{"id":2881,"date":"2011-07-22T16:35:13","date_gmt":"2011-07-22T15:35:13","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=781"},"modified":"2014-11-19T16:26:15","modified_gmt":"2014-11-19T16:26:15","slug":"omr-the-cinderalla-service","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/07\/22\/omr-the-cinderalla-service\/","title":{"rendered":"OMR &#8211; the Cinderella service"},"content":{"rendered":"<p>It&#8217;s easy to dismiss OMR (or Optical Mark Recognition) as technologically outdated &#8211; surely everything can be done online now?<\/p>\n<p>But don&#8217;t dismiss OMR as it can still be very useful. In the case of CAA (Computer Assisted Assessment), it&#8217;s a relatively easy, low-cost approach to automating the process of marking large numbers of exam papers. For this reason, it continues to be a popular approach here at Loughborough.<\/p>\n<p>My colleague Tim Baseley who supports OMR on campus has just passed on the following information about use of OMR in Semester 2:<\/p>\n<ul>\n<li>51 exams were delivered via OMR.<\/li>\n<li>This represents\u00a0a 2% increase over Semester 2 2010.<\/li>\n<li>The total numbers of individual\u00a0candidate papers\u00a0printed was 6954.<\/li>\n<\/ul>\n<p>From an &#8216;efficiency and effectiveness&#8217; perspective, the saving in academic marking workload this makes possible is tremendous. For more on this aspect of OMR <a title=\"OMR - OMG!\" href=\"https:\/\/blog.lboro.ac.uk\/elearning\/?p=263\">see my previous post <\/a>on this subject.<\/p>\n<p>Tim and colleagues are currently planning to move Module feedback forms to Remark OMR. This should improve scalability, flexibility and reporting whilst reducing overall costs and administration\/processing time.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>It&#8217;s easy to dismiss OMR (or Optical Mark Recognition) as technologically outdated &#8211; surely everything can be done online now? But don&#8217;t dismiss OMR as it can still be very useful. In the case of CAA (Computer Assisted Assessment), it&#8217;s a relatively easy, low-cost approach to automating the process of marking large numbers of exam<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/07\/22\/omr-the-cinderalla-service\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[92,95],"tags":[],"class_list":["post-2881","post","type-post","status-publish","format-standard","hentry","category-omr","category-pedagogic"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2881","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=2881"}],"version-history":[{"count":1,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2881\/revisions"}],"predecessor-version":[{"id":3030,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/2881\/revisions\/3030"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=2881"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=2881"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=2881"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}