1. technology and computing
2. programming languages
3. java

CENTRE FOR OPEN AND
LIFELONG LEARNING
of
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W
MAR K E R -TUTOR
MANUAL
POLYTECHNIC
OF NAMIBIA
VISION
Through pedagogic innovation, the Centre for Open and Lifelong Learning seeks to be
internationally recognised and distinguished for the design and delivery of supported open and
distance learning.
MISSION
The Centre is committed to:
• access to high-quality university education;
• foster collaboration across organisational boundaries and the intelligent application of
technology to provide high levels of service which are valued by students;
• providing the most appropriate and effective learning and teaching media and support
services;
• flexibly provide student-centred learning experiences;
• programmes that meet individual lifelong learning needs; and
• continually enhancing the quality of course materials and support services.
1.WELCOME
2.
INTRODUCTION TO THE MANUAL
2.1 Our Students
2.2 Dialogue in Distance Education has the following functions
3.TUTORING
3.1 Tutor-Marking Assessments
3.2 Collecting Assessments
3.3
Tutorial Letters
3.3.1 First Tutorial Letter
3.3.2 Feedback Tutorial Letter
3.3.3 Submission of Tutorial Letters
4.
MONITORING OF TUTOR-MARKED ASSESSMENTS
5.
VACATION SCHOOLS AND FACE-TO-FACE TUTORIALS
6.
ACADEMIC SUPPORT THROUGH RADIO TUTORIALS
7.
ACADEMIC SUPPORT THROUGH MULTIMEDIA AND E-LEARNING
8.
ACADEMIC SUPPORT THROUGH EMAIL AND TELEPHONE
9.EXAMINATIONS
10.CLAIMS
11. RESIGNATION OF TUTORS
12. FINAL WORD
ADDENDUM A: MONITORING OF TUTOR-MARKED ASSESSMENTS
i) Guidelines for writing comments on students’ Assessments
ii) Aspects of tutor-marking to be monitored
COLL Marker-Tutor Manual 2014
1. WELCOME
We wish to welcome you to the Centre for Open and Lifelong Learning (COLL) at the Polytechnic of
Namibia and look forward to be of assistance.
Distance education is a unique method of instruction and study. It is unique in the sense that the
main medium of instruction is the written word supplemented with other media and that the student
is therefore enabled to study at home. A further advantage is that students can continually link their
theoretical training with the work situation.
This mode of instruction is based on the principles of reciprocal communication between the student and
the tutor. This is made possible because the instructional material (textbooks, printed study guides,
tutorial letters, CD, DVD, eCourse Content or eTutorial) prescribed and/or supplied to the student have
to be studied. Assignments based on the instructional material must be completed regularly by the
student and submitted before or on the due date. Tests may also be undertaken in some courses.
Vacation schools and weekend tutorials are also organised at the Polytechnic Main Campus and the
various Regional Centres from time to time.
COLL is aware of the difficult circumstances under which many of our students have to study, and is
therefore eager to provide assistance to enable students to derive full benefit from their studies. 2. INTRODUCTION TO THE MANUAL
This manual is meant to provide you with guidelines to assist you with your responsibilities and contains
information on the following aspects:
• problems facing distance education students;
• the functions of dialogue in distance education;
• tutoring, marking assessments and writing tutorial letters
• monitoring of tutor-marked assessments;
• face-to-face tutoring and vacation schools;
• academic support through radio tutorials;
• academic support through multimedia and eLearning
• academic support through email and telephone;
• examinations;
• claims; and
• resignation of tutors.
2.1 OUR STUDENTS
There are several problems that face students studying through open and distance learning (ODL). Our
students, in contrast to students studying full-time on campus, have limited access to, and support from
tutors and their fellow students. They study mainly in isolation and have limited access to resources
such as libraries, appropriate study facilities and information communication technology. Some of our
students also differ from full-time students in the sense that they are part-time adult students. They
have additional commitments of work, family and community involvement. Studying is therefore often
second, if not third priority for the majority of ODL students.
Studying through ODL also means learning mainly through the printed media, though supplemented by
other multimedia. Dialogue in any form of education is therefore essential to supplement the printed
media. Dialogue is also necessary for students to engage actively in the exchange of meaning.
In ODL dialogue takes place via the media available, in our case, the printed medium supplemented by
other multimedia and various forms of tutoring and academic counselling. You as a distance education
marker-tutor play a vital role in the dialogue that should take place in ODL. It is expected from you to
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COLL Marker-Tutor Manual 2014
apply different forms of tutoring to provide your students with essential ongoing dialogue that facilitates
active learning and provides the support they need.
2.2 DIALOGUE IN DISTANCE EDUCATION HAS THE FOLLOWING FUNCTIONS
• Reinforcement
Most theories of learning stress the importance of reinforcement. Facts, ideas or skills can all be forgotten
when they are not used. Reinforcement is therefore an essential component of the learning process.
In ODL reinforcement is provided to a great extent through self-assessment activities and in-text questions
included in the instructional material. Assignments also provide a major form of reinforcement of learning.
It forms the foundation of dialogue between you as a marker-tutor and your students. Feedback tutorial
letters offer additional opportunity for dialogue through which you can facilitate reinforcement of learning.
• Records (progress check)
Another function of student-tutor dialogue is to provide a record of student progress, not only for the
sake of assessment and promotion, but also for the sake of advising students. Students need to know
about their progress and whether they have succeeded to master their course content and corresponding
learning objectives. The main vehicle for communicating to your students is through comments on tutormarked assignments (TMAs) and feedback tutorial letters.
• Academic support
The kinds of support students require covers a wide range and depend on the course as well as the
quality of the instructional material. The latter might require substantial input from you by means of
feedback tutorial letters as well as the way you tutor-mark assignments. The vacation schools offered
once a semester and weekend tutorials offered in Windhoek and at the various Regional Centres provide
another opportunity for academic support.
• Maintaining morale
One of the major functions of student-tutor dialogue is to lessen the student’s isolation, to provide a
friendly, personal, interested and supportive voice. Your main opportunity in providing this, once again,
is via the feedback tutorial letter and also through comments you write on each individual assignment.
