1. Are you listening ? Aiming to improve student engagement in assessment feedback using GradeMark david.hepworth@cumbria.ac.uk 01524 590800 ext 2294

2. GradeMark Who is using it ? What is it ? Advantages and disadvantages Classroom, learning at distance and blended learning

3. What are we aiming for in terms of good feedback?.

4. Effective feedback “Feedback is best provided as soon as possible after the assessment took place, so that the learning from feedback can still be connected to the assessment content.”

5. “Feedback should be critical, but supportive to learning, so as to encourage a student’s confident scrutiny of their future work.” “Feedback should be given with care and attention to standards of respect for diversity and individuality and should rarely be directed at the student, but rather at their work.”

6. “Feedback should –where possible- be directly related to learning outcomes and given assessment criteria, so that students are very clear on what was and will be expected of them.” “Feedback is most likely to have an effect if students are fully aware that what they encounter is meant as feedback, and that they should take note of it in order to improve their learning.”

7. “Feedback on work should go beyond editing (grammar, spelling, mathematical notation, presentation) and link to the broader learning outcomes, unless of course, these are included in the learning outcomes. Common editing type feedback can be given through usage of a feedback tick list.” Feedback should not be limited to assessments

8. From the main announcement You must pass both assignments in order to pass the module, and it is worth pointing out that there was a relatively high failure rate in the previous cohort, the main reason for this being a tendency to “cut & paste” from the internet and / or other sources

9. Handbook - signposting Both classroom and online cohorts will undertake work in the online environment. One of the online threads (which you must pass) counts towards the end of module mark, and you will submit / receive feedback on this in time for it to be of use in planning your main end of module written assignment. The module is structured so that you can benefit from this feedback, use it.

10. Blended approach

11. “Classroom” Timetable 1 17 th – 23 rd Jan In class Tuesday 18 th Jan 2 24 th – 30 th Jan In class Tuesday 25 th Jan 3 31 st Jan – 13 th Feb Online task – marked component – 25% of module mark. Submit through Turnitin by 13 th February midnight 4 14 th Feb – 27 th Feb In class Tuesday 15 th Feb You are advised to begin work on your main assignment during this thread and the work set reflects this. Feedback from your online task will be available through Turnitin. Read it, use it. Plan ahead. 5 28 th Feb – 6 th Mar Online task. 6 7 th – 20th March In class Tuesday 15 th March Main written assignment (75% module mark) due on 1 st April 2011 submitted through Turnitin Feedback available (via Turnitin) 12 th May 2011

12. Student view when clicking on the Turnitin Link http://tiny.cc/Submitting-via-Blackboard http://tiny.cc/Submitting-via-Blackboard

13. Other guides available Welcome, and thank you for coming this far. As you are probably aware the objective of this site is to assist tutors in using our existing IT infrastructure to improve the marking and feedback process. It is now easy to make the entire marking process a paperless one and contained within the Staff Information Content Area on the left of screen are a number of web-folio guides that cover the following areas.........

14. Staff Guide to Setting up a Turnitin Site http://tiny.cc/creating-Turnitin-site http://tiny.cc/creating-Turnitin-site Includes how to set the date on which feedback becomes available to the student. Other guides.........

15. Marking with GradeMark http://tiny.cc/Using-GradeMark http://tiny.cc/Using-GradeMark

16. The advantages of using GradeMark ? Potential pitfalls ?

17. Feedback from students Well known difficulties in getting good quality feedback, particularly from students working in the online environment. Electronic feedback easy to set up, but still requires effective signposting and appropriate reminders. Also important to let the students know the feedback is valued.

18. Announcement page includes........”the running of this module is different than the previous one in terms of some aspects of timing and content, the alterations based upon feedback received from the previous cohort of students. In this way we aim to build dynamic courses that reflect what you tell us you need, and we ask that you continue to supply constructive feedback..........................” cont.

19. “You can do this towards the end of the module by clicking on the Module Evaluation box on the left of the screen, and can of course feedback to the module or course leader at any point during the module.” Need to promote constructive and “fearless” feedback.

20. Evaluation Significantly higher than “normal” response with electronic feedback for the online cohorts. Positive module evaluations (see examples to follow) Lower incidence of plagiarism in final written (75%) assignments. One case – a student who did not realise her mid-module task was available prior to starting the main assignment, despite signposting.

21. Feedback “Feedback on assignments were useful, with positive feedback in addition to what could be improved.” “The threads and feedback that lead up to the assignment were well prepared in assisting me to fullfill (sic) the assignment, and the learning outcomes.”

22. Feedback “This course made me do in depth research and reading to be able to answer the questions, I now realise needed this additional learning which has in turn enhanced my practice. I do like some face to face teaching/learning although I did manage without it. My feedback was fair and appropriate at all times.”

23. Feedback “It has facilitated another way of thinking about the care I provide, leading to a more continuous patient centered care to be provided. All enquiries were promptly answered, handouts were comprehensive and easily understood. The course was not just aimed at passing people, but in facilitating learning which is a refreshing change to other courses at other institutions of higher education”

24. Feedback “The directed learning via the threads. The support, direction and feedback from the tutor. The course assessments provided a comprehensive way of learning.” “I liked the way the content of the course was put together, the design of the course led to very directive learning.”

25. Next Current students (2010 S1) expressed strong interest in receiving feedback via GradeMark when the Turnitin session was covered at induction in terms of it assisting them with next assignment. Electronic feedback amended to focus more clearly on the perceived value of this.

26. Addition to evaluation form Likert scale. “Receiving feedback from the mid-module assessment was of assistance to me in preparing / writing the final assignment” Open question regarding benefits / limitations and improvements of assignment feedback using GradeMark