The Impact of External Markers’ Qualifications for Assessment in Open Distance Education

In the dynamic landscape of higher education (HE), assessment is crucial for evaluating learning objectives and ensuring quality education. In distance education, where student intakes are high, students are geographically dispersed, and primarily interacting through digital platforms, the role of external markers is critical. Despite the fundamental importance of external markers in the assessment process, a notable gap exists in a comprehensive understanding of the qualifications and expertise of external markers in higher education. This gap raises concerns about assessment validity and reliability, impacting institutional credibility. This study explored the impact of external markers’ qualifications on higher education assessments in a South African open distance e-learning (ODeL) institution. External markers, an extension of higher education lecturers, are pivotal for formative and summative assessments. In this qualitative research study, external markers and lecturers in an ODeL institution participated via an online questionnaire with open-ended questions. The TPACK framework was used to guide this study. Findings indicate that markers should hold qualifications at least one level higher than the modules or assessments they evaluate. Additionally, having well-qualified external markers enhances stakeholders’ confidence in the institution’s assessment processes. Research involving multiple HEIs within South Africa is recommended to investigate external markers’ recruitment criteria and establish best practices to enhance higher education assessment quality.