3.
TUTORING
There are five forms of ODL tutoring we use in the COLL, namely:
• tutor-marking of assessments and writing of feedback tutorial letters;
• face-to-face tutoring in the form of weekend tutorials and vacation schools offered twice a year
during March/April and August/September recess;
• tutoring through radio whereby pre-recorded radio tutorials are broadcast to supplement printbased instructional material;
• tutoring through multimedia and eLearning; and
• tutoring through email and telephone provides students with the opportunity to contact their
respective marker-tutor for academic support.
Your tutoring responsibilities as a marker-tutor are the following:
1. write an orientation/first tutorial letter which include a course outline and assessments (please see
dates for submission in your academic calendar/year programme);
·
tutor-mark assessments within 14 days of notice to collect assessments;
·
be prepared to re-tutor-mark any scripts returned by COLL reflecting suggestions for
improvement regarding open and distance learning methodology;
·
write a feedback tutorial letter for each assessment and submit it on the same day that you return
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COLL Marker-Tutor Manual 2014
your tutor-marked assessments;
·
set test and examination papers (please see dates for submission in your academic calendar/year
programme);
·
mark test and examination scripts (please see examination dates for June and November in your
academic calendar/year programme);
·
offer face-to-face tutoring during vacation schools (please see dates for March/April and August/
September vacation schools in your academic calendar/year programme);
·
provide academic support through email and telephone-tutoring;
·
provide additional handouts when necessary, to supplement existing instructional material; and
·
attend a one-day compulsory tutor-training seminar.
3.1 TUTOR-MARKING ASSESSMENTS
The tutor-marking of assessments has the following functions which you need to keep in mind:
Function 1: Assessment and record of progress
For each batch of assignments or tests, you are required to keep a record of students’ marks on the
computer printout sheet with the list of the names and student numbers you will receive. This needs
to be accurately recorded since the combined assessment marks determine a student’s
admission to the examination and constitutes his/her semester/year mark. The semester/year
mark and examination mark shall be used jointly to determine the final mark in the ratio 30% (semester/
year mark) to 70% (examination mark), unless explicitly otherwise determined by the Senate of the
Polytechnic of Namibia (PoN).
As pointed out above, the students also need to know about the progress they are making. As such,
comments made on students’ assessments should clearly indicate their level of performance and progress
they made.
Function 2: Academic support
Tutor-marking is one of the major forms of dialogue you have to offer to students concerning their
understanding of the course content dealt with in the instructional material. This should take the form
of indicating errors, shortcomings, weaknesses as well as strengths, and suggestions for remedial action
on the part of the student. In addition, you have to write feedback tutorial letters, which deal with the
problems you identified in detail to accompany each batch of tutor-marked assessments. Please
note that academic support through feedback tutorial letters does not include providing students with
model answers or memoranda. These prompt rote learning and should be avoided. Kindly note that
claims for marking of assessments will not be processed without a feedback tutorial letter.
Function 3: Encouragement and motivation
ODL students are in need of encouragement and motivation due to their specific profile, i.e. adult working
people with various responsibilities who mostly study in isolation. Since the assignments are the major
form of dialogue between you and your student, it is essential that you offer encouragement, by way of
written comments on assessments. The feedback tutorial letter provides you with another important
opportunity to offer encouragement to students. This can provide your student with just the bit of
motivation s/he needs to continue.
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COLL Marker-Tutor Manual 2014
3.2 COLLECTING ASSESSMENTS
The only feedback distance education students have are their tutor-marked assessments (TMA’s) and
feedback tutorial letters. Delay in feedback can be extremely demoralising and, in our experience, is one
of the contributing factors to the low completion rates among students. Punctuality in this regard is
of utmost importance and is the responsibility of all concerned.
Therefore, in order to ensure a quality service is delivered to students, it is important to
proceed as follow:
• The number of assessments per course is determined and set according to the prescribed syllabus as
approved by Senate and is included as such in the first tutorial letter.
• COLL receives students’ assessments and computerises it on a daily basis.
• The Student Support Officer (SSO) concerned with the course (subject) you offer will make an
arrangement with you to collect regularly. Your receipt of the assessments will be recorded. In order
to avoid bottlenecks that lead to delay, piling up of assessments should be avoided by both the SSO
and yourself.
• You should arrange with your SSO for a particular day when you will return your tutor-marked
assessments. You are allowed a maximum of two weeks (14 days) for marking and entering the marks
(as percentages) on the computer printout/bundle list with student names and student numbers,
which you need to collect together with the batch of assessments. You should liaise closely with
the SSO in terms of any delay in marking. Kindly take note of the penalty clause in your contract if
assessments are not returned within 14 days of notice to collect it for tutor-marking.
• Upon receiving the tutor-marked assessments (TMA’s) and the feedback tutorial letter, the SSO will
submit it for moderation/monitoring after which s/he will computerise the marks. The SSO will then
dispatch the TMAs, including the feedback tutorial letter to the students.
Following are the contact details of the SSOs and the courses they are responsible for:
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COLL Marker-Tutor Manual 2014
STUDENT SUPPORT OFFICERS
Dear Student,
Following is a list of the different courses your Student Support Officers are responsible for.
Please ensure that you contact the correct person for the course(s) you are registered for. All
administrative enquiries should be directed to your Student Support Officers.
