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Can electronic marking help to engage students with assessment and feedback? DR ALISON GRAHAM SCHOOL OF BIOLOGY [email protected] DR SARA MARSHAM SCHOOL OF MARINE SCIENCE & TECHNOLOGY [email protected] 17 th Durham Blackboard Users’ Conference 5 th -6 th January 2017 @alisonigraham @sara_marine

Can electronic marking help to engage students with assessment and feedback?

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Can electronic

marking help to

engage students with

assessment and

feedback?

DR ALISON GRAHAM

SCHOOL OF BIOLOGY

[email protected]

DR SARA MARSHAM

SCHOOL OF MARINE SCIENCE & TECHNOLOGY

[email protected]

17th Durham

Blackboard Users’

Conference

5th - 6th January

2017

@alisonigraham

@sara_marine

Aims of

Project

Initial aims: To engage students in the

entire marking process from the setting

of marking criteria through the receipt

and feed-forward application of

feedback

To write/design effective marking criteria

that are specific to pieces of work

To engage students in the process of

using marking criteria in preparation for

an assignment

To provide feedback on coursework

that links directly to marking criteria

Use GradeMark to develop libraries of

feedback comments that can function

much like dialogue with students

Implicit questions in our

original proposal:

1. Can we involve students

in writing marking

criteria?

2. What do students

already know about

marking criteria?

3. Can typed (even

repeated!) comments

work like a dialogue? Will

students recognise this?

Aim 1: Write new marking criteria

Understand

students’ prior

knowledge/create

new assignment

Write new

marking criteria

(based on

student

knowledge)

Engage

students

with

criteria

Aim Two: Engaging students with

marking criteria

Objective #1 - to help

students understand the

wording in the marking criteria

Objective #2 - to encourage

students to start differentiating

between the descriptions of

different grade boundaries

and spotting what will help

them to achieve high marks

Objective #3 - to engage

students in the practice of

peer marking (marking existing

student work against the set of

criteria)

Aims Three and Four: Use

GradeMark to provide feedback

linked to marking criteria

GradeMark is:

• Part of Turnitin software, accessed at Newcastle University through VLE

(Blackboard)

• A platform through which students submit coursework online as Word

document or PDF (or in other file formats)

• A platform through which markers can provide three types of feedback:

o In-text comments: Bubble comments, Text comments, QuickMark

comments

o Rubric

o General comments: Voice comments and Text comments

GradeMark

Go to Assessment inbox

See submissions, similarity score and

marks (once graded) for the whole class

Check if student has viewed their

feedback

Library comment

Text comment

Bubble comment

Using GradeMark: Types of Comments

Make Library

comments

individual

QuickMarks

Highlighting/colour-coding

Mark against a rubric

Add assignment-specific, module-specific,

School or Faculty-wide marking criteria

Mark each

piece of work according to the rubric; use qualitatively or quantitatively

Turning criteria into comments

S/T

A

R

1 2 3 4 5 6

Creating own library

Each comment linked to one of the criterion with

letter and number

For each component, comment on:

How student meets criterion

What student could have done to achieve next

grade boundary

R 4

R 5

Mark work using criteria and

general comments

Voice (up to three

minutes)

Text (up to 5,000 characters)

Final mark

Student feedback - marking

criteria session

Student feedback - marking

criteria session

Student questionnaire

Activity

Using the example assessment and the

comment library provided, ‘mark’ the example

assessment with the library comments

Try to make library comments individual to the

student

Practice adding bubble and text comments

Assign each criterion a grade using the rubric

Consider including final comments using either

text and audio

Activity

Using either the marking criteria

provided, or your own criteria, create a

series of assessment-specific comments

Include comments to show:

How the student has achieved a grade

boundary for a specific criterion

What the student needed to improve to

achieve the next grade boundary

Our final reflections &

questions for you

Continued development of marking criteria and integration of criteria into

additional modules.

Further thought on what information/activities help students engage with

the assessment process.

Managing the challenges of staff and student engagement.

Are there ‘good practice’ guidelines for writing marking criteria?

Can students be engaged to write the marking criteria themselves? If so,

what strategies can be used to engage students with criteria?

What is the balance between in-class time and independent

engagement?

Thank you for

your participation

Any questions?

Our thanks to all

of our students

who took part

and shared their

opinions Thanks to

Newcastle

University

Innovation Fund

for funding the

original work &

ongoing support

DR ALISON GRAHAM

SCHOOL OF BIOLOGY

[email protected]

DR SARA MARSHAM

SCHOOL OF MARINE SCIENCE & TECHNOLOGY

[email protected] @alisonigraham

@sara_marinehttp://www.slideshare.net/SaraMarsham/presentations

http://www.slideshare.net/AlisonGraham15