The Learning and Teaching Conference 22 nd April 2015.
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Transcript of The Learning and Teaching Conference 22 nd April 2015.
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The Learning and Teaching Conference 22nd April 2015
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‘What do they mean by a lack of analysis?’: Using online marking to improve assignment feedback to
students
Kathryn Mackay and Dr. Vikki McCall
School of Applied Social Science
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Outline• Background
– Quality of students’ written work– Clarity of the feedback they receive
• Using GradeMark and QuickMark
• Benefits and challenges
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Students’ struggles with writing and feedback
• Poor school experiences: – writing skills – receiving feedback
• Weaknesses not picked up in previous modules• What does ‘need more analysis’ mean? (Foote, Quinney
& Taylor 2013) • Often those who need most support avoid essay
feedback sessions: anxiety? embarrassment? past coping mechanisms?
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Using GradeMark• Different elements/different combinations for use
– Quickmarks– General comments– Marking form and marking rubrics – For details go to lunchtime demo
• Untested: recorded audio feedback • Examples:Housing- GradeMark & General CommentsSocial Work- Marking from/rubric & Quickmarks
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Essay title with reg no.
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Student names
Essay title with reg no
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For step by Step guidance on how to use GradeMark see Housing Studies marking guidance.
See hand out
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Social Work: Grading form/rubric and QuickMarks
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Grading rubric• Analysis and
synthesis 40%• Knowledge and
understanding 40%
• Presentation 20%
• Developmental comments 0%
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Benefits• Providing examples directly on text• Nearly unlimited room for feedback (no handwriting
issues)• Allows paperless assessment (most of the time)• Eases standardisation between co-markers (but
guidance needed)• Saves post-assessment administration time• Essay feedback sessions are easier as examples of
strengths and weaknesses already highlighted • Gives tutors flexibility: can mark anywhere, any time• The output for students and examiners looks professional
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Not so good bits and implications• Accessibility needs to be evaluated
– Visually impairment screen reader technology not compatible
• Set up time consuming in first year– Plan for this, learn from others’ experiences e.g. late
submissions• Students can struggle to find feedback
– Turnitin guidance not that clear needs to be adapted • QuickMark once saved can’t be edited
– Make as many comments as generic as possible • All submissions (staff view) un-anonimised on release
date– Ex. Examiners not allowed to view sample online
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Conclusions• Using GradeMark has been found to be suitable for
different SASS courses• The set-up for using GradeMark can take time, your
learning as your doing, but is a long-term investment in increasing the quality of feedback
• Key element of its success:– Consistency between markers – Quality of feedback to students