Mr Macdonald Handura
Tel No. (+264 61) 207 2259
e-mail: [email protected]
LIST OF COURSES:
• Advanced Development Management
• Management of Public Enterprises
• Applied Economic Policy Analysis
• Mini-Thesis (Bachelor of Marketing
Honours)
• Applied Mathematical Economics
• Product Innovation and Project
Management
• Assessment in VET A & B
• Community Development Management
• Product Pricing Management
• Comparative Local Government
Management
• Professional Communication
• Professional Writing
• Comparative Public Management
• Project Planning and Management
• Customer Care & Relationship Marketing
• Public Financial Management
• Development Management
• Public Human Resource Management
• Disaster Management
• Public Management in Namibia
• Education Theory and Practice A & B
(ETP410S & ETP420S)
• Public Policy Analysis
• Education Theory and Practice A & B
(ETP510S & ETP520S)
• Public Private Partnership Management
• Public Sector Accounting
• Environmental Management
• Public Sector Organisational Behaviour
• Ethics and Accountability
• Governance and Politics in Africa
• Regional and Local Government
Management
• ICT Application Skills
• Regional and Local Government Finance
• Instructional & Learning Strategies A & B
• Regional and Local Government in
Namibia
• International Relations & Organisations
• Regional and Local Government Personnel
• Introduction to Marketing & Its
Environment
• Regional Development Planning
• Introduction to Political Science
• Research Project (Bachelor of Marketing)
• Introduction to Public Management
• Research Project (Bachelor of Public
Management)
• Introduction to Sociology
• Urban Development & Management
• Marketing and Brand Management
• Work Integrated Learning (Bachelor of
Marketing)
• Marketing Principles
• Marketing Research and Market
Intelligence
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COLL Marker-Tutor Manual 2014
Ms. Henrietha Beukes
Tel No. (+264 61) 207 2558
e-mail: [email protected]
LIST OF COURSES:
1. Accounting Information Systems 4
23.Introduction to VET
2. Administrative Management A & B
24.Intermodal Transport Economics
3. Advanced Industrial Relations
25.Introduction to Mathematics
4. Applied Intermodal Transport Economics
26.Law of Evidence & Criminal Procedure
5. Advanced Road Traffic & Transport
Legislation
27.Management Accounting 301
28.Management Accounting 310
6. Basic Mathematics
7. Business Accounting 1A & 1B
29.Management Accounting and Control 4A
& 4B
8. Business Accounting 2A & 2B
30.Management Principles A & B
9. Competency Bases Assessment A & B
31.Principles of Education, Training and
Development
10.Computerised Accounting 301
32.Principles of Transport Economics
11.Cost & Management Accounting 101
33.Principles of Road Safety & Infrastructure
Management
12.Cost & Management Accounting 201 &
202
34.Principles of Logistics Management
13.Cost & Management Accounting 3A & 3B
35.Professional Skills A & B
14.Event Co-ordination
36.Public Relations A & B
15.Experiential Learning (Transport)
37.Research Project (Bachelor of Office
Management and Technology)
16.Financial Management 1A & 1B
17.Industrial Relations
38.Road Traffic & Transport Legislation
18.Information Administration 1A & 1B
39.Self Development & Study Skills
19.Information Administration 2A & 2B
40.Services & Organisation Marketing
20.Information Administration 3A & 3B
41.Strategic Human Resources Management
21.Introduction to Education, Training and
Development
42.Transport Economics & Procedures
43.Work Integrated Learning (Bachelor of
Office Management and Technology)
22.Introduction to Road Traffic and
Transport Legislation
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COLL Marker-Tutor Manual 2014
Ms. Brenda Kaumbangere
Tel no: (+264 61) 207 2071
e-mail: [email protected]
LIST OF COURSES:
1. Advanced Transport Economics
27.Principles of Microeconomics
2. Applied Transport Operations
Management
28.Principles of Macroeconomics
29.Research Methods (Bachelor of English
Honours)
3. Applied Road Safety & Infrastructure
Management
30.Research Methodology (B.Tech in
Accounting and Finance)
4. Auditing 200
5. Auditing 3A & 3B
31.Research Methodology (B.Tech in
Economics)
6. Auditing 301 & 302
32.Research Methodology (B.Tech in Public
Management)
7. Auditing 310
8. Computer User Skills
33.Research Methodology (Bachelor of
Business Administration
9. Consumer & Organisation Buying
Behaviour
11.Customer Care & Relationship Marketing
34.Research Methodology (Bachelor of
Hospitality- and Travel & Tourism
Management)
12.Economics of Namibia and SACU
Countries
35.Research Methodology (Bachelor of
Human Resources Management)
13.Economics of Namibia and SACU
Countries 4A & 4B
36.Research Methodology (Bachelor of
Marketing)
14.Electronic & Web-Based Marketing
37.Research Methodology (Bachelor of
Marketing Honours)
10.Corporate Finance
15.Innovation, Creativity and
Entrepreneurship
38.Research Project (B. Tech in Accounting
and Finance)
16.Financial Accounting 101 & 102
17.Financial Accounting 201 & 202
39.Road Safety & Infrastructure
Management Techniques
18.Financial Accounting 301 & 302
40.Small & Medium Enterprises Management
19.Financial Accounting 310 & 320
41.Strategic Marketing Management
Analysis, Planning & Decision Making
20.Financial Accounting 3A & 3B
42.Transport Operations Management
Techniques
21.Financial Accounting 4
22.International Marketing & Management
43.Value & Supply Chain Management
23.Managerial Finance 4A & 4B
44.Work Integrated Learning (Bachelor of
Accounting -General)
24.Managerial Finance 411
25.NEEC
26.Performance Management and
Productivity Measurement
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COLL Marker-Tutor Manual 2014
Ms. Gillian Feris
Tel no: (+264 61) 207 2801
e-mail: [email protected]
LIST OF COURSES:
1. African Literature
23.Management Information Systems
2. Basic Business Statistics 1A & 1B
24.Occupational Health and Safety
3. Basic Science
25.Oral Literature in Namibia
4. Business Ethics & Leadership
26.Organisational Development & Change
5. Business Finance
27.Pragmatics
6. Business Law (Acc & Fin)
28.Project Management
7. Business Logistics and Supply Chain
Management
29.Principles of Selling
30.Psycholinguistics
8. Business Operations
31.Purchasing and Supply Management
9. Children’s Literature
32.Public Relations: Theory & Practice
10.Commercial Law 1A & 1B
33.Public Speaking & Argumentation
11.English as a 2nd Language
34.Retail Business Management
12.Enterprise Systems Applications
35.Rhetorical Theory & Criticism
13.Information Competence
36.Research Project (Bachelor of Business
Administration)
14.ICT for Educators A & B
15.International Business Management
Analysis
37.Sociolinguistics
38.Specialised Writing
