Online Assessment - a marriage between Registry and Faculty
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In moving towards a fully online assessment process, this presentation unpacks why the University for the Creative Arts took the decision to give Registry responsibility for setting up all online submissions and assessment forms (via Turnitin), and how the TEL Team acted as broker to facilitate such a marriage. The mantra for such change was to give parity to student learning in the use of Turnitin as a formative tool and spare Faculty the pain of administration in assessment processes.
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Online Assessment - a marriage between Registry and Faculty
- 1. ONLINE ASSESSMENT - a marriage between Faculty & Registry
- 3. Turnitin – a formative tool In 2014, after a L&T study into using Turnitin as a formative learning tool, Academic Board strongly advocated the use of Turnitin for formative use all levels.
- 4. Turnitin Use – prior 2014 FORMATIVE 20% students – unlimited reports 36% students – 1 report before final submission PUNITIVE 20% students – staff benefit only NONE 24% students – staff not engaged
- 5. Turnitin – a standard process Generate Originality Reports for student submissions
- 6. Turnitin – a standard process
- 7. - Collecting work - Examiner access - Delivery of feedback - Marks entered in SITS - Facilitating appeals Registry’s role in assessment
- 8. Standardising Turnitin’s setup enabled course administrators to do this task. - improved management of hand-ins - digital repository of student work - central mechanism to manage delivery of feedback - evidence based repository (appeals etc.) Registry’s interest in Turnitin
- 10. Grades journey - WORD
- 11. Grades journey - Turnitin
- 13. Realignment of roles REGISTRY - responsible for assessment admin FACULTY - just concentrates on marking
- 14. Built-in flexibility Option to mark hard copies if online marking presents problems
- 16. ‘Would never go back to the old method, it’s great everything is central and online’ (Lecturer) ‘We have always managed Turnitin but now Registry handle the admin side, my staff have more time to actually access the work’ (Course Leader) Faculty feedback
- 18. I’m not bothered how I get my feedback really, it just needs to be helpful and on time ‘Having the hand-in and feedback online is what I would expect anyway, saves me coming into college and can access it anywhere/anytime’ Student feedback ‘Online marking is easier to read’
- 20. BARROW, M. (2006). Assessment and student transformation: linking character and intellect. Studies in Higher Education, 31(3), pp.357-372. BROWN, S. (2013). Large-scale innovation and change in UK higher education. Research in Learning Technology. 21, 1-13, Jan. ISSN: 21567069. OSBORNE, R; DUNNE, E; FARRAND, P. (2013). Integrating technologies into "authentic" assessment design: an affordances approach. Research in Learning Technology. 21, 1-18, Jan. 2013. ISSN: 21567069. CANNATELLA, H. (2001). Art Assessment. Assessment and Evaluation in Higher Education, 26(4), pp.319-326 MCKIE, A. (2014). ‘Experiencing that Eureka moment! Using Turnitin as a formative learning tool to enhance students’ academic literacies’. ISBN: 978-0-9573115-1-0 PRICE, M. (2005). Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education, 30(3), pp.215-230 Bibliography
- 21. MARIA TANNANT Programme Manager in Digital Pedagogy mtannant@uca.ac.uk
Editor's Notes
- Context – how Registry became involved in handling the ‘process side’ of online assessment.
- 8,000 students FE, UG and PG 2 faculties - 2 learning technologists
- This came about as a result of an in-house study by Learning & Teaching into the use of Turnitin.
- - This mixed use of Turnitin caused disharmony among students - Disparity in students’ learning opportunities was clearly evident - Mixed staff ability using Turnitin - Sessional staff with no knowledge of Turnitin was also a problem
- This disparity led to a standard Turnitin process for all written assignments All students would be able to obtain numerous originality reports until their deadline
- This disparity led to a standard Turnitin process for all written assignments All students would be able to obtain numerous originality reports until their deadline
- Registry’s role in the assessment process
- - Initially This standard process allowed Registry to help course teams setup Turnitin assignments - An improved controlled and recorded hand-ins - ensuring UCA obtained digital copies of student work - ability to set-up mitigating circumstances independently
- A few courses were using GradeMark in various guises (feedback and marking) Registry picked up on how GradeMark reduced work and streamlined process
- The previous (Word) assessment forms were passed around and operated outside of Turnitin Making the administration work for Registry and Faculty cumbersome
- Turnitin’s grading forms cut down on this admin
- - In comparison, the reduction of processes was appealing - Assessment forms resided with the work - Turnitin provided a central and remote repository for assessment - Easy access for eternal examiners - Cuts down on printing - Fosters transparency
- From helping courses with Turnitin and working closely with course teams, Registry took over the task of setting up all the Turnitin written assignments, creating and attaching the grading forms,
- The option for faculty to mark hard copies was conditional for roll-out UCA’s leadership team (all experienced markers) felt this was a vital success factor
- Welcomed this move once they see the benefits
- This was less so as they are not privy to background process. But was ‘an expected’ in terms of having everything online.
- Students appear oblivious of methods More concerned with receiving quality feedback on-time and online.
- Some academics felt Turnitin was clumsy and restrictive Some preferred their word feedback forms and argued they were quicker for turning feedback around Some academics used a spreadsheet for all feedback and in turn was given to Registry to process individual feedback forms We are still using workarounds for these courses and things may not change until the staff do.