Online submission and marking: Exploring the student experience Anna Verges Humanities eLearning.

Slides:



Advertisements
Similar presentations
1 Enhancing international student experience with innovative assessment and feedback Helena Snee (GBS BL champion and SL in Economics) Dr Esyin Chew (SL.
Advertisements

Refreshing institutional policies around academic integrity: a focus on student training Dr Neil Morris Faculty of Biological Sciences.
Completing the cycle: an investigation of structured reflection as a tool to encourage student engagement with feedback Jackie Pates Lancaster Environment.
Enhancing student learning through assessment: a school-wide approach Christine OLeary & Kiefer Lee Sheffield Business School.
Fast track to feedback using rubrics, and more - a case study on using feedback methods for e-submission.
Technology to support the transition from paper based to electronic modes of feedback and assessment Mark Dransfield, Technology Enhanced Learning Advisor.
#jiscassess Assessment and Feedback programme 24 th April 2012.
Submit, feed back, publish: Using Blackboard to enhance students assessment experience and improve administrative process efficiencies Louise Thorpe Program.
[ 1 ] © 2011 iParadigms, LLC Benefits for Teaching. Impact on Learning. Introduction to Turnitin.
Gauging Learner Voice e-Feedback experience at Canterbury Christ Church University Simon Starr Learning & Teaching Enhancement Unit LTEU Learning and Teaching.
Top Tips for Using Turnitin for Originality Checking and Online Marking A Quick Overview Humanities eLearning Team
Turnitin GradeMark FHSCE experiences over academic year 2011/2012.
Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback Stuart Hepplestone
Online Coursework Management Sue MilwardSummer 2012.
Online Coursework Management nenhancementprojects/ocm/
OCM2 Online Coursework Management Sue Milward. Agenda A brief history What happened to OCM1? What are we doing now? How will we get there? How can I get.
David Sorfa - Samantha Fletcher Film Studies Level 1 5 short essays 10 student replies to online questionnaire.
Turntin, GradeMark and e-Sub Lawrence West August 09 Marking and Student Feedback On-Line Dr Steven Henderson Reader in Management Robert Jackson Senior.
OECD/INFE High-level Principles for the evaluation of financial education programmes Adele Atkinson, PhD OECD With the support of the Russian/World Bank/OECD.
Health Sciences and Practice & Medicine Dentistry and Veterinary Medicine Higher Education Academy Subject Centres Wendy Hardyman, Mark Stacey, Alison.
A quasi-experimental comparison of assessment feedback mechanisms Sven Venema School of Information and Communication Technology.
Teaching Enhancement Scheme - Pilot in Mathematics School TSEC agree on a list of TES themes. Teaching staff asked to identify their top three choices.
LTEU Learning and Teaching Enhancement Unit Efficacy of Turnitin in Support of an Institutional Plagiarism Policy Institution-wide Research at Canterbury.
Online marking with Turnitin Assignments September 2013 Tracy Donelly, Turnitin Officer.
Dr Jon Goss, Dr Alison Graham, Dr Christie Harner & Dr Sara Marsham USING GRADEMARK TO IMPROVE FEEDBACK AND INVOLVE STUDENTS IN THE MARKING PROCESS.
Customer Satisfaction: using survey monkey Sarah Panzetta Library Services Manager Camden PCT Library.
Health Sciences and Practice & Medicine Dentistry and Veterinary Medicine Higher Education Academy Subject Centres Fiona Kennedy, Jane Finlay, Jamie McDermott.
Peer observation, feedback and reflection for online practice Mark H. Jones, Faculty of Science & eSTEeM.
Student engagement – working in partnership Changing the learning landscape Developing an institutional strategy for student engagement (support from NUS.
The importance of Online and Computer aided assessment in E-Learning E.C Makazhe – Computer Science.
Dr Esyin Chew Senior Lecturer in Technology Enhanced Learning, Teaching and Assessment The TEL Story at Glamorgan - Implementing Institutional Enhancement.
Thursday 14 th September Introducing SMS Text Messaging: A Case Study from Learning Services, Edge Hill University Helen Jamieson Lending Services Manager.
Deb Hearle and Nina Cogger.  Cardiff University: Periodic Review & Re-validation  Health Professions Council: Re-Approval  College of Occupational.
Business Excellence within The University of Bolton Strategic Planning Process 17 th October 2006.
Zoë Devlin & Clare Wiggins Katy Mann Develop your academic writing with Turnitin.
Managed Learning Environment Project User Issues - Formative and Summative Assessment Mark Simpson How did we specify the system - specification? How did.
