Enhancing student learning through innovative feedback

15
+ Using GradeMark to improve feedback and engage students in the marking process Dr Alison Graham, Dr Sara Marsham and Dr Christie Harner Enhancing Student Learning Through Innovative Scholarship Conference 16 th - 17 th July 2015

Transcript of Enhancing student learning through innovative feedback

Page 1: Enhancing student learning through innovative feedback

+Using GradeMark to

improve feedback

and engage students

in the marking

process

Dr Alison Graham, Dr Sara

Marsham and Dr Christie Harner

Enhancing

Student Learning

Through

Innovative

Scholarship

Conference

16th - 17th July

2015

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+ Aims of ProjectInitial aims: To engage students in the

entire marking process from the setting

of marking criteria through the receipt

and feed-forward application of

feedback

• To write/design effective marking

criteria that are specific to pieces of

work.

• To engage students in the process of

using marking criteria in preparation

for an assignment

• To provide feedback on coursework

that links directly to marking criteria

• Use GradeMark to develop libraries of

feedback comments that can function

much like dialogue with students

Implicit questions in our

original proposal:

1. Can we involve students

in writing marking

criteria?

2. What do students already

know about marking

criteria?

3. Can typed (even

repeated!) comments

work like a dialogue? Will

students recognise this?

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+Bioremediation (Biology Level

6)/Reflective log (Marine Science

Level 5)/Microbiology (Biology

Level 4)

Aim 1: Write new marking criteria

Understand

students’ prior

knowledge/create

new assignment.

Write new

marking criteria.

(based on

student

knowledge).

Engage

students

with

criteria.

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+Aim Two: Engaging students with

marking criteria

Objective #1 – to help students

understand the wording in the

marking criteria

Objective #2 – to encourage

students to start differentiating

between the descriptions of

different grade boundaries and

spotting what will help them to

achieve high marks

Objective #3 – to engage

students in the practice of peer

marking (marking existing

student work against the set of

criteria)

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+BIO3020 – Marking criteria session

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+MST2017 – Marking criteria session

1 2 3 4 5 6

34%

59%

7%

0%0%0%

1. 1, 2, 3

2. 1, 3, 2

3. 2, 1, 3

4. 2, 3, 1

5. 3, 1, 2

6. 3, 2, 1

1 2 3 4 5 6

0%

36%

0%

12%

52%

0%

1 2 3 4 5 6

17%

25%

8%

4%

8%

38%

1, 3, 2

3, 1, 2

1, 2, 3

Situation/Task Action Result

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+MST2017 – Marking criteria session

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+BIO1004 – Lab report focus group

If students do not know what a ‘scientific paper’ is, and have never read a

peer-reviewed article, then how can the marking criteria be used to

make expectations clear?

I have read a research paper

published in a peer-reviewed

journal.

1. Yes2. I’ve read some but

found them difficult to understand

3. No

4. I’m not sure what you mean by a peer-reviewed journal

Write your report “in the format of

a scientific paper” – do you know

what this means?

1. Yes2. No3. To some

extent

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+BIO1004 – Marking criteria session

1. 0-39%2. 40-49%3. 50-59%4. 60-69%5. 70-100%

Into what grade boundary would

results example 1 fall?

Which title scored the

highest?

1. Example 12. Example 23. Example 3

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+Aims Three and Four: Use Grademark to provide

feedback linked to marking criteria

GradeMark is:

• Part of Turnitin software, accessed at Newcastle University through

Blackboard

• A platform through which students submit coursework online as Word

document or PDF (or in other file formats)

• A platform through which markers can provide three types of feedback:

o In-text comments: Bubble comments, Text comments, QuickMark

comments

o Rubric

o General comments: Voice comments and Text comments

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+

Library comment

Text comment

Bubble comment

Final comment

Using GradeMark: Types of Comments

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+

Add

assignment-

specific,

module-

specific,

School or

Faculty-wide

marking

criteria

Mark each piece

of work according

to the rubric; use

qualitatively or

quantitatively

GradeMark: Using the rubric

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+Student feedback – MST2017

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+Student questionnaire – BIO3020

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+Our final reflections

Continued development of marking criteria and integration of criteria into

additional modules.

Further thought on what information/activities help students engage with the

assessment process.

Managing the challenges of staff and student engagement.

Can students be engaged to write the marking criteria themselves?

What is the balance between in-class time and independent engagement?