A marking schedule outlines how marks are awarded for each question in an exam. It identifies the key points, concepts, or answers that markers should look for when reviewing student responses. Unlike a rubric, which is typically used for assignments, a marking schedule focuses on allocating marks for specific answers. Read more about different marking guides (and the duck test).
A well-designed marking schedule helps ensure marking is fair, consistent, and aligned with the learning outcomes. Before writing the marking schedule, review:
- The learning outcomes
- The exam questions
- The expected level of student performance
Linking to Learning Outcomes
Start by checking that the marking schedule matches the learning outcomes.
- Ensure each question is linked to a specific LO
- Check that marks reflect the importance of the LO
- Align the marking criteria with the level of thinking required
(e.g. recall, explanation, analysis)
A strong marking schedule makes it clear:
- What students need to show to meet the LO
- How well they need to demonstrate their understanding
Allocating Marks
Next, decide how marks will be shared across each question.
- Break marks down into parts or steps
- Ensure marks reflect the difficulty of the task
- Avoid giving too many marks for simple recall questions
- Give more marks for analysis, reasoning, or evaluation
- Consider where partial marks may be awarded for partially correct answers
Example:
| Task | Marks |
| Identifies key concept | 1 mark |
| Explains concept clearly | 2 marks |
| Applies to scenario | 2–3 marks |
Level of Detail
Different question types may require different levels of detail in the marking schedule.
For short answer questions:
- Provide clear answers or key points
- Include acceptable variations where appropriate
For long answer or essay questions:
- Use marking criteria or descriptors
- Show what is expected for different levels of performance (e.g. basic, satisfactory, strong)
Consistency in Marking
A marking schedule should help different markers make similar decisions.
- Use clear descriptions, not vague words like “good” or “adequate”
Include sample answers or key points - Indicate how marks are awarded step by step
- Consider how different answers may still earn marks
- Be clear about what does and does not earn marks
This is especially important when:
- More than one marker is involved
- Large groups of students are being assessed
Things to Consider
Before finalising the marking schedule, check for:
Balance
- Check that all assessed learning outcomes are represented
- Avoid over-weighting one learning outcome unless intended
Clarity
- Ensure the marking schedule is easy to follow
- Make sure another lecturer could use it without confusion
Flexibility
- Allow for alternative correct answers
- Avoid being too rigid where students may show valid reasoning in different ways
Fairness
- Ensure marks are awarded based on evidence of learning
- Ensure marks reward evidence of learning rather than writing style alone
Ask: “If another lecturer picked up your marking schedule tomorrow, could they mark consistently?”
For more:
Preparing to Write Your Exam Paper
Writing Marking Schedules for Exams
Marking Students’ Exams