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+Using GradeMark to improve feedback and engage students in the marking process
Dr Sara MarshamSchool of Marine Science & [email protected]
Dr Alison GrahamSchool of [email protected]
School of Marine Science and TechnologyStaff Meeting
19th December 2016
@sara_marine@alisonigraham
+The beginning… Originated from SAgE Faculty-level and School-level discussions
about 2012 NSS quantitative and free-text results in assessment and feedback
Objectives based directly on student focus group responses held in the Schools of Biology, Electrical and Electronic Engineering, and Marine Science and Technology in December 2012
Staff workshops in each School in early 2013 Successful ULTSEC Innovation Fund
project in 2013 collaborating across three Schools and QuILT
+ 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?
+MST2017 Reflective log (Marine Science Stage 2)
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
+MST2017 Feedback SurveyWhat does good feedback look like? How do you use it? What is or isn’t useful about feedback you’ve received?
Student comments:- like to have marking criteria there/would like information on the weighting of criteria (gives them faith in fairness of marking)- most would appreciate colour coding- like to have grammar pointed out, but only as an example (not every time the same grammar mistake is made)- want to have overall comments at the top or bottom/would be useful to have suggestions for improvement in the overall comments/overall comments can refer back to specific comments from earlier- specific comments shouldn’t just say “good” or “poor” but should pose questions or explain why it’s good/poor
+Aim Two: Engaging students with marking criteria
+Reflective log - Marking criteria session
1 2 3 4 5 6
34%
59%
7%
0%0%0%
1. 1, 2, 32. 1, 3, 23. 2, 1, 34. 2, 3, 15. 3, 1, 26. 3, 2, 1
1 2 3 4 5 6
0%
36%
0%
12%
52%
0%
1 2 3 4 5 6
17%
25%
8%
4%
8%
38%
1, 3, 2
3, 1, 2
1, 2, 3
Situation/Task Action Result
+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
commentso Rubrico 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
Final comment
Using GradeMark: Types of Comments
+Highlighting/colour-coding
+Mark against a rubricAdd 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
+What did the students think?
75% found it useful to have the marking criteria in advance
100% thought it was useful to see how they performed against the marking criteria
53% preferred electronic feedback to feedback on a pro-forma or mark sheet
69% thought electronic feedback makes it easier to understand comments about grammar
80% thought electronic marking encourages more positive feedback
50% found the comments to be specific to the piece of work
+What happened next? Rolled out in Schools in 2013-2014 and now used
extensively in Marine Science (MST1101, MST1102, MST1103, MST1104, MST2101, MST2102, MST2103, MST2104) and Biology
Awarded funding from HEA to host workshop in Newcastle in 2013
Careers Service adopted for Career Development Module in 2013-2014 Over 400 students across the University Reduction in student complaints as students recognise why they
are getting the mark awarded
University-wide pilot in 2014-2015 Sixteen iPads with Turnitin app available to markers interested in
trialling electronic marking Twenty-two participants signed up to pilot (12 attended training).
Seven additional participants joined over course of academic year
IMPACT
+What happened next? Faculty Innovator of the Year Award in 2014 Scheme extended across University in 2015-2016 -
shifted focus towards its use on PCs Introduced in a number of programmes, and support
for academic units to use this approach is now mainstreamed
An example of a Faculty Enhancement Project for the QAA Review
Recognised by PVC L&T and awarded further funding in 2016 for dissemination
Manuscript in prep for submission to Assessment & Evaluation in Higher Education
IMPACT
+
Dissemination
University L&T Conference, Newcastle 2013 HEA Workshop,
Newcastle 2013
Blackboard User’s Conference, Durham 2015
Enhancing Student Learning Through Innovative Scholarship Conference, Durham 2015
Promoting and Sharing Excellence in Higher Education Teaching Meeting, London 2016
Symposium on Scholarship of Teaching and Learning, Banff 2016
HEA STEM Conference, Manchester 2017
Blackboard User’s Conference, Durham 2017
HEA STEM Conference, Nottingham 2016
Horizons in STEM Higher Education Conference, Leicester 2016
Turnitin UK User Summit, Newcastle 2016
Society for Experimental Biology, Teaching & Communicating Science in the Digital Age Meeting, London 2014
Innovation Fund Dissemination Event, Newcastle 2013
+Final reflections
Benefits - students’ perspective• Feedback is easier to read and is automatically saved online• Students can access feedback in private and on their own time• More positive feedback• Increased perceptions of fairness and transparency with rubric• More detailed
Benefits - markers’ perspective• No printing/scanning for retention• Linked to originality check• More detailed comments with less work• Library bank of comments helps to avoid repetition• Easy record of submission and return of feedback
+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 listening
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 supportDr Sara Marsham
School of Marine Science & [email protected]
Dr Alison GrahamSchool of [email protected]
@sara_marine@alisonigraham
http://www.slideshare.net/SaraMarsham/presentations
School of Marine Science and TechnologyStaff Meeting
19th December 2016
