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Exploration of a range of approaches to online marking and feedback, including some benefits and considerations for staff and students. This presentation was written for the Education Excellence seminar series organised by Phil Langton.
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Online approaches to marking and feedbackBenefits and considerations for staff and students
Roger Gardner, Learning Technologist
Education Support Unit
Session outline
• Context • Purposes of assessment• Effective feedback practice
• How can technology help?• Examples• Questions and discussion
Purposes of assessment
• Assessment of learning• Assessment for learning
Sadler’s 3 conditions
3 conditions for effective feedback: “The learner has to:
1. possess a concept of the standard (or goal, or reference level) being aimed for
2. compare the actual (or current) level of performance with the standard
3. engage in appropriate action which leads to some closure of the gap”
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. http://datause.cse.ucla.edu/DOCS/drs_for_1989.pdf
Good feedback practice 1. helps clarify what good performance is
2. facilitates the development of self-assessment (reflection) in learning
3. delivers high quality information to students about their learning
4. encourages teacher & peer dialogue around learning
5. encourages positive motivational beliefs and self-esteem
6. provides opportunities to close the gap between current & desired performance
7. provides information to teachers that can be used to help shape teaching
Nicol, D & Macfarlane-Dick , D (2006) "Formative assessment and self-regulated learning: A model and seven principles of good feedback practice" Studies in Higher Education vol.31 no.2 pp.199-218
NUS 10 feedback principles
1. For learning, not just of learning
2. Continuous process
3. Timely
4. Related to clear criteria
5. Constructive
6. Legible and clear
7. Provided on exams
8. Include self and peer feedback
9. Accessible to all students
10. Flexible and suited to students’ needs
Education Support Unit
National Union of Students (2008) The great NUS feedback amnesty briefing paper
How can technology help?• Legibility of text• Varied formats e.g. audio, video• Easy access from anywhere• Students have control over when, where
and how they receive and engage with marks & feedback e.g. in privacy at home
• Consistency e.g. online templates aligned with assessment criteria
Education Support Unit
How can technology help?• Storing feedback with other learning
resources makes it convenient for students to revisit it when completing future assignments
• Students and staff can monitor progression• Opportunities for reflection• Opportunities for self & peer assessment
Technology, Feedback, Action!: Impact of Learning Technology on Students' Engagement with Feedback , Sheffield Hallam
Types of feedback include
• Lecturer/other staff – individual student• Lecturer/other staff – group of students• Student(s) – student(s)• Student – self
Examples1. Blackboard Grade Centre for marks &
feedback
2. Feedback formats include:
a. comments in Word documents, typed and by e-pens
b. audio feedback
c. screencasts
d. rubrics
Education Support Unit
Examples
3. Onscreen marking e.g. Turnitin Grademark
4. Feedback in lectures using e-voting
5. Peer feedback e.g. Blogs / file exchange
6. Personal journals for reflection
Please choose an example ...
1. Blackboard Grade Centre
2. Word annotation tools
3. E-pens
4. Audio / video feedback
5. Rubrics
6. Onscreen marking
7. Peer feedback
8. Reflective journals
9. E-voting
Blackboard Grade Centre
Benefits include:• Central location for storage of marks and
feedback• Handles variety of types of feedback e.g.
text, audio, video• Audit trail and tracking• Feedback located with associated learning
resources
Considerations
• Different options for marks and feedback so clear workflow advisable
• No true anonymous marking (only trust-based)• Grade Centre for each BB course (unit or
programme) , but quicker course-to-course navigation coming this summer
• Batch download possible from BB but currently no batch upload of feedback
Full Grade Centre
Needs marking
Adding marks and feedback
Click on image for video
Marks and feedback in GC
Student view – My Grades
Have you used comments in Word?
