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

    ALISON.GRAHAM@NCL.AC.UK

    DR SARA MARSHAM

    SCHOOL OF MARINE SCIENCE & TECHNOLOGY

    SARA.MARSHAM@NCL.AC.UK

    17th Durham

    Blackboard Users

    Conference

    5th - 6th January

    2017

    @alisonigraham

    @sara_marine

    mailto:alison.graham@ncl.ac.ukmailto:sara.marsham@ncl.ac.uk

  • 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

    ALISON.GRAHAM@NCL.AC.UK

    DR SARA MARSHAM

    SCHOOL OF MARINE SCIENCE & TECHNOLOGY

    SARA.MARSHAM@NCL.AC.UK @alisonigraham

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

    http://www.slideshare.net/AlisonGraham15

    mailto:alison.graham@ncl.ac.ukmailto:sara.marsham@ncl.ac.ukhttp://www.slideshare.net/SaraMarsham/presentationshttp://www.slideshare.net/AlisonGraham15

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