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ulster.ac.uk
Student and staff views about online
assessment and feedback Brian McGowan Ursula Chaney, Briege Lagan, Helen McGarvey, Jerome Marley and Vidar Melby
Summary
What did we do
Why did we do it
How did we do it
What did we find
So what!
What did we do? Aim and objectives
The aim of the study was to evaluate what forms of assignment submission and feedback staff and students perceive most useful.
To achieve this aim the following objectives were set:
• To identify if students and staff favour one system of submission and feedback (if any) above another
• To compare different forms of feedback from the student’s perspective
• To compare different forms of feedback from the lecturer’s perspective
• To determine what students and staff perceive the impact feedback has on learning.
Why did we do it? Opportunity from crisis
Assessment and feedback is key
Feedback performance in NSS showed room for
development
Experience of feedback was variable
Decision to pilot the use of online tools to facilitate
assessment and feedback
Turnitin/Grademark
Why did we do it #2 Some student issues
How did we do it We were trained to use Grademark by ODL
QuickMark Sets
Typing individual comments on student work
Adding general comments and feedback for the entire paper
Audio feedback (max. three mins)
Rubrics
graded document, feedback and rubric are seen together online
can download and print.
How did we do it #2 Methods
An online survey was designed using Qualtrics
Ethical approval was granted by the Ethics Filter Committee of the Institute for Nursing and Healthcare Research
All current pre-registration and post registration students who had submitted a summative assignment in semester one or two of the 2015/2016 academic year were invited to take part. 1
All lecturers who were currently teaching were asked to complete the survey.
1054 were invited to participate.
What did we find Conclusions
Staff and students
experience of using blackboard for
submitting assignments online was positive
It was the most favoured medium for
submitting assignments
Students preferred typed rather than
handwritten feedback
Feedback was regarded as essential for learning
by both staff and students
Not all staff or students were aware of the
online rubric in Blackboard
Both staff and students highlighted
inconsistency among markers
So What! Recommendations; What’s next?
Use online assignment management in all modules
Staff should be facilitated to engage with cpd to provide
them with the relevant knowledge and skills to use
Turnitin and Grademark
Instruction on the use of Blackboard Learn should be
part of student induction
Clear marking criteria contributes to consistency
The use of rubrics needs to be reviewed
Audio feedback should be encouraged
Feedback findings from project to staff and students
Explore the use of e-submission and e-feedback for other forms of student
work such as portfolios
References/further reading
Adcroft, A. (2010) Speaking the same language? Perceptions of feedback amongst academic staff and students in a School of Law. The Law Teacher, 44(3), 250-260.
Higher Education Academy. (2012) A marked improvement: transforming assessment in higher education York: HEA.
Lizzio, A. and Wilson, K. (2008) Feedback on assessment: students’ perception of quality and effectiveness. Assessment and evaluation in Higher Education, 33(3), 263-275.
Muir Gray, J.A. (1997) Evidence-based healthcare: How to make health policy and management decisions. London: Churchill Livingstone.
Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517.
Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for enhancing students engagement with feedback. Assessment and evaluation in Higher Education, 37(8), 963-973.
West, J. and Turner, W. (2015) Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Available at: http://dx.doi.org/10.1080/14703297.2014.1003954
Ulster University (2011) Principles of assessment and feedback for learning. Available at: http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/
Ulster University (2015) Digital Learning Strategy - Digital Futures: a strategy to shape the future of Blended, Open and Online Learning at Ulster University. Available at: http://addl.ulster.ac.uk/digitalfutures/view/digital-learning-strategy-digital-futures
Ulster University (2016) Ulster Student Learning Experience Principles. Available at: http://documentslide.com/documents/ulsteracuk-learning-at-ulster-student-learning-experience-principles.html