Below you can explore our EMA Case Study library, featuring all of the EMA Case Studies conducted by colleagues at the university.

In addition to the Case Study Library, you can also explore other colleagues’ Experiences of EMA.

Reflecting on Change and the Management of Non-standard Submissions in Typography

Jeanne-Louise MoysProfile picture of Dr Jeanne-Louise Moys

Online submission, feedback and marking has been adopted within the Department of Typography over the last four years. This case study outlines the experience of change and the management of non-standard kinds of submission. It also considers the impact of these changes, in particular, how the shift to online assessment has triggered pedagogical debate and reflection.

Read Jeanne-Louise’s Case Study.

Using Quickmarks and Rubrics in Assessment

Catherine FoleyCatherine Foley

Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary School Direct programme which trains people to be teachers whilst they are working in schools.

Her experience of electronic marking relates primarily to a 20 credit postgraduate module which is part of this programme, developing the reflective practice and critical thinking of the trainees.

Read Catherine’s Case Study.

Changing the Assessment Experience of Professional Staff in SAPD

Emily ParsonsEmily Parsons EMA

Emily Parsons is a Senior Programme Administrator within the School of Agriculture, Policy and Development (SAPD).

Online assessment has been adopted throughout the SAPD, impacting academic and non-academic colleagues. In this case study, Emily outlines the experiences of her Support Centre team working with SAPD as an Early Adopter School.

Read Emily’s Case Study.

Improving Assessment Writing and Grading Skills Through the Use of a Rubric

Dr Bolanle AdebolaBolande Case Studies

Dr Bolanle Adebola is a Lecturer in International Commercial Law, as well as  Module Convenor and lecturer for the International Commercial Arbitration, Corporate Governance, and Corporate Finance modules, within the LLM programme.

Bolanle’s case study outlines a brief summary of work undertaken with students to engage them in understanding and engaging with the marking criteria, allowing them to improve their essay writing and allowing academic staff to facilitate grading and feedback by establishing a mutual understanding of what is expected.

Read Bolanle’s Case study.

Making full use of Grademark in Geography and Environmental Science

Professor Andrew WadeCase Study EMA andrewwade

Online submission, feedback and grading has been adopted by a range of colleagues throughout Geography and Environmental Science. In this case study Professor Andrew Wade outlines his experiences as part of an Early-Adopter School.

He explores the use of key marking tool features-Rubrics and QuickMarks-and how they have impacted on his marking experience.

Read Andrew’s Case Study.

E-Submission, Marking and Feedback

Pilar Gray CarlosCase Study EMA Pilar

Pilar Gray-Carlos is a Lecturer and Institution Wide Language Programme Coordinator for the International Study and Language Institute at Reading.

This case study provides an insight into the use of electronic submission and the exploration of e-marking and e-feedback for language projects within the Institution Wide Language Programme (IWLP).

It provides a brief journey about the engagement in the adoption of electronic submission tools as a team whilst maintaining the identity of each language involved.

Read Pilar’s Case Study.

Electronic Feedback and Grading Methods

Dr Geoff TaggartCase Study EMA Geoff

Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading.

As part of his secondment to the EMA programme, Geoff decided to run a case study with students from the IoE to gather perspectives on electronic feedback and grading methods.

Read Geoff’s Case Study.

Pre-Sessional English Use of Grademark

Rob PlayfairCase Study EMA robplayfair

On the pre-sessional English (PSE) course, in the summer of 2017, the course leader suggested that tutors chose between using e-feedback (Turnitin and Grademark), to mark students writing, or pen and paper. Rob chose to try e-feedback:

‘I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students’.

Read Rob’s Case Study.

Assessment Using Blackboard Learning Journals and Turnitin Feedback Tools

Dr Madeleine DaviesCase Study EMA maddi

This Case Study outlines the use of Learning Journals and online marking tools on a Part 3 module in English Literature. The discussion considers the relationship between this assessment format and improved student engagement, and it reflects on the opportunities to ‘personalise’’ online marking tools to produce an enhanced marking experience.

Read Maddi’s Case Study.

Using Rubrics to Transform the Marking and Feedback Experience

Professor Will HughesCase Study EMA Will Hughes

Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student engagement with his feedback, student understanding of his marking criteria and student attainment in subsequent essays whilst making his own experience of marking more efficient.

Read Will’s Case Study.

Moving Towards E-Assessment

Svetlana MazhurnayaCase Study EMA Svetlana

In September 2017, Svetlana Mazhurnaya, EAP Teaching Fellow with Testing Responsibilities joined the EMA Programme as an Academic Partner.  Here is her case study.

Read Svetlana’s Case Study.

Introducing Online Assessment in IFP Modules

Dr Dawn ClarkeCase Study EMA Dawn-Clarke

In Spring 2015, online submission, grading and feedback was introduced by Dr Dawn Clarke in two modules within the International Foundation Programme (IFP).  This proved to be a significant success for both students and markers.

Read Dawn’s Case Study.

Feedback via Grademark Audio-files in the Department of English Literature

Dr Cindy BeckerCase Study EMA cindy-becker

In September 2015, Dr Cindy Becker started to trial the use of the audio feedback function within GradeMark. This innovative approach did present some initial challenges, but overall it proved to be a great success for both Cindy and her students.

Read Cindy’s Case Study.

Using Quickmarks to Enhance Essay Feedback in the Department of English Literature

Dr Mary MorrisseyCase Study EMA Mary Morrissey

In 2015 Dr Mary Morrissey experimented with the ‘Quickmarks’ function newly available in Grademark.

By following links to the Department’s style guide in the Quickmarks, students could access more detailed feedback on their written work.

The ‘feedback loop’ (from essay advice to essay feedback) was therefore completed.

Read Mary’s Case Study

Implementing Department-wide E-Assessment in Real Estate and Planning

Dr Angelique ChettiparambCase Study EMA Dr Angelique Chettiparamb

In September 2015, Dr Angelique Chettiparamb launched a pilot online assessment project within the Department of Real Estate and Planning.

The Department was able to extensively survey both students and staff to explore impact and avenues for improvement.

Read Angelique’s Case Study.

Using Grademark to Write High Quality Feedback more Rapidly in the School of Law

Dr Annika NewnhamCase Study EMA Annika Newnham

Since 2015 Dr Annika Newnham has gradually personalised the “Quickmarks” function within Turnitin Grademark to be both discipline specific and also assignment specific.

In addition, Dr Newnham has also developed a lengthy comments bank, which she can draw on and personalise to ensure that she can write high quality feedback more quickly, speeding up the entire marking process.

Read Annika’s Case Study.