Learning Development and Innovation Overview and Updates Steve Wyn Williams March 2013.
Introducing small-group workshops as formative assessment in large first year psychology modules Suzanne Guerin School of Psychology, University College.
© 2010 Pearson Education, Inc., publishing as Longman Publishers. 1 Chapter 3 The Research Process in Technical Communication Strategies for Technical.
University Writing Project Faculty Feedback
Challenges in Formative Assessment across ENCAP, HISAR, and CARBS Melanie Bigold, Rob Gossedge, Casper Hoedemaekers, Tracey Loughran, and Maki Umemura.
Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.
The Art of the Designer: creating an effective learning experience HEA Conference University of Manchester 4 July 2012 Rebecca Galley and Vilinda Ross.
OECD/INFE Tools for evaluating financial education programmes Adele Atkinson, PhD Policy Analyst OECD With the support of the Russian/World Bank/OECD Trust.
Blackboard Learn Assessment and Feedback Ulster E-Learning Conference 20 th January 2011 Alan Masson & Fiona McCloy Access and Distributed Learning, University.
Re-Engineering Assessment Practices in Scottish Higher Education Dr David Nicol, Project Director Ms Catherine Owen, Project Manager Centre.
Professor Norah Jones Dr. Esyin Chew Social Software for Learning – The Institutional Policy of the University of Glamorgan ICHL 2012, China
Key features of the University of Manchester Professor Cathy Cassell Deputy Director (Academic) Sarah Featherstone Head of Undergraduate Services Original.
Learning From Assessment: Evaluating the Benefits of DALI (Diagnostic Assessment Learning Interface) Hershbinder Mann & Guinevere Glasfurd-Brown, University.
Postgraduate Taught Experience Survey (PTES) 2010 Interim Results Dr Pam Wells Adviser, Evidence-Informed Practice.
ASSESSMENT. Assessment is the systematic and on-going process of collecting and reviewing evidence about the College's academic and administrative programs.
Electronic Submission and Marking Tutors and Students Evaluate ‘Crocodoc’
GradeMark for Electronic Marking and Feedback Denis Parkinson & Dr Stephen McKinnell School of Health Sciences.
CIRTL Network Data Collection 3/2/2013. Institutional Portrait: Purpose Consistency with the TAR principle Accountability: – Helps us all monitor Network.
E VALUATING YOUR E - LEARNING COURSE LTU Workshop 11 March 2008.
Electronic Assessment Management Sue Lee
LibQual+ Spring 2008 results and recommendations Library Assessment Working Group 11/19/2008 Library Faculty Meeting.
New Methods of Improving Feedback and Assessment School of Psychology Professor Carol McGuinness Director of Education Professor Cathy Craig Senior Personal.
How Your Department Can Switch Entirely to Online Submission Dr Max Jones Director of Undergraduate Programmes in History
Janie McDaniel, BSMT, MT(ASCP)SC Chair, CASPA Advisory Committee Director of Admissions Wake Forest University School of Medicine PA Program
+ Fool’s Gold Can the VLE and SRS appear seamless ? Dr Neil Ringan Assistant Head of Learning & Research Technologies (Learning Innovation) Manchester.
Winslow Jr. High School Turnitin What is Turnitin?  Isn’t a tool for checking originality? Don’t we use it to detect plagiarism?  Don’t the.
Postgraduate podcasting: An innovative approach to assessment Lynne Powell and Dr. Fiona Robson.
Are you listening ? Aiming to improve student engagement in assessment feedback using GradeMark ext 2294.
Blackboard Assignments & Feedback Rubrics
University of York Give them what they want: developing a flexible anonymous assignment workflow to.
Student Fellows Scheme: ‘Online Submissions for Creative Writing’
Important information about your assessment in 2017/18
How can Electronic Management of Assessment improve Feedback?
ASSESSMENT AND MODERATION: IN PRACTICE
Presentation transcript:

Online submission and marking: Exploring the student experience Anna Verges Humanities eLearning

Context Faculty/Schools drive to benefit from introducing online submission and marking – Facilitate further improvements in feedback quality – Increase student satisfaction with feedback and assessment quality (NSS, student complaints) – Administrative efficiencies

Evaluating …what ? Experiences (student, academic staff, administrative staff experiences) Effect on marking practices Effect on feedback quality Administrative economies & efficiency (end to end) Impact on student satisfaction Effects on innovation Image Source:

The student experience What do we know?

