{"id":2372,"date":"2013-06-27T15:35:24","date_gmt":"2013-06-27T15:35:24","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=2372"},"modified":"2013-06-27T15:35:24","modified_gmt":"2013-06-27T15:35:24","slug":"optical-mark-recognition-service-usage-in-semester-2","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/06\/27\/optical-mark-recognition-service-usage-in-semester-2\/","title":{"rendered":"Optical Mark Recognition service &#8211; usage in Semester 2"},"content":{"rendered":"<p><em>It&#8217;s the technology that wouldn&#8217;t be killed!<\/em><\/p>\n<p>Three or four years ago, you might have been forgiven for thinking that OMR as a means of delivering \/ marking assessments was on its way out. After all, surely it would all be done online soon?<\/p>\n<p>But in fact, year on year, use of OMR at Loughborough continues to increase.<\/p>\n<p>In Semester 2, the figures were as follows:<\/p>\n<p>Total number of papers: 64 which is a 11% increase on last year.<\/p>\n<p>6678 students were registered on modules which used OMR exams. This is 491 more than Semester 2 exams last year.<\/p>\n<p>Approximately 314,311 OMR questions were taken by students. If marked by academics at 5 seconds per question,\u00a0this would take 437 hours&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>It&#8217;s the technology that wouldn&#8217;t be killed! Three or four years ago, you might have been forgiven for thinking that OMR as a means of delivering \/ marking assessments was on its way out. After all, surely it would all be done online soon? But in fact, year on year, use of OMR at Loughborough<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/06\/27\/optical-mark-recognition-service-usage-in-semester-2\/\" 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":[60,92],"tags":[],"class_list":["post-2372","post","type-post","status-publish","format-standard","hentry","category-assessment","category-omr"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2372","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=2372"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2372\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=2372"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=2372"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=2372"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}