16.International Business Management
Planning
39.Strategic Business Management: Analysis
& Decision
17.Introduction to Business Management
18.Language Policy & Planning
40.Strategic Business Management:
Planning & Control
19.Law for Public Managers 1A & 1B
41.Stylistics
20.Legal and Ethical Issues in
Communication
42.Web Communication
43.Work Integrated Learning (Bachelor of
Communication)
21.Literary Theory
22.Management Communication
44.Work Integrated Learning (Bachelor of
English)
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COLL Marker-Tutor Manual 2014
Mr. Johnson Mutirua
Tel no: (+264 61) 207 2802
e-mail: [email protected]
LIST OF COURSES:
1. Company Law
25.Managing Human Resources in
Hospitality and Tourism Organisations
2. Contemporary Issues
26.Mediation Communication
3. Developing and Managing Small
Hospitality Property
27.Mini-Thesis (Bachelor of Human
Resources Management Honours)
4. Dissertation (Bachelor of English
Honours)
28.Namibian Literature in English
5. Ecotourism Planning & Management
29.Non Verbal Communication
6. English in Practice
30.Organisational Behaviour
7. English Morphology
31.Organisational Communication
8. English Syntax
32.Organisational Management
9. Financial Management in Hospitality &
Tourism
33.Persuasion and Propaganda
34.Quantitative Methods
10.Gender Communication
11.Group Dynamics & Communication
35.Research Project (Bachelor of Human
Resources Management)
12.Hospitality Operations Management
36.Semantics
13.Intercultural Communication
37.Specialised & Cause Related Marketing
14.Intercultural Communications and
Negotiations Management
38.Strategic Management in Hospitality &
Tourism
15.Introduction to Human Resources
Management
39.Strategic Marketing for Hospitality and
Tourism
16.Introduction to Linguistics
40.Training and Development Strategies and
Perspectives
17.Introduction to Literature
41.Training in VET
18.Introduction to Phonetics & Phonology
42.Transport Economics
19.Introduction to Psychology of Human
Resources
43.The Study of Prose
20.Introduction to Supply Chain
Management
44.Theory and Practice of Drama
45.Theory & Practice of Poetry
21.Labour Law 1A & 1B
46.Tourism Policy & Planning
22.Language and Communication Strategies
23.Language in Practice
24.Literacy Criticism
12
47.Work Integrated Learning (Bachelor of
Human Resources Management)
COLL Marker-Tutor Manual 2014
Mr. Victor Riddles
Tel no: (+264 61) 207 2757
e-mail: [email protected]
LIST OF COURSES:
1. A Period in Literature
26.Mathematical Economics
2. Advanced Management of Training
27.Mathematics for Economists
3. Advanced Organisational Development &
Change
28.Mathematics for Economists 1A & 1B
4. Career Management and Development
29.Money and Banking
30.Operational Logistics Management
5. Compensation Management
31.Practical Road Safety & Infrastructure
Management
6. Data Analysis and Reporting
7. Econometrics
32.Practical Transport Operations
Management
8. Economics of Agriculture
33.Professional Development and Practice A
&B
9. Economics of Growth and Development
10.Employee Health and Safety
34.Public Finance and Taxation
11.English for Academic Purposes
35.Quantitative Methods 2A & 2B
12.Financial Intermediation & Institutional
Investment
36.Research Principles in VET
37.Research Project (B. Tech in Economics)
13.Human Resource Staffing
38.Research Project (Bachelor of Hospitality
and Travel and Tourism Management)
14.Industrial Economics
15.Intermediate Macroeconomics
16.Intermediate Microeconomics
39.Road Safety & Infrastructure
Management
17.International Finance
40.Sales Operations and Management
18.International Trade
41.Statistics for Economists 2A & 2B
19.International & Regional Transport
Economics
42.Statistics for Economists
43.Taxation 200
20.Introduction to Communication 1A & 1B
44.Taxation 3A & 3B
21.Managerial Economics
45.Taxations 301 & 302
22.Management and Leadership
46.Taxation 310
23.Marketing Communications Strategy
47.Transport Operations Management
24.Marketing for Tourism
48.Work Integrated Learning (Bachelor of
Transport)
25.Marketing of Financial Services
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COLL Marker-Tutor Manual 2014
3.3 TUTORIAL LETTERS
As pointed out, tutorial letters provide you with the opportunity to have dialogue with your
students on a regular basis. The tutorial letters are addressed to the group of students enrolled
for the course you tutor. So whereas you will attempt to provide students with individual
dialogue in the form of comments on progress, academic support and encouragement on
individual assessments, the tutorial letter is meant to address all students on the same issues
in more detail and yet more general.
We group tutorial letters into two different kinds in terms of their functions:
1. orientation / first tutorial letter; and
2. feedback tutorial letters.
3.3.1. First Tutorial Letter
The first tutorial letter is issued to students together with the instructional material upon
registration. COLL has designed and implemented a template to be used by tutors when they
compile their first tutorial letters. The need for the template amongst others includes:
professional and standardised layout of all first tutorial letters;
consistency in communication to students about guidelines, rules and assessment criteria; and
less time spent on layout and editing of all the first tutorial letters for the many courses offered
through COLL.
Please note that only first tutorial letters compiled using the COLL template will be accepted.
The functions of the first tutorial letter are to provide the student with:
• a general introduction to the course, including a course outline, course objectives, assessment
and promotion;
• information regarding the instructional material, what to expect in terms of content, the
number of assignments and tests to be done;
• information regarding prescribed and recommended textbooks. Tutors should ensure that
this information is current and that prescribed/recommended textbooks are available from
the publishers. Taking care of this aspect will ensure that your students are in a position to
purchase the latest edition of prescribed textbooks from Book Den;
• notes on specific study skills, such as additional reading material;
• information about the tutoring the student can expect, i.e. marker-tutoring, face-to-face
tutoring, academic support through radio tutorials, multimedia, eLearning and email and
telephone tutoring;
• an introduction about the marker-tutor which should include contact details of your telephone
number and e-mail address as well as times you are available for academic support;
• information about the assignments and tests and your requirements for the these; and
• the assignments.
