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Fast track to feedback using rubrics, and more - a case study on using feedback methods for e-submission.

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Presentation on theme: "Fast track to feedback using rubrics, and more - a case study on using feedback methods for e-submission."— Presentation transcript:

1 Fast track to feedback using rubrics, and more - a case study on using feedback methods for e-submission

2 Turnitin, eSubmission & the University In June 2012, the University Academic Board agreed that submission for all text based assignments will be made electronically, using Turnitin. agreed This will be achieved across the University with a rolling programme of adoption finishing by September 2013

3 eFeedback? Currently the guidelines state that giving students their feedback electronically (eFeedback) is to be encouraged So basically it is up to you!

4 A bit about Turnitin If you have used Turnitin you will be familiar with the Originality Report Hopefully youll also have looked at GradeMark – a feature which Turnitin regularly improves and adds things to It has the ability to add inline comments, highlighting and general comments

5 Is that all there is? It also has a feature called Rubrics

6 Motivation to Change Marking season Looking for a more efficient way to complete: Marking process Administration involved with providing grades and feedback to large number of students

7 Implementing Change Grade Centre > still required a great deal of admin time uploading files for feedback Added in Rubrics based upon standardised marking criteria Switched to Turnitin > started off with annotating on the essay + general comments

8 Marking Criteria

9 Qualitative Rubric Marking criteria saved in Rubric Manager for other modules / cohorts Marker clicks onto grade for each subsection Student holds mouse over blue area to see standardised comments 1-F/E 2-D 3-C 4-B 5-A 6-A+ Rubric Manager

10 Different Types of Assessment Students need to submit a page with at least 20 words Title page - not marked but used to have Tii submission Or a reference list can be submitted General comments + Rubrics for providing feedback Final mark given - Tii used to provide marks Essays, exams, poster, oral presentation, OSCEs

11 Evaluation ~ Tii & Rubrics Personal More efficient ~ reduction in marking time More specific feedback for students with annotation Rubrics decreased need to write very much in general comments Students Small survey done with SurveyMonkey about Rubrics 90% found feedback easy to find 80% preferred feedback from Tii compared to Grade Centre

12 Evaluation ~ Tii Lecturers Small survey of staff who have used Tii (none used Rubrics yet although 1 person would have liked to) Decreased marking time compared to paper Annotating on essay allows for specific, direct feedback Practical issues – Difficulty seeing full page on University screen – Some found checking references easier with paper copy – Remains a great deal of admin to get grades into CAMS – Some features of Tii dont work on tablets

13 Feedback : audio –v- written There is quite a lot of research on the value of audio feedback over written feedback for students An article called Are you listening please? summarises this and found that students actually seemed to like audio feedbackAre you listening please This is largely because it has a more familiar feel

14 Audio, Dragon & Turnitin Recently Turnitin have introduced the ability to add a short 3 minute which is great but unfortunately not downloadable and cant be saved by the student (yet!) Dragon Naturally Speaking software can be used to talk your comments rather than type them in Dragon Naturally Speaking software Once you have become a DragonMaster it is quite easy

15 Using Dragon First you teach Dragon to understand you Then you learn some simple commands It works with just about everything In Turnitin you could use it for the speech bubble comments, General Comments or cut and paste from Word which you could save Read more about Dragon herehere

16 Questions? A video of SNM tutor Heather Baid discussing her case study can be found onlineonline A video for students with instructions on how to find and interpret the Rubrics can be found online online

17 Assessment & Feedback Projects Click here - look to left hand side for Strand A, B and C projects Click here FASTECH - feedback and assessment for students with technology FAST - feedback and assessment strategies testing COLLABORATE - working with employers and students to design assessment enhanced by the use of digital technologies iTEAM - integrating technology enhanced assessment methods for the institutional transformation of student support and self-regulation eAFFECT - e-Assessment and feedback for effective course transformations EFFECT - evaluating feedback for for e-learning: centralized tutors EBEAM - evaluating the benefits of electronic assessment eFeP - e-feedback evaluation project: an evaluation of spoken and written e- feedback on language assignments as standard practice Click here for eFeP conference presentation called Evaluating assignment e- feedback in higher education (Fernández-Toro and Polisca 2012) Click here

18 References Beaumont, C. et al. 2011. Reconceptualising assessment feedback: a key to improving student learning. Studies in Higher Education 36( 6): 671-687. Bridge, P. and R. Appleyard. 2008. A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology 39 (4): 644-650. Budge, K. 2011. A desire for the personal: student perceptions of electronic feedback. International Journal of Teaching and Learning in Higher Education 23 (3): 342-349. Lunt, T. and J. Curran. 2010. Are you listening please? The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education 35(7): 759-769. Price, M. et al. 2011. If I was going there I wouldnt start from here: a critical commentary on current assessment practice. Assessment and Evaluation in Higher Education 36 (4): 479-492. Rolfe, V. 2011. Can Turnitin be used to provide instant formative feedback? British Journal of Educational Technology 42 (4): 701-710. Tong, V.C.H. 2011. Linking summative assessments? Electronic feedback and feedforward in module design. British Journal of Educational Technology 42 (6): E152-E155.

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