Evidence University of Glamorgan, Turn it in or Turn it off? A Pilot Project for Turnitin and Grademark Experience, 15 March 2010 University of Exeter, Online Coursework Management Evaluation, JISC Project 2012 University of Glamorgan, Assessment Diaries & Grademark, 2012 University of Huddersfield, Evaluating the Benefits of Electronic Assessment Management, JISC Project, July 2012.

Uni. Glamorgan 2010 Online questionnaires students across 4 faculties, 6 interviews Reported positive experiences – Convenient + no need to print – Teaches plagiarism – Easy to use – Confirmation of receipt, secure and reliable – Encourages to submit in advance – More detailed feedback Negative – Confusion interpreting Originality Reports – Technical: 24h for resubmission, internet dependent – Poor preview layout – Double work if also asked to submit hard copy

Univ. of Exeter (OCME, 2010) Evaluation of introducing end-to-end assessment systems - mainly indirect evaluation of student experiences from views of academic and admin staff – Staff discrepancies in perception of beneficiaries – Not to assume that all students will embrace online systems – Pedagogical benefit (24%) Small student population (n=24) – Easy or little confusing (31% each) – Same feedback quality or worse (45% and 26%)

Univ. Glamorgan/S.Wales (2012) 296 students – survey and focus groups Reported advantages: – Easy – Easily stored and accessed – Legibility – Student engagement with feedback (?) Reported disadvantages: – online access, reading on screen, no disadvantages Student suggestions for improvements – Clearer assessment criteria, quality, consistency, need for dialogue

Univ. Huddersfield (JISC eBeam) 2013 Survey (n=804) and focus groups. Student reported benefits: Easier to submit (convenience, avoid travel) Avoids printing –printer panic Confident that submissions were received Legibility Preference for privacy: digesting their marks on their own - not in class More detailed feedback Clearer feedback (rubric allows to identify areas to work on) Larger collection of feedback by students Effective visual feedback provided via diagnostic tools

UoM evidence Anecdotal evidence through Focus groups School of Education – Retention Fund project Online questionnaires

Issues explored Overall satisfaction with online submission and electronic feedback Electronic submission and return experiences Experience of e-feedback quality Comparison electronic vs. hand-written feedback

Student experience Method: Online survey Participants – Humanities wide UG and PG (n= 204) – History UG students(n=91) – BA Econ (n=71) Slightly different wording and questions asked

Overall satisfaction BA Econ Please indicate to what extent you agree with the following statements: I would like to see an increase in the following in my learning at the University of Manchester

Overall satisfaction BA Econ

Overall satisfaction History

Overall satisfaction

Electronic submission Humanities-wide – Easiness

Electronic submission History – Easiness

Feedback Quality Humanities-wide

Feedback Quality

Comparing Overall preference (Humanities-wide)

Comparing Helpfulness(History)

Comparing Clarity (Humanities-wide)

Comparing Feedback collection and review (Humanities-wide)

Comparing Feedback review (History)

Comparing De-personalisation (Humanities-wide)

Findings Not dissimilar to findings from other studies – Overall student satisfaction (easiness, convenience, cost) – Preference for online submission and for feedback returned electronically – Perceived pedagogical added value: clarity, feedback quality, collection rates Students clear beneficiaries of electronic submission and feedback

Caveats & Puzzles Explored the student experience only Subjective: views, opinions Need to develop objective indicators Limitations on Hum-wide survey Range of factors can influence a comparison between feedback quality across years Discrepancies between staff/student views as regards feedback quality

References University of Glamorgan, Turn it in or Turn it off? A Pilot Project for Turnitin and Grademark Experience, Project Report 15 March 2010Project Report University of Exeter, Online Coursework Management Evaluation, Final Report, 2012Final Report University of Glamorgan, An Evaluation of Assessment Diaries and Grademark, Final Report, Webinar November 2012Webinar November 2012 University of Huddersfield, Evaluating the Benefits of Electronic Assessment Management, JISC Project, Project Brief, Interim Report (March 2012), Project Interim Report (September 2012).Project BriefInterim Report (March 2012)Interim Report (September 2012)