! Note on the setting of assignments
Assignments are not meant to establish what students do not know about the material in the
study guide. Assignments serve the general purpose of facilitating students’ learning of the
subject matter in the study material. In other words, assignments should help the students
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COLL Marker-Tutor Manual 2014
understand the subject matter by expecting application of theory and content covered in the
instructional material. You must therefore ensure that the learning required through assignments
results in active learning. Assignment questions that encourage rote learning or require
copying from the study guide must be avoided. Kindly note that duplication/repetition
of assignment questions from previous semesters/years are academically unsound
and not allowed.
If it happens that your assignment questions are a duplication/repetition of previous semesters,
your tutorial letter will be returned and you will be expected to set new questions;
If the content of your tutorial letter is the same as the previous semester/year, you will only be
remunerated for the new assignment questions set, since it is unethical to expect payment for
the same work more than once;
Please note that in cases where more than one tutor has been appointed for a specific course,
tutors should liaise with each other regarding the setting of assignments and compilation of a
marking scheme to ensure quality, consistency and standardisation of marking;
In cases where essay type assignment questions are set, a marking scheme should also be
submitted to COLL. This marking scheme together with the TMA’s and Feedback tutorial letter
will be forwarded to students. The marking scheme/grid will enable students to assses exactly
how marks were awarded; and
• Tutors are also required to submit a marking scheme and/or memorandum in cases where
they have set assignment questions but are not responsible for the marking of such
assignments. For example, in cases where tutors have resigned or when setting of the
tutorial letter is the responsibility of the course writer.
3.3.2Feedback Tutorial Letter
The major function of the feedback tutorial letter is to provide the students with feedback
on each assessment and to establish dialogue. You will do the bulk of your tutoring via these
tutorial letters.
In response to every batch of assessments, you need to write a feedback tutorial letter to the
group of students in which you are required to:
• discuss problems you have identified during the course of marking;
• suggest remedial action;
• reinforce learning that was covered in the assessment;
• explain the assessment score;
• make suggestions concerning future assessment(s) and/or examination (examination
scope should be avoided at all times);
• encourage students; and
• provide good wishes.
You can also use these tutorial letters to provide students with supplementary material or tests
written by full-time students, in order to enrich the instructional material, stimulate interest
and debate, and suggest issues related to the subject matter that could be discussed with
fellow students or colleagues.
Feedback tutorial letters will be dispatched to students together with TMAs. You are therefore
expected to submit your feedback tutorial letter upon returning the TMAs. The number
of feedback tutorial letters will correspond with the number of assessments set.
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COLL Marker-Tutor Manual 2014
! Note on language and style
The language you use in your tutorial letters should be clear and simple.
suggestions:
Here are some
• keep your sentences short;
• use active rather than passive verbs;
• address the student directly – use I and you;
• break up the text in short paragraphs – try to keep to one main idea per paragraph;
• use simple words and expressions – if you have to use “difficult” words, explain them; and
• use Arial, font size 10 with 1½ line spacing.
Your style of writing should be friendly and warm. You are writing to students who, instead of
seeing your face and hearing your voice, have only words on paper from you.
3.3.3
Submission of Tutorial Letters
The procedure for the first tutorial letter is reasonably straight-forward. An electronic copy
of the first tutorial letter should be submitted to the Coordinators: Academic Support, Ms.
Judith Britz and Ms. Martha Niitembu. Please do not submit first tutorial letters to the
Student Support Officers (SSO). First tutorial letters must be submitted by 22 August (1st
semester courses and year courses) of the previous year to be ready upon registration.
The first tutorial letter for 2nd semester courses must be submitted by 22 February of the
current year of registration (please see your academic calendar/year programme).
The procedure for the feedback tutorial letters looks slightly different. As pointed out above,
speedy feedback is essential.
Students should receive each tutor-marked assessment with individual comments as
well as the tutorial letter with detailed feedback, at the same time.
After having marked 40% of assessments, you should already be able to form an idea of the
problems students experience with the subject matter and should start drafting the feedback
tutorial letter, so that it will be ready for dispatch as soon as you have finalised your marking.
An electronic copy of the feedback tutorial letter should be submitted to the Student
Support Officer responsible for your course.
The SSO will submit it for printing, after which it should be dispatched to students with the
relevant assessments.
The SSO will keep copies of your feedback tutorial letter at hand.
You may only complete a claim form if BOTH the TMAs and the feedback tutorial letter
have been submitted.
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COLL Marker-Tutor Manual 2014
4.
MONITORING OF TUTOR-MARKED ASSESSMENTS
Please take note that the Coordinator: Academic Support will moderate/monitor each batch
of TMAs to verify the quality of tutor-marking. Aspects of your tutor-marking is moderated/
monitored in terms of open and distance learning (ODL) principles and methodologies and do
not include moderation of course content.
As a distance education tutor you are expected to use both the assessments and the feedback
tutorial letter as tools to explain and teach difficult concepts and problem areas to students.
The monitoring guidelines (Addendum A) are thus applicable to both the TMAs and feedback
tutorial letters. The Coordinator: Student Support will scrutinise the marking standards, the
timeliness of the marking and the standard of commenting on the assessments, in order to
ensure that appropriate tutoring standards are being maintained.
See Addendum A for guidelines and aspects of tutor-marking to be monitored.
5. VACATION SCHOOLS AND FACE-TO-FACE TUTORIALS
In ODL the instructional material (including the tutorial letter) replaces the face-to-face contact,
offered in conventional education. This means that the vacation schools cannot be approached
in quite the same way as you might approach teaching full-time students. The objectives of
dialogue through face-to-face contact with ODL students are the following:
• stimulating student dialogue;
• motivating students;
• helping students overcome academic difficulties;
• helping students overcome their academic problems of studying through ODL; and
• helping students feel confident in making subsequent contact with you.
This means that straight lecturing is unrealistic, also for the simple reason that you cannot
possibly deal with a semester’s work in the course of the 4 hours available to you during a
vacation school. You therefore have to plan your vacation school session very carefully, while
at the same time be quite flexible in order to allow students to communicate their problems to
you.
