1. Dr Barbara Newland, BrightonLindsey Martin, Edge HillAlice Bird, Liverpool John Moores
2.  Electronic Management of Assessment (EMA)includes a wide range of activities so thefollowing definitions were used:eSubmission electronic submission of an assignmenteMarking electronic marking (including offlinemarking eg in Word)eFeedback electronic feedback (ie text, audio,video but not hard copy)eReturn electronic return of marks
3.  To identify current practice with regard toElectronic Management of Assessment(EMA) in UK HE To gain a snapshot of the strategicoverview identifying key issues relating tostrategic change, policies and practices To reflect on longitudinal developmentsfrom findings of 2011 and 2012 surveys.
4.  A network of senior staff in institutions engagedin promoting, supporting and developingtechnology enhanced learning Over 138 nominated Heads from UK HigherEducation institutions A regular programme of well attended events Represents the interests of its members tovarious national bodies and agencies includingthe Higher Education Academy and JISCwww.helf.ac.uk
5.  The survey was available to HeLF members who were asked to respond withregard to their knowledge of their own institution. The survey was available in March/April 2013 and took about 10 minutes tocomplete The questions were a mixture of closed multiple-choice and multiple selection aswell as open response type Participants were assured that all data collected in the survey would be heldanonymously and securely No personal data was asked for or retained unless the participant indicated awillingness to participate in the follow-up activity The results are being analysed using quantitative and qualitative methods 52 responses from HeLF members – 38% response rate
6.  More positive attitudes towards EMA and itsnormalising within their institutions Challenges in relation to buy-in, take up androll-out processes, functionality, servicedisruption and standardisation and whetherthe latter is desirable and achievable.
14.  Technical issues◦ service interruptions and outages◦ limited functionality and bugs with integration tools Institutional circumstances◦ lack of university standardisation◦ lack of institutional policy◦ lack of consistency across Schools which meant thatthe existing technology could not meet all therequirements of Schools Skills - staff skills gap
15.  eSubmission is a high stakes activity Concerns about the service being hosted by athird party and also with quality standards Other challenges:◦ unsatisfactory problem solving◦ unannounced upgrades and maintenance downtimesduring assignment submission periods◦ service not being able to cope with large numbers ofstudents◦ lost assignments although these were eventuallyrecovered
16.  Where Turnitin unavailability coincided withsubmission deadlines, one institutionalrepresentative reported that they had to issueadvice to academics to extend deadlines. For another institution individual staff madetheir own contingencies, for example, papersubmission and paper feedback. “Caused a lot of stress!”
19. 05101520253035404550Positive Negative Neutral Dont knowAcademic staffAdministrative staffStudents
20. 051015202530354045Positive Negative Neutral Dont knowAcademic staffAdministrative staffStudents
21. PositiveNegativeNeutralDont know
22.  „There has been a change in attitude towardseFeedback, with a number of members ofstaff recognising that they already do this insome form.‟ It is regarded as an urgent sector-wideagenda and a common studentexpectation, and for many institutions it isincreasingly becoming embedded indepartmental practice
23.  Students Staff Senior management National agendas „Student use. Getting positive stories from staff andstudent users.‟ „Positive student feedback through module evaluationsand staff, student consultative committees.
24.  Consultation with all stakeholders Leadership by senior management - buy-in and support Effective communication strategy - visiblecampaigns, online awareness-raising and supportresources Departmental champions Digital literacy - the provision of training Support from central/departmental learning technologists Technical – robust, easy to use systems integrated withother central systems.
25.  While mandatory policy has been a key driver insome institutions, a number of respondentssuggest that inclusive policy and flexibleprocesses work well „It depends very much on the culture of yourorganisation. Here a partnership model betweencentral services, and School / faculty admin andacademics tends to work. Top down impositionof systems is less successful. In otherinstitutional cultures this may be different.‟
26.  „e-Submission is quite straight forward.However, we could have managed the processof e-marking and feedback better. Academicstaff need a lot of time to come round to theidea if they are changing years of establishedpractice.‟ „Never underestimate the effort involved withwinning hearts and minds of colleagues.‟
27.  Assessment is mission critical – it determineswhether students achieve, progress and gainawards (and at which level) All stakeholders in the assessment process arewary of making errors and need to be convincedof the merits in changing long-establishedpractices Change in practice supported by technology isonly worthwhile if it effectively enhancesstakeholders‟ experiences and/or improves theoverall process workflow
28.  „There is a general acceptance of e-submissionpolicy, with fewer complaints, and anecdotalevidence points to greater academic participationin emarking and efeedback‟. Usage has moved from individual early adoptersto more widespread, formalised use. There is anincreased appetite for standardisation acrossfaculties. However, a very small proportion ofrespondents report no, little or slow movingchange in attitudes.
29.  Dr Barbara Newlandb.email@example.com Lindsey MartinLindsey.Martin@edgehill.ac.uk Alice BirdA.Bird@ljmu.ac.uk Acknowledgement:Dr Rachel Masika, University of Brighton