{"id":2231,"date":"2013-02-20T14:26:57","date_gmt":"2013-02-20T14:26:57","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=2231"},"modified":"2013-02-20T14:26:57","modified_gmt":"2013-02-20T14:26:57","slug":"optical-mark-recognition-service-update","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/02\/20\/optical-mark-recognition-service-update\/","title":{"rendered":"Optical Mark Recognition service update"},"content":{"rendered":"<p>Some colleagues may not be aware that the <a title=\"OMR in Tools for Teaching\" href=\"https:\/\/blog.lboro.ac.uk\/elearning\/?page_id=1268\">Optical Mark Recognition (OMR) service<\/a> continues to be widely used here at Loughborough as a way of delivering exams.<\/p>\n<p>In Semester 1:<\/p>\n<p>\u2022 There were 55 OMR exams. 24 were combined question\/answer format.<br \/>\n\u2022 This represents\u00a0a 19% increase compared to semester 1 2011-12<br \/>\n\u2022 The total numbers of papers printed (including spares) was: 7618<br \/>\n\u2022 The total number of OMR exam papers sat was: 6613<br \/>\n\u2022 The total number of OMR questions taken and marked was: <strong>332,135<\/strong><\/p>\n<p>332,135 questions marked automatically&#8230; How long would these have taken to mark &#8216;manually&#8217;? If we assume that each question would take, say, 5 seconds, that would equate to 460 hours of marking. So, OMR as a technical approach to assessment still has efficiency savings to offer.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Some colleagues may not be aware that the Optical Mark Recognition (OMR) service continues to be widely used here at Loughborough as a way of delivering exams. In Semester 1: \u2022 There were 55 OMR exams. 24 were combined question\/answer format. \u2022 This represents\u00a0a 19% increase compared to semester 1 2011-12 \u2022 The total numbers<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/02\/20\/optical-mark-recognition-service-update\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[92,93],"tags":[],"class_list":["post-2231","post","type-post","status-publish","format-standard","hentry","category-omr","category-online-marking"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=2231"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2231\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=2231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=2231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=2231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}