External Markers as Catalysts for Continuous Module Improvement in Higher Education

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Abstract
External markers play a crucial role in university assessment processes by providing constructive feedback to enhance students’ learning experience. We argue that markers are invaluable sources of information on improving the quality of module content in higher education institutions (HEIs). We highlight the paucity of research on critical key roleplayers in assessment. This study investigated how external markers could be leveraged as resources for continuous module improvement. External markers and academic staff from the College of Education at an ODeL HEI in South Africa were selected purposively. Data were gathered using a convergent-parallel methodology, an online questionnaire, and closed-ended and open-ended questions. The findings suggest that external markers can make significant contributions to enhancing higher education modules. However, our research confirms that markers are underutilised as sources of information for improving module quality. These insights could ignite meaningful discussions among academics and practitioners about optimising markers to enhance educational offerings.