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Reference: Bloxham and Boyd
Developing Effective Assessment in Higher Education: a Practical Guide
pp 31-2
Automation
- common comments
- return to students
Typing faster than writing
Simultaneous moderation
Simultaneous originality checking
Automatic grammar, spelling and punctuation
Audio feedback
Audio comments
Assessment and feedback as dialogue
'Sortable'
-alphabetical
-result
-date submitted
plagiarism
checked
Submit from home
No printing
No handwriting to interpret
Can go through
feedback and
digest mark in
private
More detail
Clearer
eSubmission
administration
and teaching roles
clear
paper or
eMarking
Plagiarism
checking
all
or
nothing
Proof of receipt
student perceptions of course management
job satisfaction for administrative staff
Cath Ellis
c.a.ellis@hud.ac.uk
@cathellis13
cathellis13.blogspot.com
library.hud.ac.uk/blogs/projects/ebeam/
Analytics
Commenting on
'what' not
'how'
Fix mistakes
More detail
Quicker
Better
Easier
Safer
Lighter
1000 students x 3 assessment tasks x 3 mark entry steps (@5 secs) = 12.5 hours
1000 students x 3 assessment tasks x 2 mark entry steps (@5 secs) + (3 x excel transfers @20 mins each) = approx 9.3 hours
3 x excel transfers @20 = 1 hour
Work Flow
Change
facing crisis as opportunity
Visual
Giving academics reason to change
Take work off them
radical change
agility
See:
- what isn't working
- duplication of effort
- unnecessary processes
pedagogical
administrative
Team work
Administrative skills
Academic judgement
culture of questioning
Backed up
eMarking
Policy
Research
Pilot
Integration
First year only
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