Distraction and competing commitments are major causes of delay. To assist efficient marking, it seems necessary to ensure that markers receive clear indications of when assignments will be sent to them, the form they will take, the number they will receive and the date by which return is expected. Just as it appears essential to give greater support to inexperienced students, so too should greater support be given to inexperienced markers. Not only should they receive clear guidelines, but also fewer scripts. As students look for feedback on their efforts, so markers should be given a clear indication of how their work is perceived.
Isolated markers are as vulnerable to lack of support as isolated students.
We suggest that teleconferencing should be used to enable markers working in common areas to communicate. This would clarify expectations, help solve any problems and assist in standardising marking. We believe that if markers were then more confident about their task they would work more efficiently. Thus turn-around time should be reduced. As the student's attitude is important, so, too, is that of the marker.