Online approaches to marking and feedback summer 2012

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Exploration of a range of approaches to online marking and feedback, including some benefits and considerations for staff and students. This presentation was written for the Education Excellence seminar series organised by Phil Langton.

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  • https://www.ole.bris.ac.uk/bbcswebdav/xid-2484272_4
  • Sounds Good project: 2008/9 – 38 lecturers gave audio feedback to over 1200 students from 1st year to PGIn findings of the Sounds Good project students were overwhelmingly positive, especially about the personal nature of audio feedback and the detail provided.With regards to saving time it may be that making a pre-emptive screencast or audio recording reduces student questions on certain points so saves staff time answering those (as Helen Knowler found)
  • Sounds Good projecthttps://sites.google.com/site/soundsgooduk/downloads
  • Changing marking habits e.g. , taking regular breaks
  • Availability of handsets: (http://www.bris.ac.uk/esu/e-learning/support/tools/e-voting/equipment.html)Further discussion :  further classroom discussion is sometimes needed to explore why students chose the wrong answers they did.
  • Also Students naturally compare themselves with their peers
  • Online approaches to marking and feedback summer 2012

    1. 1. Online approaches to markingand feedbackBenefits and considerations for staff and studentsRoger Gardner, Learning Technologist Education Support Unit
    2. 2. Session outline• Context • Purposes of assessment • Effective feedback practice• How can technology help?• Examples• Questions and discussion
    3. 3. Purposes of assessment• Assessment of learning• Assessment for learning
    4. 4. Sadler’s 3 conditions 3 conditions for effective feedback: “The learner has to: 1. possess a concept of the standard (or goal, or reference level) being aimed for 2. compare the actual (or current) level of performance with the standard 3. engage in appropriate action which leads to some closure of the gap”Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.http://datause.cse.ucla.edu/DOCS/drs_for_1989.pdf
    5. 5. Good feedback practice1. helps clarify what good performance is2. facilitates the development of self-assessment (reflection) in learning3. delivers high quality information to students about their learning4. encourages teacher & peer dialogue around learning5. encourages positive motivational beliefs and self-esteem6. provides opportunities to close the gap between current & desired performance7. provides information to teachers that can be used to help shape teachingNicol, D & Macfarlane-Dick , D (2006) "Formative assessment and self-regulated learning: A model andseven principles of good feedback practice" Studies in Higher Education vol.31 no.2 pp.199-218
    6. 6. NUS 10 feedback principles1. For learning, not just 6. Legible and clear of learning 7. Provided on exams2. Continuous process 8. Include self and peer3. Timely feedback4. Related to clear 9. Accessible to all criteria students5. Constructive 10. Flexible and suited to students’ needsNational Union of Students (2008) The great NUS feedback amnesty briefing paper Education Support Unit
    7. 7. How can technology help?• Legibility of text• Varied formats e.g. audio, video• Easy access from anywhere• Students have control over when, where and how they receive and engage with marks & feedback e.g. in privacy at home• Consistency e.g. online templates aligned with assessment criteria Education Support Unit
    8. 8. How can technology help?• Storing feedback with other learning resources makes it convenient for students to revisit it when completing future assignments• Students and staff can monitor progression• Opportunities for reflection• Opportunities for self & peer assessmentTechnology, Feedback, Action!: Impact of Learning Technology on Students Engagement with Feedback, Sheffield Hallam
    9. 9. Types of feedback include• Lecturer/other staff – individual student• Lecturer/other staff – group of students• Student(s) – student(s)• Student – self
    10. 10. Examples1. Blackboard Grade Centre for marks & feedback2. Feedback formats include: a. comments in Word documents, typed and by e-pens b. audio feedback c. screencasts d. rubrics Education Support Unit
    11. 11. Examples3. Onscreen marking e.g. Turnitin Grademark4. Feedback in lectures using e-voting5. Peer feedback e.g. Blogs / file exchange6. Personal journals for reflection
    12. 12. Please choose an example ...1. Blackboard Grade Centre2. Word annotation tools3. E-pens4. Audio / video feedback5. Rubrics6. Onscreen marking7. Peer feedback8. Reflective journals9. E-voting
    13. 13. Blackboard Grade CentreBenefits include:• Central location for storage of marks and feedback• Handles variety of types of feedback e.g. text, audio, video• Audit trail and tracking• Feedback located with associated learning resources
    14. 14. Considerations• Different options for marks and feedback so clear workflow advisable• No true anonymous marking (only trust-based)• Grade Centre for each BB course (unit or programme) , but quicker course-to-course navigation coming this summer• Batch download possible from BB but currently no batch upload of feedback
    15. 15. Student submission Click on image for video
    16. 16. Full Grade Centre
    17. 17. Needs marking
    18. 18. Adding marks and feedback Click on image for video
