented that generic comments on marking schemes were not
helpful. Additionally, several students commented that their anxiety increased when instructors used marking
schemes, stating that the pressure to produce very specific high quality work created discomfort for them as
learners.
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
V. CONCLUSIONS
It can, therefore, be concluded from the findings presented above that indeed marking schemes are an
effective tool of instruction in the teaching and learning of Commerce. Survey results clearly concur with the
available theoretical frameworks on the subject matter (Andrade & Du, 2005; Stiggins, 2001; Wolf & Stevens,
2007; Koshy, 2008; Reynolds-Keefer, 2010). Students are keen on marking schemes because apart from being
considered as an effective tool for measuring, evaluating and reporting student achievement, marking schemes
are also designed to guide students learning, teachers instruction, course development and administrators
programme observations. However, it should be noted that marking schemes should be used in conjunction with
other teaching approaches to achieve best results.
Teachers are facing a number of challenges in using marking schemes for teaching. Firstly, there is the
issue of time, which does not permit teachers to prepare marking schemes for their assignments often. The
second issue is that marking schemes require specific knowledge and skill in their design such that they cover
all the aspects of assignment which often teachers do not possess. Also, teachers are guided by the syllabus and
so the major concern is to cover the syllabus on time while students are at school in order for them to be able to
write their exams and pass. Therefore, teachers do not prioritize teaching methodology over time constraints.
Because of the problems mentioned above a most teachers use marking schemes rarely, while the majority does
not use them at all despite their numerous obvious advantages.
VI. RECOMMENDATIONS
Based on the findings of this study, the researchers recommend the following alternatives for the successful
and effective use of marking schemes in the teaching and learning of Commerce at Ordinary level:
i. Internalizing marking criteria by the students: it is not enough for the teacher to explain the criteria;
students have to work with it to internalize it, for example, through peer or self-evaluation.
ii. Inducting students to the marking schemes: teachers have to provide clear and easy to follow marking
schemes and also explain the items on the scheme as well as the scoring standards or scales used.
Guesswork by students will lead misunderstandings about the set objectives.
iii. Teachers should give qualitative feedback through marking schemes: learning and teaching both
depend on feedback for improvement.
iv. The study recommends teacher support system(s) that can help take advantage of the marking scheme
and development of materials to enhance chances of successful instructional strategy that accommodate
students feeling and interests.
v. It is also recommended that workshops be organized to sensitize teachers on effective teaching
strategies/tools such as marking schemes.
vi. In carrying out his study, only five secondary schools in Chiefs Sayi and Jiri were used, further
research could be carried on more schools and on more subjects.
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4. Marking scheme is an effective tool of instruction that enhances understanding amongst students.
Strongly agree Agree
Undecided Disagree
Strongly Disagree
Explain
____________________________________________________________________
5. What do you consider to be the most important benefit of using marking scheme as a teaching technique/tool in
Commerce?
___________________________________________________________________
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An Evaluation of the use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary level: A Case Study of
Five (5) Secondary Schools in Chiefs Sayi and Jiri areas in Gokwe South District, Midlands, Zimbabwe
Use the following table to answer the following question: Tick where applicable
10. What is the purpose of the marking scheme?
Fairness Reference while Students know what is Accuracy Feedback to Easy marking for
working expected of them students Teachers
1st Choice
2nd Choice
3rd Choice
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