1) Technology can help provide legible, varied, and accessible feedback to students while also allowing for consistency and opportunities for reflection. 2) Examples of online feedback include comments in documents, audio/video recordings, rubrics, peer reviews, and reflective journals. 3) Benefits include convenience and engagement for students, but considerations include time, organization, and adapting marking habits.

1. Online approaches to marking
and feedback
Benefits and considerations for staff and students
Roger Gardner, Learning Technologist
Education Support Unit

2. Session outline
• Context
• Purposes of assessment
• Effective feedback practice
• How can technology help?
• Examples
• Questions and discussion

3. Purposes of assessment
• Assessment of learning
• Assessment for learning

4. Sadler’s 3 conditions
3 conditions for effective feedback:
“The learner has to:
1. possess a concept of the standard (or goal, or
reference level) being aimed for
2. compare the actual (or current) level of
performance with the standard
3. engage in appropriate action which leads to
some closure of the gap”
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
http://datause.cse.ucla.edu/DOCS/drs_for_1989.pdf

5. Good feedback practice
1. helps clarify what good performance is
2. facilitates the development of self-assessment (reflection) in
learning
3. delivers high quality information to students about their learning
4. encourages teacher & peer dialogue around learning
5. encourages positive motivational beliefs and self-esteem
6. provides opportunities to close the gap between current &
desired performance
7. provides information to teachers that can be used to help shape
teaching
Nicol, D & Macfarlane-Dick , D (2006) "Formative assessment and self-regulated learning: A model and
seven principles of good feedback practice" Studies in Higher Education vol.31 no.2 pp.199-218

6. NUS 10 feedback principles
1. For learning, not just 6. Legible and clear
of learning 7. Provided on exams
2. Continuous process 8. Include self and peer
3. Timely feedback
4. Related to clear 9. Accessible to all
criteria students
5. Constructive 10. Flexible and suited
to students’ needs
National Union of Students (2008) The great NUS feedback amnesty briefing paper
Education Support Unit

7. How can technology help?
• Legibility of text
• Varied formats e.g. audio, video
• Easy access from anywhere
• Students have control over when, where
and how they receive and engage with
marks & feedback e.g. in privacy at home
• Consistency e.g. online templates aligned
with assessment criteria
Education Support Unit

8. How can technology help?
• Storing feedback with other learning
resources makes it convenient for students
to revisit it when completing future
assignments
• Students and staff can monitor progression
• Opportunities for reflection
• Opportunities for self & peer assessment
Technology, Feedback, Action!: Impact of Learning Technology on Students' Engagement with Feedback, Sheffield Hallam

9. Types of feedback include
• Lecturer/other staff – individual student
• Lecturer/other staff – group of students
• Student(s) – student(s)
• Student – self

10. Examples
1. Blackboard Grade Centre for marks &
feedback
2. Feedback formats include:
a. comments in Word documents, typed
and by e-pens
b. audio feedback
c. screencasts
d. rubrics
Education Support Unit

11. Examples
3. Onscreen marking e.g. Turnitin
Grademark
4. Feedback in lectures using e-voting
5. Peer feedback e.g. Blogs / file exchange
6. Personal journals for reflection

12. Please choose an example ...
1. Blackboard Grade Centre
2. Word annotation tools
3. E-pens
4. Audio / video feedback
5. Rubrics
6. Onscreen marking
7. Peer feedback
8. Reflective journals
9. E-voting

13. Blackboard Grade Centre
Benefits include:
• Central location for storage of marks and
feedback
• Handles variety of types of feedback e.g.
text, audio, video
• Audit trail and tracking
• Feedback located with associated learning
resources

14. Considerations
• Different options for marks and feedback so
clear workflow advisable
• No true anonymous marking (only trust-based)
• Grade Centre for each BB course (unit or
programme) , but quicker course-to-course
navigation coming this summer
• Batch download possible from BB but currently
no batch upload of feedback

15. Student submission
Click on image for video

16. Full Grade Centre

17. Needs marking

18. Adding marks and feedback
Click on image for video

19. Marks and feedback in GC

20. Student view – My Grades

21. Have you used comments in
Word?
1. Yes
2. No

22. Comments in Word
Click on image for video

23. Benefits
• legibility and clarity
• range of annotation tools available in Word
– can be used with e-pens or tablets
• many people familiar with comments/track
changes in Word
• ability to go back and quickly edit feedback
• can mark offline and then upload e.g. to
Blackboard

