The process of assessing and grading learners' written work, usually carried out by a teacher or examiner as a part of their duties. It is a means whereby both teacher and learner can ascertain whether, and to what level, learning has taken place. At a minimum, the marker will indicate whether an answer is correct or incorrect. A more detailed form of marking will award points for each answer out of a possible total set out in a marking scheme and based on the stipulated assessment criteria. The marking of examinations does not normally involve providing the candidate with any direct feedback on their work, apart from an overall score or grade. For non‐examination work and coursework, however, it is normally expected that the marker will communicate clearly to the learner the strengths and weaknesses of their work, and what they need to do to improve it. Sometimes a process of double marking is implemented, whereby the learner's work is assessed separately by two markers. Instances when this might be used include when the initial marking results in a borderline mark or grade, or the work to be marked is worth a large proportion of the overall assessment (as in a dissertation, for example), or where the first marker is undecided about the mark to be awarded. Alternatively, a process of blind double marking may be undertaken, where the second marker does not know what mark the first marker has awarded. Marking is usually, and of necessity, carried out by teachers and lecturers outside lesson times, and can constitute a substantial part of their workload. See also moderation.