The document outlines the advancements in the assessment experience at the University of York, focusing on the integration of various educational technologies to enhance learning and teaching strategies. It details the evolution of online submission processes, survey feedback from students and staff, and the implementation of automated systems to streamline marking and feedback workflows. Future developments aim to further improve online marking practices and create a centralized feedback hub for students.

1. Enhancing the
assessment
experience through
closer integration
between the SRS
and VLE
University of York, UK
Dr Richard Walker
bett 2015
January 21 - 24

2. York’s journey
2004
Establishing an
institutional LT
infrastructure:
Implementation: delivering
efficiencies in scale & support
Phased rollout of Institutional LMS, CMS & Community
System (Blackboard Academic Suite): self-managed
SITS integration
Integration of reading list software
Development of anonymous e-submission
2007
2008
Consolidation
Embedding, integrating
& extending LT services
VLE strategic review
Launch of Video streaming service
Shibbolizing VLE (outreach, admissions & transition)
Mobile Learn, lecture capture & e-assessment (QMP) trials
2011
2012
Renewal
Re-envisioning LT services:
‘Empowering the learner’
Launch of cloud services:
Google Apps for Education; Echo 360; Bb Collaborate and
inline grading
Release of E-learning vision statement (June 2013):
setting the agenda for next Learning & Teaching Strategy

3. York’s service portfolio

4. York’s technology adoption cycle
Adapted from the Gartner Hype Cycle http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp

5. York’s technology adoption cycle
Would you like to see an online submission option made available for all
assessed work that you need to turn in to your department for marking?
Response Percent Response Count
Yes 76% 354
No 11% 54
Not applicable 13% 59
Agree Neutral Disagree
Not
Appropriate
Submission of student work 83% 10% 5% 2%
Management & allocation of work for
markers
51% 34% 10% 6%
Marking 66% 17% 12% 5%
Creation of feedback 66% 22% 10% 2%
Return of work/marks/feedback to
students
68% 25% 5% 2%
Source: University of York Technology Enhanced Learning Student Survey 2014
Source: University of York Technology Enhanced Learning Staff Survey 2014
It is important for the University to provide
online support for all assessed work turned
in by your students for marking
“It is important for the
University to provide *GOOD*
online support for the listed
activities. I don't believe this
is sufficiently the case.”

6. Joining up SRS and assessment systems
 A challenging problem for the HE sector:
‘Despite the relatively limited nature
of the core product set, the key
integration points between these
technologies remain problematic and
a source of considerable manual
intervention.’ (Jisc, 2014: p12)
Jisc (2014). Electronic Management of Assessment (EMA): a landscape review.
http://repository.jisc.ac.uk/5599/ (pdf)

7. Original anonymous submission and feedback
workflow (summative assessment)
 Replacing file name with student exam
number from SITS eVision:
Who Original Process (2007 – 2013)
Students Submit work online through VLE, automated e-mailed
receipt
VLE instructors Download anonymised, work and summary sheet
Markers Mark work, create feedback, record marks
Admin Archive work, individually match and return feedback and
marks (through e-Vision or office)
Students Access / collect feedback and marks

8. Enhanced anonymous submission and feedback
workflow (Phase 1: 2013-14)
Who Process
Students Submit work online through VLE, automated e-mailed
receipt
VLE instructors Download anonymised work, summary sheet, individual
feedback forms* and mark-sheet
Markers Mark work with disability info, complete feedback forms,
record marks in mark-sheet
Admin Archive work, batch upload feedback & marks to SITS / e-
Vision
Students Access / collect feedback and marks from e-Vision

9. E-Assignment architecture

10. Revised workflow
Plan
Assessment
• Assessment
created
• Coded in SITS
Anonymous
Assignment
• Set up
submission point
• Associate with
SITS assessment
Student
Submission
• Students submit
work
Marking
• Feedback
documents
downloaded
• Marks
spreadsheet
download
• Disability stickers
and information
included
• Department
sends documents
to markers
Uploading
into SITS
• Documents
uploaded into
SITS
• Feedback and
marks released
to students
E-Assessment, marking and feedback work-flow

11. Workflow benefits
 Generation of (configurable) feedback docs
(MS Word) inheriting exam ID and disability sticker
fields, bundled with assignment scripts in zip file
– faster work allocation to markers
 Batch upload of marks and feedback docs to SITS
– Speeds up return of feedback and marks to students
 1 week’s administrative time saved across Politics
department (for mark entry for 1600 submissions)
– use of feedback template *may* lead to greater transparency
in marking process (standardisation & quality)
 Summer pilots have led to the following
enhancements…..

12. Enhancements to the anonymous submission &
feedback workflow (Phase 2: 2014-15)
 file submissions restricted to a specific file type
(pre-selected by the assessment manager)
 assessment manager(s) alerted when late
submissions have been made
 reporting on SITS registered students who have not
yet submitted
 facility for markers to annotate / insert comments
into file submissions as student feedback to be
batch uploaded to SITS
 Student view of all previously submitted files

13. Next steps: Phase 3 - enhancing the management and
practice of online marking (2015 - )
 Processes to support work allocation:
– Automated allocation of feedback sheets
and scripts to markers
 Enhancements to marking experience
– Blind marking (student IDs concealed)
– Automatic plagiarism checks (Safe Assign & Turnitin)
 Assessment management
– Reporting & moderation screen
 Support for supervisor’s access to
marks & feedback
Building on SITS – Blackboard data integration (based on LIS 2.0 standards development)??

14. Next steps: Phase 3 - building a
student feedback hub (2015 - )
Creation of individual marks & feedback hub for each
student; automatically drawing on formative and
summative records stored in VLE Grade Centre, with hooks
for data ingest from other sources
Supervisor sets
key questions
/ reflection
template
Automated
transfer of
assessment
feedback /
marks to
individual hub
Student
reflects on
mark /
feedback (feed
forward)
Supervisor
reviews &
comments on
student's
progress

15. Questions?
University of York, UK
Richard Walker
Reports and summaries on e-assignment workflow
management and marking provision are available at:
http://elearningyork.wordpress.com
@RichardM_Walker richard.walker@york.ac.uk