24. Considerations
• health and safety – need to adapt marking
habits , taking regular breaks
• student submissions need to be in the
correct file format
• importance of feedback file naming and
organisation

25. Handwritten comments - epens
Click on image for video

26. Benefits
• Not limited to typed feedback e.g. can
draw , write equations etc
• e-pens plug and play in Windows 7
• Work with built in Windows handwriting
recognition
• Can use Ink comment function in Word /
ink handwriting in OneNote

27. Considerations
• For some users – getting used to the feel of
the e-pen
• Training Windows to recognize your
handwriting can take time
• Compare with other e-handwriting
possibilities e.g. tablets

28. Audio feedback
Click on image for video
Record e.g. using
Windows sound Upload as feedback
recorder, Audacity or to Blackboard for
digital voice recorder student to download

29. Reported benefits include:
• richer, more detailed feedback
• seen as more personal
• increased student satisfaction
• increased student engagement
“Sounds good" project
http://sites.google.com/site/soundsgooduk/Home
Education Support Unit

30. Considerations
• May take practice before it saves time
• Don’t spend time re-recording / editing
unless absolutely necessary
• Pre-emptive recordings can be used to
address likely errors/issues/questions
• One to many audio feedback could save
time and engage students
Rotheram, B. Practice tips on using digital audio for assessment feedback . Available from Sounds Good project website

31. Screencasting
Benefits
• Many applications
e.g. worked
examples, demos
• audio & video
• individual or group
feedback
• free easy to use
tools e.g. Screenr
• e.g. 2 http://goo.gl/DkcYn
Click on image for video

32. Considerations
• Free tools normally have time limit e.g. 5
mins (can be a benefit)
• Quickest workflow is to do a single take
and not edit, so feedback may be
“unpolished”
• Best to keep feedback short as video file
sizes can get larger

33. Rubrics (marking criteria)
• Click on links below for short
videos
Adding a rubric to an
assignment in Blackboard
• Student views rubric before
submitting
• Marker uses rubric for marking
• Student views marks &
feedback in rubric
• Student viewing rubric when
submitting to Turnitin

34. Rubrics
Benefits Considerations
• Consistency
• Need to check
• Marks and feedback specific functions of
related to clear different tools e.g.
criteria Blackboard rubric
• Can adapt existing better suited then
marking schemes and Turnitin to handle
criteria mark bands
• Can be re-used

35. Onscreen marking: Grademark
Click on image for video

36. Grademark
Benefits Considerations
• Drag & drop • Not available offline
comments • Limited licences
• Re-use comments currently
• Rubrics • Health and safety –
• Integrated with text- may need to adapt
matching marking habits

37. Feedback in lectures using e-
voting
Benefits include:
• Instant feedback
• Active engagement
• Can be anonymous
• Students can
compare with peers
Click on image for case study • Results can be
http://www.bris.ac.uk/esu/e-learning/support/tools/e-voting/ saved

38. Considerations
• Question design
• Practical management of handsets
• Availability of handsets
• Be prepared to be flexible in a session (e.g.
to address misconceptions)
• Allow time for discussion to explore
responses
http://cft.vanderbilt.edu/teaching-guides/technology/clickers/#challenges

39. Peer feedback
• File exchange
example
• Word docs
reviewed and
shared
• Other options
available in BB
Click on image for case study
and elsewhere
Or video at: http://screenr.com/FcN8

40. Benefits
• Encourage engagement with marking criteria
• Promote deep learning e.g. evaluation
• More efficient & timely feedback for large
groups
• Students practice and transferable skills e.g.
providing constructive criticism
• Helps students learn from each other and
place their own work

41. Considerations
• Students often say they don’t like it! So
the rationale and benefits for students
need to be clearly communicated
• Value of process as well as product
• Moderation
• Student involvement in formulating
assessment criteria
• Careful selection of appropriate tool

42. Blogs or journals

43. Benefits
• Opportunities for self-assessment
• Student is central and active
• Simple format, but can be used for:
 Individual reflection (e-portfolio)
 Keeping notes to inform later work
 Keeping diary (recording data for later analysis)
 Feedback through comments
 Peer review / assessment

44. Considerations
• What will be participants’ motivation to blog?
e.g. requirements of course / assessment /
personal value?
• Audience - who are they writing for ?
public, private, course, group
• Community - who will read /comment?
peers, tutor, other?

45. Questions?
• Contacts and further information:
www.bris.ac.uk/esu
• Handout containing references:
https://www.ole.bris.ac.uk/bbcswebdav/xid-2485285_4