Using GradeMark to improve feedback and engage students in the marking process a workshop

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  • +Using GradeMark to

    improve feedback

    and engage students

    in the marking

    process

    Dr Alison GrahamSchool of Biology

    alison.graham@ncl.ac.uk

    Dr Sara MarshamSchool of Marine Science & Technology,

    sara.marsham@ncl.ac.uk

    Horizons in

    STEM Higher

    Education

    Conference

    30th June - 1st

    July 2016

    @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?

  • +Bioremediation (Biology Level 6)/Reflective log (Marine Science

    Level 5)/Microbiology (Biology

    Level 4)

    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)

  • +Bioremediation - Marking criteria session

  • +Reflective log - Marking criteria session

    1 2 3 4 5 6

    34%

    59%

    7%

    0%0%0%

    1. 1, 2, 3

    2. 1, 3, 2

    3. 2, 1, 3

    4. 2, 3, 1

    5. 3, 1, 2

    6. 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

  • +Reflective log - Marking criteria session

  • +Microbiology - Lab report focus group

    If students do not know what a scientific paper is, and have never read a

    peer-reviewed article, then how can the marking criteria be used to

    make expectations clear?

    I have read a research paper

    published in a peer-reviewed

    journal.

    1. Yes2. Ive read some but

    found them difficult to understand

    3. No

    4. Im not sure what you mean by a peer-reviewed journal

    Write your report in the format of

    a scientific paper do you know

    what this means?

    1. Yes2. No3. To some

    extent

  • +Microbiology - Marking criteria

    session

    1. 0-39%2. 40-49%3. 50-59%4. 60-69%5. 70-100%

    Into what grade boundary would

    results example 1 fall?

    Which title scored the

    highest?

    1. Example 12. Example 23. Example 3

  • +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

    Final

    comment

    Using GradeMark: Types of Comments

  • +Add a bubble comment

  • +Add a bubble comment

  • +Add a text comment

  • +QuickMarks

  • +QuickMarks

    Making QuickMarks 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

  • +Final general comments

    Voice (up to three minutes)

    Text (up to 5,000 characters)

  • +Final mark

  • +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

  • +Student feedback - Reflective log

  • +Student questionnaire - Bioremediation

  • +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?

    Dr Alison GrahamSchool of Biology

    alison.graham@ncl.ac.uk

    Dr Sara MarshamSchool of Marine Science & Technology,

    sara.marsham@ncl.ac.uk

    Horizons in

    STEM Higher

    Education

    Conference

    30th June - 1st

    July 2016

    @alisonigraham

    @sara_marine

    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

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

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