{"id":2880,"date":"2011-07-21T12:51:20","date_gmt":"2011-07-21T11:51:20","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=774"},"modified":"2011-07-21T12:51:20","modified_gmt":"2011-07-21T11:51:20","slug":"i-cant-see-myself-going-back-to-paper-marking","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/07\/21\/i-cant-see-myself-going-back-to-paper-marking\/","title":{"rendered":""I can't see myself going back to paper marking""},"content":{"rendered":"

\"Ben<\/a>In this post (reproduced from\u00a0our Summer 2011 “E-learning Innovations” staff newsletter), Ben Halkon (Wolfson School) talks about his use of the GradeMark online marking tool in Turnitin.<\/em><\/p>\n

I didn\u2019t want the hassle of having to manage a pile of paper marking, and the integration with the Originality Reporting from TurnItIn was useful, so I opted for online marking using GradeMark.\u00a0\u00a0 The opportunity to give more feedback in the same time was a particular bonus.<\/p>\n

I heard about GradeMark on the New Lecturer\u2019s Course, and decided to use it for the second year of my Sports Technology modules.\u00a0 These are evolving modules, and the content is updated every year, but I expect my core comments to remain valid for 5 years or so.\u00a0 Some of them, like Citations and Apostrophes are timeless; other more specific ones will evolve over time.<\/p>\n

What\u2019s interesting is that with paper marking, the first time you write a comment you write all the details.\u00a0 The second time it gets a bit shorter … and by the time you\u2019re writing it on the sixth script it\u2019s pretty terse.\u00a0 But with GradeMark, it\u2019s the opposite.\u00a0 The second time I find myself writing a comment, I save it for re-use.\u00a0 Then each time I drag-and-drop it onto a script after that, it gets refined and added to.\u00a0 You still need to read all the scripts, of course, but online marking enables me to give much more detailed feedback in the same amount of time as before.\u00a0 And that has to be a better use of my time.<\/p>\n

I\u2019m still waiting for the formal student feedback, but from what they have told me already, the response has been 100% positive.\u00a0 Here\u2019s just one example:<\/p>\n

\u201c<\/em>This is a just a quick email as a query from your FEA feedback. Firstly I would like to thank you for this feedback, it was brilliant to have such detailed, individual feedback on an assignment, this is something which we\u00a0don’t\u00a0often get, so I found it nice to be able to go back and look over the work. After all its only by seeing our wrong doings that we learn from these mistakes in the\u00a0future.<\/em>\u201d<\/em><\/p>\n

They feel I have properly explained the grades they are awarded, and they like the fact that errors are highlighted in context, which makes it easier for them to avoid making the same mistake(s) next time.<\/p>\n

I have recommended online marking to my colleagues on a teaching \u201cAway Day\u201d we had recently, and I expect to continue using it next year.\u00a0 It would be possible to share banks of comments between tutors, but there\u2019s a limit to how many comments you can readily access, so I think individual comment banks are best, and anyway they reflect the tutor\u2019s and the coursework\u2019s individuality.The only improvement I\u2019d like to see is the ability to mark offline and re-sync. when I get back to the office.\u00a0 That would add value to my commuting time every day.<\/p>\n

\u00a0Watch a screen recording of GradeMark in use at: http:\/\/turnitin.com\/static\/videos\/instructor_usinggm.html<\/a><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In this post (reproduced from\u00a0our Summer 2011 “E-learning Innovations” staff newsletter), Ben Halkon (Wolfson School) talks about his use of the GradeMark online marking tool in Turnitin. I didn\u2019t want the hassle of having to manage a pile of paper marking, and the integration with the Originality Reporting from TurnItIn was useful, so I optedRead more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[93,115],"tags":[],"class_list":["post-2880","post","type-post","status-publish","format-standard","hentry","category-online-marking","category-turnitin"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2880","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=2880"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2880\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=2880"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=2880"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=2880"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}