    19. 19. Marks and feedback in GC
    20. 20. Student view – My Grades
    21. 21. Have you used comments in Word?1. Yes2. No
    22. 22. Comments in Word Click on image for video
    23. 23. Benefits• legibility and clarity• range of annotation tools available in Word – can be used with e-pens or tablets• many people familiar with comments/track changes in Word• ability to go back and quickly edit feedback• can mark offline and then upload e.g. to Blackboard
    24. 24. Considerations• health and safety – need to adapt marking habits , taking regular breaks• student submissions need to be in the correct file format• importance of feedback file naming and organisation
    25. 25. Handwritten comments - epens Click on image for video
    26. 26. Benefits• Not limited to typed feedback e.g. can draw , write equations etc• e-pens plug and play in Windows 7• Work with built in Windows handwriting recognition• Can use Ink comment function in Word / ink handwriting in OneNote
    27. 27. Considerations• For some users – getting used to the feel of the e-pen• Training Windows to recognize your handwriting can take time• Compare with other e-handwriting possibilities e.g. tablets
    28. 28. Audio feedback Click on image for video Record e.g. using Windows sound Upload as feedbackrecorder, Audacity or to Blackboard fordigital voice recorder student to download
    29. 29. Reported benefits include:• richer, more detailed feedback• seen as more personal• increased student satisfaction• increased student engagement“Sounds good" projecthttp://sites.google.com/site/soundsgooduk/Home Education Support Unit
    30. 30. Considerations • May take practice before it saves time • Don’t spend time re-recording / editing unless absolutely necessary • Pre-emptive recordings can be used to address likely errors/issues/questions • One to many audio feedback could save time and engage studentsRotheram, B. Practice tips on using digital audio for assessment feedback . Available from Sounds Good project website
    31. 31. Screencasting Benefits • Many applications e.g. worked examples, demos • audio & video • individual or group feedback • free easy to use tools e.g. Screenr • e.g. 2 http://goo.gl/DkcYn Click on image for video
    32. 32. Considerations• Free tools normally have time limit e.g. 5 mins (can be a benefit)• Quickest workflow is to do a single take and not edit, so feedback may be “unpolished”• Best to keep feedback short as video file sizes can get larger
    33. 33. Rubrics (marking criteria) • Click on links below for short videos Adding a rubric to an assignment in Blackboard • Student views rubric before submitting • Marker uses rubric for marking • Student views marks & feedback in rubric • Student viewing rubric when submitting to Turnitin
    34. 34. RubricsBenefits Considerations• Consistency • Need to check• Marks and feedback specific functions of related to clear different tools e.g. criteria Blackboard rubric• Can adapt existing better suited then marking schemes and Turnitin to handle criteria mark bands• Can be re-used
    35. 35. Onscreen marking: Grademark Click on image for video
    36. 36. GrademarkBenefits Considerations• Drag & drop • Not available offline comments • Limited licences• Re-use comments currently• Rubrics • Health and safety –• Integrated with text- may need to adapt matching marking habits
    37. 37. Feedback in lectures using e- voting Benefits include: • Instant feedback • Active engagement • Can be anonymous • Students can compare with peers Click on image for case study • Results can behttp://www.bris.ac.uk/esu/e-learning/support/tools/e-voting/ saved
    38. 38. Considerations• Question design• Practical management of handsets• Availability of handsets• Be prepared to be flexible in a session (e.g. to address misconceptions)• Allow time for discussion to explore responseshttp://cft.vanderbilt.edu/teaching-guides/technology/clickers/#challenges
    39. 39. Peer feedback • File exchange example • Word docs reviewed and shared • Other options available in BB Click on image for case study and elsewhereOr video at: http://screenr.com/FcN8
    40. 40. Benefits• Encourage engagement with marking criteria• Promote deep learning e.g. evaluation• More efficient & timely feedback for large groups• Students practice and transferable skills e.g. providing constructive criticism• Helps students learn from each other and place their own work
    41. 41. Considerations• Students often say they don’t like it! So the rationale and benefits for students need to be clearly communicated• Value of process as well as product• Moderation• Student involvement in formulating assessment criteria• Careful selection of appropriate tool
    42. 42. Blogs or journals
    43. 43. Benefits• Opportunities for self-assessment• Student is central and active• Simple format, but can be used for:  Individual reflection (e-portfolio)  Keeping notes to inform later work  Keeping diary (recording data for later analysis)  Feedback through comments  Peer review / assessment
    44. 44. Considerations• What will be participants’ motivation to blog? e.g. requirements of course / assessment / personal value?• Audience - who are they writing for ? public, private, course, group• Community - who will read /comment? peers, tutor, other?
    45. 45. Questions?• Contacts and further information: www.bris.ac.uk/esu• Handout containing references:https://www.ole.bris.ac.uk/bbcswebdav/xid-2485285_4

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