Vacation schools are offered two times a year, during March/April and August/September recess
in Windhoek. Though attendance at vacation schools is optional for students, it is a valuable
opportunity for students to benefit, not only for academic purposes but also to make use of
library facilities and to meet their marker-tutors and fellow students.
The dates for the vacation schools for 2014 are:
14 - 17 April 2014 and 25 –29 August 2014.
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COLL Marker-Tutor Manual 2014
Vacation Schools are compulsory for students enrolled for the following study
programmes and courses:
1. Bachelor of Communication
24.Information Administration
2. Bachelor of English
25.Introduction to Supply Chain Management
3. Bachelor of English Honours
26.Management Accounting 301
4. Bachelor of Hospitality Management
27.Management Accounting 310
5. Bachelor of Marketing Honours
28.Management and Leadership
6. Bachelor
of
Management
Travel
and
Tourism
30.Marketing Research & Market Intelligence
7. Advanced Industrial Relations
8. Advanced Organisational
and Change
29.Managerial Finance 411
31.NEEC
Development
32.Professional Skills
33.Research Methodology
9. Advanced Management of Training
34.Research Project
10.Auditing 200
35.Strategic Human Resources Management
11.Auditing 301 & 302
36.Taxation 200
12.Auditing 310
37.Taxation 301 & 302
13.Career Management and Development
38.Taxation 310
14.Compensation Management
39.Training and Development Strategies and
Perspectives
15.Computerised Accounting
16.Contemporary Issues
40.Work Integrated Learning
17.Cost & Management Accounting 101
18.Cost & Management Accounting 201 &
202
ALL VOCATIONAL EDUCATION AND
TRAINING COURSES:
• Certificate in Vocational Education and
Training: Trainer
19.Electronic & Web-Based Marketing
20.Financial Accounting 101 & 102
• Higher certificate in Vocational Education
and Training: Trainer
21.Financial Accounting 201 & 202
22.Financial Accounting 301 & 302
23.Financial Accounting 310 & 320
More detailed information and the vacation school timetable will be sent to you later in the year.
PLEASE NOTE: If for any reason you cannot tutor during the vacation school please give AT
LEAST 30 DAYS NOTICE to the Director: COLL so that alternative arrangements can be made.
COLL also offers face-to-face tutorials over weekends at the Polytechnic Main Campus and at
various Regional Centres to further support and strengthen the tutorial support for distance
education students.
PLEASE NOTE: Face-to-Face Tutors who cannot keep to pre-arranged tutoring times must
give AT LEAST 7 DAYS ADVANCE NOTIFICATION to the Regional Coordinator of the respective
Regional Centre or to the COLL Coordinator: Academic Support, who will in turn notify the
students about changes to the timetable.
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COLL Marker-Tutor Manual 2014
6. ACADEMIC SUPPORT THROUGH RADIO TUTORIALS
The Namibian Open Learning Network Trust (NOLNet), of which COLL is a member, host a
series of training workshops on behalf of the Ministry of Education to capacitate tutors from
distance education institutions and various Ministries/educational institutions. These workshops
cover writing, recording and producing education radio programmes. This training is part of
a broader strategy for enhancing education radio broadcasting in the country and in COLL’s
case, to provide distance education students with academic support through pre-recorded radio
broadcasts. NOLNet has a state of the art radio studio and recording equipment at the Namibian
College of Open Learning (NAMCOL) campus. We encourage you to train as a radio producer and
pre-record radio tutorials to supplement print-based course material. If interested you should
liaise with the Coordinators: Academic Support, Ms. Judith Britz and at +264 61 - 207 2203
or [email protected] and Ms. Martha Niitembu +264 61- 207 2789 or mniitembu@
polytechnic.edu.na who will facilitate your training and recording schedule in collaboration with
the NOLNet Educational Radio Project Coordinator. By doing so you will contribute to a growing
number of COLL courses that include radio tutorials in the form of CDs as part of their course
packages.
7. ACADEMIC SUPPORT THOUGH MULTIMEDIA AND eLEARNING
The main medium of instruction at COLL is the printed word however increasingly we supplement
it with multimedia and eLearning. The printed instructional materials for some courses are
supplemented with eLearning tutorials, CD’s and/or DVD tutorials as part of the course package.
Media like eLearning enables students to study at home, the office or anywhere they wish. It
also facilitates the linkage of students’ theoretical training with their practical work, enabling
them to apply their knowledge on site and become critical thinkers.
COLL has a number of eLearning courses, DVD tutorials and tele-teaching/ video conference
tutorials offered in both first and second semesters. The number is increasing with each year
as more and more tutors train to be eLearning course developers/tutors.
Tutors are encouraged to train in the development and use of these new media to supplement
their print-based instructional material. You should liaise with the Coordinators: Academic
Support, Ms. Judith Britz at +264 61 207 - 2203 or [email protected] and Ms. Martha
Niitembu +264 61- 207 2789 or [email protected] who will facilitate your training
in collaboration with the Coordinator: Education Technology, Ms Leena Kloppers and the
Coordinator: Courseware Development, Ms. Antoinette Wentworth.
8. ACADEMIC SUPPORT THROUGH EMAIL AND TELEPHONE
There is no doubt that email and the ordinary telephone may be useful means of communication
in ODL. In general, the possibility of direct contact with the tutor via email and/or telephone is
seen as motivating and helpful in the learning process of the individual student. The following
are educational functions which tutoring through email and telephone may have in ODL:
• the greatest potential value is the opportunity to establish individualised contact;
• it helps the tutor to get to know the individual student;
• it helps the student to get started;
• it provides opportunities for formal learning at a place convenient to the student; and
• it has the characteristic of “immediacy”.
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COLL Marker-Tutor Manual 2014
Based on the above COLL encourages both tutors and students to make use of academic
support/tutoring via email and telephone to improve and support the learning process in ODL.
As a result, marker-tutors are expected to provide their contact details and indicate times
during which students may contact them for academic support. This information should be
included in the first tutorial letter and is also provided to students upon registration by means
of an Information Circular.
