What universities might learn from professional associations in marking large undergraduate modules

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this paper is to highlight to universities the approach of professional associations in marking large volumes of assessments.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The issues arising in marking large undergraduate modules in universities are discussed, before describing the approach typically adopted by professional associations. The benefit for universities of adopting such an approach is then examined.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The key to marking large volumes for professional associations lies in the initial standardisation meeting, on-going discussions between markers and an ability to check and if necessary stop the marking process at several points in the marking cycle, until agreement and consistency between markers are achieved.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Research limitations/implications</jats:title> <jats:p>This viewpoint paper is based on the experiences of the two authors in assessing professional business management associations, and not empirical research.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Practical implications</jats:title> <jats:p>The approach described here to marking large volumes of undergraduate assessments offers a practical solution to the prevailing issues concerning consistency across teaching teams.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>The application of the approach of professional associations to the issues surrounding marking large undergraduate modules offers a unique proposition for university staff to consider.</jats:p> </jats:sec>