1. Yes
2. No
Benefits• legibility and clarity• range of annotation tools available in Word
– can be used with e-pens or tablets• many people familiar with comments/track
changes in Word• ability to go back and quickly edit feedback• can mark offline and then upload e.g. to
Blackboard
Considerations
• health and safety – need to adapt marking habits , taking regular breaks
• student submissions need to be in the correct file format
• importance of feedback file naming and organisation
Benefits
• Not limited to typed feedback e.g. can draw , write equations etc
• e-pens plug and play in Windows 7• Work with built in Windows handwriting
recognition• Can use Ink comment function in Word /
ink handwriting in OneNote
Considerations
• For some users – getting used to the feel of the e-pen
• Training Windows to recognize your handwriting can take time
• Compare with other e-handwriting possibilities e.g. tablets
Audio feedback
Record e.g. using
Windows sound
recorder, Audacity or
digital voice recorder
Upload as feedback
to Blackboard for
student to download
Click on image for video
Reported benefits include:
• richer, more detailed feedback• seen as more personal• increased student satisfaction• increased student engagement
“Sounds good" projecthttp://sites.google.com/site/soundsgooduk/Home
Education Support Unit
Considerations
• May take practice before it saves time• Don’t spend time re-recording / editing
unless absolutely necessary• Pre-emptive recordings can be used to
address likely errors/issues/questions• One to many audio feedback could save
time and engage students
Rotheram, B. Practice tips on using digital audio for assessment feedback. Available from Sounds Good project website
ScreencastingBenefits• Many applications
e.g. worked examples, demos
• audio & video• individual or group
feedback• free easy to use
tools e.g. Screenr
• e.g. 2 http://goo.gl/DkcYn
Click on image for video
Considerations
• Free tools normally have time limit e.g. 5 mins (can be a benefit)
• Quickest workflow is to do a single take and not edit, so feedback may be “unpolished”
• Best to keep feedback short as video file sizes can get larger
Rubrics (marking criteria)• Click on links below for short
videosAdding a rubric to an assignment in Blackboard
• Student views rubric before submitting
• Marker uses rubric for marking• Student views marks & feedba
ck in rubric• Student viewing rubric when s
ubmitting to Turnitin
Rubrics
Benefits• Consistency• Marks and feedback
related to clear criteria
• Can adapt existing marking schemes and criteria
• Can be re-used
Considerations
• Need to check specific functions of different tools e.g. Blackboard rubric better suited then Turnitin to handle mark bands
Onscreen marking: Grademark
Click on image for video
Grademark
Benefits
• Drag & drop comments
• Re-use comments• Rubrics• Integrated with text-
matching
Considerations
• Not available offline• Limited licences
currently• Health and safety –
may need to adapt marking habits
Feedback in lectures using e-voting
Benefits include:• Instant feedback• Active engagement• Can be anonymous• Students can
compare with peers• Results can be
savedhttp://www.bris.ac.uk/esu/e-learning/support/tools/e-voting/
Click on image for case study
Considerations• Question design• Practical management of handsets• Availability of handsets• Be prepared to be flexible in a session (e.g.
to address misconceptions)• Allow time for discussion to explore
responses
http://cft.vanderbilt.edu/teaching-guides/technology/clickers/#challenges
Peer feedback
• File exchange example
• Word docs reviewed and shared
• Other options available in BB and elsewhere
Or video at: http://screenr.com/FcN8
Click on image for case study
Benefits• Encourage engagement with marking criteria• Promote deep learning e.g. evaluation• More efficient & timely feedback for large
groups• Students practice and transferable skills e.g.
providing constructive criticism• Helps students learn from each other and
place their own work
Considerations• Students often say they don’t like it! So
the rationale and benefits for students need to be clearly communicated
• Value of process as well as product• Moderation• Student involvement in formulating
assessment criteria• Careful selection of appropriate tool
Blogs or journals
Benefits• Opportunities for self-assessment• Student is central and active • Simple format, but can be used for:
Individual reflection (e-portfolio) Keeping notes to inform later work Keeping diary (recording data for later analysis) Feedback through comments Peer review / assessment
Considerations
• What will be participants’ motivation to blog? e.g. requirements of course / assessment /
personal value?• Audience - who are they writing for ?
public, private, course, group• Community - who will read /comment?
peers, tutor, other?
Questions?
• Contacts and further information: www.bris.ac.uk/esu
• Handout containing references:https://www.ole.bris.ac.uk/bbcswebdav/xid-2485285_4