9. EXAMINATIONS
Your tasks concerning examinations are the following:
• students are admitted to the examination with a semester/year mark of 40%, which is
calculated from the marks obtained in assessments. Your assessment marks should
be reconciled with that of the SSO to avoid any discrepancies;
• the setting of examination papers as well as memoranda;
• the marking of examination scripts;
• typing and proof-reading of examination papers and memoranda; and • all students, irrespective of mode of study, write the same examination paper at the end
of the semester. All lecturers and tutors recruited to offer courses on full-time, part-time,
distance education and eLearning mode need to liaise closely when setting examination
papers in order to accommodate all students enrolled for a particular course. Please see the
due dates for submission of examination papers in the academic calendar/year programme.
PLEASE NOTE: Examination papers must be submitted to the Head of Department of the
respective academic department and not to COLL staff members. The Head of Department
will facilitate the moderation of examination papers before s/he submits the final paper to the
Examination department
10. CLAIMS
As a marker-tutor you may claim for:
• every assignment and/or test you tutor-mark;
• every page of a tutorial letter you write (refer to section 3.3);
• every session of vacation school and/or face-to-face tutorial you offer per hour with an
attendance list attached to the claim form;
• every radio tutorial you produce;
• every tele-teaching tutorial you produce;
• every online tutoring for chats/discussion groups you facilitate;
• every online forum topic/ interaction with course content, documents & websites/activities/
tasks you facilitate;
• every dvd tutorial you produce;
• every online assessment you tutor-mark;
• every examination paper you set; and
• every examination script you mark.
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COLL Marker-Tutor Manual 2014
The general principle for claiming is that claims are submitted after a task has been completed.
Claim forms are available from COLL and on the Polytechnic Intranet under staff forms. Kindly
note the penalty clause applicable to claims in the event of services not rendered on
time.
Kindly note that claim forms from tutors who are not full-time employees at the
Polytechnic of Namibia are due on the 01st of each month, while claim forms from
tutors who are full-time employees are due on the 15th of each month. You are
however, advised to not wait till these cut-off dates, but to rather submit your claims
immediately after a task had been completed to ensure timely remuneration.
PLEASE NOTE: Examinations and claims submitted for setting and/or marking of
examination papers are not administered through COLL. Claim forms for setting
examination papers and marking examination scripts are available from:
The Examination Department,
Tel. +264 61 – 207 2027
email: [email protected]
11. RESIGNATION OF TUTORS
Tutors must give 30 DAYS NOTICE to the Director: COLL of their intention to resign provided
that the last day of the notice period is at the end of an academic semester.
Tutors who resign are required to submit a marking scheme and/or memorandum in cases
where they have compiled the first tutorial letter and assignment questions for the following
semester.
12. FINAL WORD
We hope that this manual will support you with your responsibility as marker-tutor. Please try
your very best to keep to agreed deadlines.
The Coordinators for Academic Support, Ms. Judith Britz and Ms. Martha Niitembu, will mainly
be responsible to coordinate and provide specialised academic support to tutors contracted
by COLL and support services to all distance education students. Please do not hesitate to
contact them should you need any support in your endeavours to deliver a quality service to
our distance education students. Their contact details are: Ms. Judith Britz - +264 61 - 207 2203 or [email protected]
Ms. Martha Niitembu - +264 61 - 2072789 or [email protected]
The Centre for Open and Lifelong Learning is extremely grateful for your efforts and wishes you
success in your endeavours to deliver a quality service to ODL students. We hope that you will
find it a challenging, stimulating and intellectually rewarding activity.
Good luck!
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COLL Marker-Tutor Manual 2014
NOTES
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COLL Marker-Tutor Manual 2014
ADDENDUM A
MONITORING OF TUTOR-MARKED ASSESSMENTS
The Centre for Open and Lifelong Learning (COLL) will monitor each batch of tutor-marked
assessments (TMAs) to verify the quality of tutor-marking. Aspects of tutor-marking to be
monitored are based on open and distance learning (ODL) principles and methodologies and do
not include moderation of course content.
The monitoring is applicable to both the tutor-marked assessments (TMAs) and the feedback
tutorial letter. COLL will scrutinise the marking standards, the timeliness of the marking and the
standard of commenting on the script, in order to ensure that appropriate tutoring standards
are being maintained.
As a distance education tutor you should use both the assessments and the feedback tutorial
letter as tools to explain and teach difficult concepts and problem areas to students – just like
you do in class for your full-time students when you return their tests and/or assessments.
Your feedback tutorial letter (FTL) should be in the form of a letter in which you address your
students and attend to problems they experienced, should reflect thorough assessment and
brief students on all aspects of the assessment (refer to section 3.3.2 of this manual).
i)
Guidelines for writing comments on students’ assessments
Guiding students by making appropriate comments in their assesments will be valued, because
distance education students are not in class with you as the tutor when they receive their tutormarked assessments. You therefore need to guide and advise students like you do for your
full-time students when their tests/assignments are returned and performance is discussed
accordingly.
Comments are your primary means of helping the student and, like other interpersonal
communications, should always begin on a positive note to encourage openness and dialogue.
Sometimes, you may find it difficult to find something positive to say about the assessment,
but the assessment has arrived and the student has made the effort to get it there. So, you can
always begin by thanking the student for submitting the assessment. Then, give an overview
of the assessment, followed by more detailed feedback that clearly, fairly, and systematically
discusses how well each element meets the assessment criteria. Remember that your comments
should encourage dialogue, rather than passing a final judgement.
1
Tutors may fall into the habit of just identifying the parts of an assessment needing correction,
and assuming that the students will know that everything else that they did was fine. This is a
poor strategy, because students need explicit confirmation of the parts of their assessment that
were correct, and to have the strong points acknowledged and reinforced. Positive feedback
gives students an accurate idea of their strengths, so that they know what they can build on.
You also need to explain why the weak areas fall short of requirements, and suggest some
strategies the student can use to improve this area of their knowledge and skills. As Haag
(1990) suggests:
‘make “because” your favourite word, “a good introduction, because it presents…”, “this is a
good point, because…”or “your findings are not quite complete, because…”
1
Commonwealth of Learning. (2003). Tutoring in Open and Distance Learning: A Handbook for Tutors. Cana-
da: Commonwealth of Learning.
