Can electronic marking help to engage students with assessment and feedback? DR ALISON GRAHAM SCHOOL OF BIOLOGY [email protected]DR SARA MARSHAM SCHOOL OF MARINE SCIENCE & TECHNOLOGY [email protected]17 th Durham Blackboard Users’ Conference 5 th - 6 th January 2017 @alisonigraham @sara_marine
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Can electronic marking help engage students with assessment and feedback
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Can electronic marking help to engage students with assessment and feedback?DR ALISON GRAHAMSCHOOL OF [email protected]
DR SARA MARSHAMSCHOOL OF MARINE SCIENCE & TECHNOLOGY [email protected]
17th Durham Blackboard Users’ Conference5th - 6th January 2017
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
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
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
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 criterionWhat the student needed to improve to
achieve the next grade boundary
Activity
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