Personalised feedback vs consistency: the role of electronic ...

Personalised feedback vs consistency: the role of electronic marking and feedback. Maureen Readle & Jak Radice Centre for Educational Development University of Bradford [email protected] [email protected] Drivers for eMarking / eFeedback Blackboard

PebblePad TurnitinUK Assessment & Feedback Anonymous Marking eMarking Process Submission Anonymous

Marking marking 1st Marking hidden from students 2nd Consideration External Examiner Release Feedback

How we use rubrics: 34+ Blackboard rubrics covering: Audio Visual work Essays / assignments Exam essays Lab reports Portfolios Posters Practical work: OSCEs, NMSK, Presentations Seminars.

iPads used to access Blackboard rubrics to mark: Presentations Practical work (OSCEs) Mock interviews. Using Blackboard Rubrics Read the students work here or download the file here Open the rubric

Using Blackboard Rubrics Grid View: Select the appropriate level for each criterion and add a comment if appropriate. Select the mark for each criteria from the range available. Using Blackboard Rubrics The rubric adds up the marks selected.

Option to change the mark. General comment on the work. Using Blackboard Rubrics Rubric total is displayed Option to add notes for other markers. Grading notes are not seen by the student.

Add a comment for the student so they know where to find their feedback Formative Feedback Inline grading: Annotating students text. Staff views Personalised feedback Rubric used as a starting point to tailor

individual feedback Consistent feedback Rubric used to deliver common messages to cohort Feedback given in a consistent manner Student Views Generally more consistent because the feedback was

structured. The previous system enabled much more comprehensive and detailed feedback within the text. This was far more useful than the new system. I have noticed no reduction in the depth/quality of marking, and the fact that I can access it instantly

from my phone is excellent. Student Views The quality and consistency still depends on the individual tutor who gives feedback disregarding the system (paper or electronic). Found it very impersonal.

The rubric is too generic, the feedback is not individualised, therefore not at all constructive therefore cannot be used to improve further assignments. Tutors use rubrics as an excuse to not have to give individual feedback, as this allows them to just tick relevant boxes and not comment at all.

Discussion What systems have you used? How does your experience match with ours? What plans do you have for eMarking? Experience using iPads? Climbing the eMarking

mountain Maureen Readle & Jak Radice Centre for Educational Development University of Bradford [email protected] [email protected]

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