PPT-GradeMark for Electronic Marking and Feedback

Denis Parkinson amp Dr Stephen McKinnell School of Health Sciences Overview Why use emarking and feedback The School of Health Sciences 201314 pilot Demonstration Questions and Answers. Kate Beverage. kwrigley@wpi.edu. 508-831-6012. Jessica Caron. jes@wpi.edu. 508-831-6422. What digital pen tools do you use?. What adjective/adverbs describe DPT. How are faculty at your institutions using digital pen tools?. Dr Alison Graham, . Dr Christie Harner & . Dr Sara Marsham. Using . GradeMark. to Improve Feedback and Involve Students in the Marking Process. Aims of Project. Initial aims: To engage students in the . Stuart McGugan. Educational Development Unit. University of Liverpool. 2. A key goal of marking is to make . reliable judgements . i.e. as assessors we are reaching the . same. conclusions about student performance . Input MUST affect Output. Students need leading from Output back to ‘new’ input. Staff work in pairs to assess each others rhythmic . responses!. The 5 Minute Marking/Feedback Plan. The big picture?. Guidance for Marking . Key Elements of . AfL. Providing effective feedback to children. . Actively involving children in their own learning.. Adjusting teaching to take account of the results of assessment.. CPD – 11/3/15. Self and Peer Assessment. Outstanding Marking. Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. . Jamie McDermott . Programme Leader - MSc Occupational Therapy (pre-registration). Lori Stevenson. Lecturer in Psychology & Academic Development Tutor. . John Smith. Learning Technologist. School of Health and Life Sciences. consistency. :. the . role of electronic marking and feedback. .. Maureen Readle & Jak Radice. Centre for Educational Development. University of Bradford. M.Readle@Bradford.ac.uk. J.Radice@Bradford.ac.uk. eFeedback. on . hand-written exams. Jon Shute (School of Law), . Anna . Verges . & Andrew . Wilson (eLearning Faculty of Humanities). Faculty perspective. Examination remains . the second major form . Dr Alison Graham, . Dr Christie Harner & . Dr Sara Marsham. Using . GradeMark. to Improve Feedback and Involve Students in the Marking Process. Aims of Project. Initial aims: To engage students in the . A*spire Teaching Conference. Diagnostic Marking. June 2014. Dame Alice Owen’s School. . Helen . Wootton. . (AST). John . Godfrey . (Deputy Head). Jonathan Robinson. (Co-Director of Teaching Schools). arking – . a journey. .. Maureen Readle, Jak Radice, Neil . McKeown. Centre for Educational Development. University of Bradford. Background issues.. University of Bradford policies.. Present practices.. Jemma Sherwood. @. jemmaths. MARKING ≠ FEEDBACK. Marking. Feedback. THE BEHEMOTH IN THE ROOM. Marking is king. THE BEHEMOTH IN THE ROOM. When I was at school. When I started teaching. (2004). c. 2010. Adam Boxer. Governmental priority. “Ensuring teachers of the future are equipped with an up-to-date understanding of the latest research and a desire to use evidence to inform their teaching practice is key to improving schools.”.