Using GradeMark to improve feedback and engage students in the marking process a workshop
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The document discusses a project that aimed to engage students in the marking process through the use of GradeMark. It describes how the researchers worked with students to develop marking criteria and provided feedback linked directly to the criteria using GradeMark's commenting tools. Students provided feedback indicating that the detailed criteria and formative comments helped them to understand expectations and improve. The researchers plan to continue refining criteria development and integrating it across more modules, and have additional questions about best practices for criteria writing and engaging students in the process.
Using GradeMark to improve feedback and engage students in the marking process a workshop
- 1. + Using GradeMark to improve feedback and engage students in the marking process Dr Alison Graham School of Biology alison.graham@ncl.ac.uk Dr Sara Marsham School of Marine Science & Technology, sara.marsham@ncl.ac.uk Horizons in STEM Higher Education Conference 30th June - 1st July 2016 @alisonigraham @sara_marine
- 2. + Aims of Project Initial 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?
- 3. +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
- 4. +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)
- 5. +Bioremediation - Marking criteria session
- 6. + Reflective log - 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
- 7. + Reflective log - Marking criteria session
- 8. + Microbiology - 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. Yes 2. 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. Yes 2. No 3. To some extent
- 9. + Microbiology - 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 1 2. Example 2 3. Example 3
- 10. +Aims Three and Four: Use Grademark to provide feedback linked to marking criteria GradeMark is: • Part of Turnitin software, accessed at Newcastle University through VLE (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
- 11. + GradeMark Go to Assessment inbox See submissions, similarity score and marks (once graded) for the whole class Check if student has viewed their feedback
- 12. + Library comment Text comment Bubble comment Final comment Using GradeMark:Types of Comments
- 14. + Add a bubble comment
- 15. + Add a bubble comment
- 16. + Add a text comment
- 18. + QuickMarks
- 20. + QuickMarks
- 22. + Mark against a rubric Add assignment- specific, module- specific, School or Faculty-wide marking criteria Mark each piece of work according to the rubric; use qualitatively or quantitatively
- 23. + Turning criteria into comments S/T A R 1 2 3 4 5 6
- 24. + Creating own library Each comment linked to one of the criterion with letter and number For each component, comment on: How student meets criterion What student could have done to achieve next grade boundary R 4 R 5
- 25. + Mark work using criteria
- 26. + Final general comments Voice (up to three minutes) Text (up to 5,000 characters)
- 27. + Final mark
- 28. + Activity Using the example assessment and the comment library provided,‘mark’ the example assessment with the library comments Try to make library comments individual to the student Practice adding bubble and text comments Assign each criterion a grade using the rubric Consider including final comments using either text and audio
- 29. + Activity Using either the marking criteria provided, or your own criteria, create a series of assessment-specific comments Include comments to show: How the student has achieved a grade boundary for a specific criterion What the student needed to improve to achieve the next grade boundary
- 30. + Student feedback - Reflective log
- 31. + Student questionnaire - Bioremediation
- 32. + Our final reflections & questions for you 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. Are there ‘good practice’ guidelines for writing marking criteria? Can students be engaged to write the marking criteria themselves? If so, what strategies can be used to engage students with criteria? What is the balance between in-class time and independent engagement?
- 33. + Thank you for your participation Any questions? Dr Alison Graham School of Biology alison.graham@ncl.ac.uk Dr Sara Marsham School of Marine Science & Technology, sara.marsham@ncl.ac.uk Horizons in STEM Higher Education Conference 30th June - 1st July 2016 @alisonigraham @sara_marine Our thanks to all of our students who took part and shared their opinions Thanks to Newcastle University Innovation Fund for funding the original work & ongoing support