Teaching Assistants as Assessors: An Experience Based Narrative

This study explores the role of teaching assistants (TAs) as assessors in a university’s computer science program. It examines the challenges and implications of TAs in grading, with a focus on their expertise and grading consistency. The paper analyzes grading experiences in various exam settings and investigates the impact on assessment quality. We adopt an empirical methodology and answer the research question by analyzing the data from two exams. The chosen exams have similar learning objectives but they differ in how TAs graded them, thus providing an opportunity to reflect on different grading styles. It concludes with recommendations for enhancing TA grading effectiveness, emphasizing the need for detailed rubrics, training, and monitoring to ensure fair and reliable assessment in higher education.