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COLL Marker-Tutor Manual 2014
Finish on a positive, hopeful and forward-looking note. Explain how the assessment relates to
the next part of the course; recommend ways of building on what has been learned, or suggest
resources that match a student’s interests (COL, 2003).
Tutor-marked assessments (TMAs) provide a platform for:
2
• giving feedback that is consistent across all the assessments and easy to understand;
• comments that establishes and maintains a dialogue;
• comments which indicate errors or misunderstandings with reference to course material, so
that the students can check and make their own corrections;
• comments about the relevance or appropriateness of the content and approach used by the
students in answering the assessment;
• comments which offer support and encouragement;
• comments on assignment-writing skills and advice on study techniques and strategies;
• comments which explain the grade/mark that they have been given; and
• general comments on the assessment at the beginning or end as well as specific comments
next to relevant sections of the assessment itself (SAIDE, 1998).
In looking through some of the TMAs many different patterns are encountered which we
hope to share with tutors as a form of feedback aimed at improving the overall quality of the
tutoring. Here are some of the encounters, followed with some of our comments. We hope
these comments will stimulate helpful discussion among tutors. We very much welcome any
comments on these points.
Tutorial comments are placed only on the assignment cover page. Comments should
as much as possible be made at various points of the assessment text at which related ideas
are written by the student. Overview comments placed on the cover or at the back of the
assignment booklet may not carry enough tutoring. Tutorial comments should be comprehensive,
meaningful and provide clarity. Tutor-marking further requires written comments which amount
to teaching. Marking alone/ticks and crosses here and there indicating correct and incorrect
answers, is only a part of the teaching activity. Written comments help to make it complete.
Marks awarded by two or more tutors in the same course/subject appear to be systematically
different, one is more generous than the other.
One tutor could be more familiar with the students than the other or they could be using different
grading approaches to the same assessment. The tutors should talk and share information and
experiences about the students. Tutors can consult the marker-tutor list provided by COLL to
easily identify and locate their co-tutors. In cases where more than one tutor is responsible for
tutor-marking, a common marking scheme should be agreed upon to ensure consistency and
standardisation of marking. In case of essay type questions, students will appreciate a marking
grid in order to understand your allocation of marks and to be able to improve in follow-up
assessments and the examination.
2
South African Institute for Distance Education. (1998). Supporting Distance Learners: A Tutors Guide. Cape Town: Francolin Publishers.
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COLL Marker-Tutor Manual 2014
1. Tutorial remarks are abrasive and impersonal. (e.g. “Dear student, you should
have carefully read the tutorial letter before starting to write your assignment.
This is VERY BAD work!”). Words can convey unintended shades of meaning. While
spoken words could more easily be acted out to communicate the intended support, written
comments are mailed and stand on their own. They should therefore be more carefully
selected to convey accurately the tutorial message of support. The quality and detail of
tutorial comments have to overcompensate for the tyranny of distance between students
and tutor to generate effective learning.
2. Tutorial remarks are over-patronising. Distance education students tend to be more
mature adults. Acquaintance made by tutors with them through vacation schools, mentoring
sessions and telephone contacts should assist tutors to find the right tone for comments.
3. Along with the marked assignments notes or letters addressed to tutors are returned to
students without acknowledgment.
4. It is like a student expectantly addresses a teacher and draws a blank for a reply. It feels
embarrassing or callous. The minimum response we may recommend to such a message is
at least one word like “noted”. In most cases tutoring by its nature requires more than that.
5. Few or no comments are given to a script with a good mark. Besides commendation,
a good performance should be tutored in order to consolidate their hold on the competencies
gained when tested under varied circumstances.
6. The same level of mild tutoring has been given to scripts with low scores as those
with high scores in the same bundle. Tutors are expected to communicate to weak
students some of the strategies and responses used and given by able students so that they
can know how they could have scored a higher mark.
7. Students with good scores are reinforced with words of praise while students with
low scores are put down with reprimands. By itself a low mark is a reprimand. Beyond
it, comments could be aimed at finding the way forward in a mentor fashion. The patience
and mood employed by the tutors in responding to weak student performance comes from
the expertise of the tutor. An encouraging tone is thus expected in tutors’ comments.
25
COLL Marker-Tutor Manual 2014
ii) Aspects of tutor-marking to be monitored
COLL MONITORING FORM
Name of Marker-Tutor:
Course/Subject:
Date Marker-Tutor notified to collect assessment from Student Support Officer:
Date Marker-Tutor returned assessment to Student Support Officer:
Date Marker-Tutor submitted feedback tutorial letter:
Monitored by: Date:
Assesment no:
EXCELLENT
GOOD
FAIR
POOR
ASPECTS OF TUTOR-MARKING TO BE MONITORED
VERY
POOR
5
4
3
2
1
Comprehensiveness of tutor’s comments
Relevance of tutor’s comments
Encouraging nature of tutor’s comments
Tutor’s recognition of students’ originality in their answers
Tutor’s encouragement of students towards critical
thinking
Proper calculation of marks
Provision of tutor’s particulars on the assignment cover/
comments page
Promptness of tutor in administrative liaison with COLL,
i.e. regular and timely collection of assignments, date assignments received and returned
Feedback tutorial letter clarifies misinterpreted/not
clearly understood concepts
Feedback tutorial letter suggests ways for improvement
Feedback tutorial letter reinforces learning
Feedback tutorial letter responds on problems identified
during tutor-marking
Scale of grading for Marker-Tutor
Scale of grading for Marker-Tutor
(Feedback Tutorial Letter Submitted by Co-Tutor)
50 – 60
Excellent
30 – 40
Excellent
40 – 49
Good
20 – 29
Good
30 – 39
Fair
10 – 19
Fair
Less than 30
Poor
Less than 10
Poor
Comments/Guidelines for improvement:
26
COLL Marker-Tutor Manual 2014
NOTES
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_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
27
T
N
m
of
ib
rs
Un
e
cie
g i
hn
ogy
tran
sfor
and
into
nive
sity
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nol
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f Sc
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into
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n
b
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ech
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s
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ech
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