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Slide 2 Personalised feedback vs consistency : the role of electronic marking and feedback. Maureen Readle & Jak Radice Centre for Educational Development University of Bradford M.Readle@Bradford.ac.uk J.Radice@Bradford.ac.uk Slide 3 Drivers for eMarking / eFeedback Anonymous Marking Blackboard PebblePad TurnitinUK Assessment & Feedback Slide 4 eMarking Process Submission1 st Marking 2 nd Consideration External Examiner Release Feedback Anonymous marking Marking hidden from students Slide 5 How we use rubrics: 34+ Blackboard rubrics covering: Audio Visual work Essays / assignments Exam essays Lab reports Portfolios Posters Practical work: OSCEs, NMSK, Presentations Seminars. iPads used to access Blackboard rubrics to mark: Presentations Practical work (OSCEs) Mock interviews. Slide 6 Using Blackboard Rubrics Read the students work here or download the file here Open the rubric Slide 7 Using Blackboard Rubrics Grid View: Select the appropriate level for each criterion and add a comment if appropriate. Select the mark for each criteria from the range available. Slide 8 Using Blackboard Rubrics General comment on the work. Option to change the mark. The rubric adds up the marks selected. Slide 9 Using Blackboard Rubrics Add a comment for the student so they know where to find their feedback Option to add notes for other markers. Grading notes are not seen by the student. Rubric total is displayed Slide 10 Formative Feedback Inline grading: Annotating students text. Slide 11 Staff views Personalised feedback Rubric used as a starting point to tailor individual feedback Consistent feedback Rubric used to deliver common messages to cohort Feedback given in a consistent manner Slide 12 Student Views The previous system enabled much more comprehensive and detailed feedback within the text. This was far more useful than the new system. Generally more consistent because the feedback was structured. I have noticed no reduction in the depth/quality of marking, and the fact that I can access it instantly from my phone is excellent. Slide 13 Student Views The quality and consistency still depends on the individual tutor who gives feedback disregarding the system (paper or electronic). The rubric is too generic, the feedback is not individualised, therefore not at all constructive therefore cannot be used to improve further assignments. Tutors use rubrics as an excuse to not have to give individual feedback, as this allows them to just tick relevant boxes and not comment at all. Found it very impersonal. Slide 14 Discussion What systems have you used? How does your experience match with ours? What plans do you have for eMarking? Experience using iPads? Slide 15 Maureen Readle & Jak Radice Centre for Educational Development University of Bradford M.Readle@Bradford.ac.uk J.Radice@Bradford.ac.uk Climbing the eMarking mountain