University of Huddersfield Teaching and Learning Conference 2014

University of Huddersfield Teaching and Learning Conference 2014 Use of Grade. Mark to Improve Student Achievement Sue Folley – CLS Chris Ireland - BS

Introduction to the reports you can get out of Grade. Mark How to run the reports Ways of using the Data Example of use: Targeted screencasts Questions/ Discussion

Types of Report from Grade. Mark Originality Turnitin Grade. Mark Quick. Mark Sets Rubrics Peer. Mark

Quick. Mark Sets

=sum(range) =sum(c 4: c 12)

Poor answer Poor eye contact Slow down Too quiet No of Students Unclear Total No of Comments Not confident Poor content Poor image Texty 0 2 4 6 8 10 12 14

Well explained Good eye contact No of Students Spoke Confidently Total No of Comments Relevant Content Good image 0 5 10 15 20 25

=countif(range, criteria) =countif(C 4: C 12, “Poor”)

43 35 53 75 55 72 63 55 55

Think very carefully about what data would be useful when creating your Quick. Mark sets and rubrics However please don’t forget the primary purpose of these tools is to provide useful feedback/feed-forward to the students Think about opportunities for sharing and collaboration across student cohorts where you could use the same Quick. Mark sets and/or rubrics and pool the results. Thinks about the types of interventions that could be put in place to target either individual students or individual issues.

Use of Screencasts to Produce Targeted Feedback Chris Ireland

Project Analysing feedback to produce audio-visual feed-forward

Assignment feedback • Students reported: – Unhelpful comments (e. g. vague) – Issues identified offering no solution (e. g. poor language skills) – Elaborate over detailed • Rising numbers of international students • Need for usable feedback 24

Sample Quick. Mark

Informed by our Reading “Students want feedback in a variety of formats, including verbal, written and electronic. ” (NUS, 2010) “For rich feedback. . . to occur, information must be presented in an engaging manner” (Wilkinson, Crews, & Kinley, 2008, p. 75). m “Tell the a there is nd a m e l b o pr show they can ” ! e v o r p im ) 0 1 0 2 , e (Cre

Informed by our Reading “Students want feedback in a variety of formats, including verbal, written and electronic. ” (NUS, 2010) “For rich feedback. . . to occur, information must be presented in an engaging manner” (Wilkinson, Crews, & Kinley, 2008, p. 75). m “Tell the a there is nd a m e l b o pr show they can ” ! e v o r p im ) 0 1 0 2 , e (Cre

Informed by our Reading “Students want feedback in a variety of formats, including verbal, written and electronic. ” (NUS, 2010) “For rich feedback. . . to occur, information must be presented in an engaging manner” (Wilkinson, Crews, & Kinley, 2008, p. 75). m “Tell the a there is nd a m e l b o pr show they can ” ! e v o r p im ) 0 1 0 2 , e (Cre

Informed by our Reading “Students want feedback in a variety of formats, including verbal, written and electronic. ” (NUS, 2010) “For rich feedback. . . to occur, information must be presented in an engaging manner” (Wilkinson, Crews, & Kinley, 2008, p. 75). m “Tell the a there is nd a m e l b o pr show they can ” ! e v o r p im ) 0 1 0 2 , e (Cre

Sample Audiovisual

Data collection • Grade. Mark users provided data on their frequency of Quick. Mark use • Results showed feedback items most likely to be reused

Data: Frequency of use The Quick. Marks from the Commonly Used list Improper Citation 698 Awkward 417 Spelling error 336 Del. 153 Citation needed 138 Word choice 104 Missing “, ” 51 Commonly confused 35 Vague 27 Insert 19 Support 2 32

Data: Frequency of use The Quick. Marks from the Commonly Used list Improper Citation 698 Awkward 417 Spelling error 336 Del. 153 Citation needed 138 Word choice 104 Missing “, ” 51 Commonly confused 35 Vague 27 Insert 19 Support 2 33

Data: Frequency of use The Quick. Marks from the Commonly Used list Improper Citation 698 Awk. 417 Spelling error 336 Del. 153 Citation needed 138 Word choice 104 Missing “, ” 51 Commonly confused 35 Vague 27 Insert 19 Support 2 34

Data: Frequency of use The Quick. Marks from the Commonly Used list Improper Citation 698 Awkward 417 Spelling error 336 Del. 153 Citation needed 138 Word choice 104 Missing “, ” 51 Commonly confused 35 Vague 27 Insert 19 Support 2 35

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Screencasts from first data • • Their / there / they’re Practice / Practise Improper citation Direct Quotation

Further Screencasts from second data • • Comma splice Paragraphing Secondary Referencing Academic Introductions Use the Surname Contractions Apostrophe

Any questions or comments?