Remaking Marking: Electronic Management of Assessment National Conference
On September 4th 2018, the EMA Programme held a one-day national conference, at the University of Reading, exploring electronic management of assessment across the UK HE sector.
This event brought together speakers from five UK institutions to support dissemination of knowledge and the sharing of good practice surrounding EMA defined broadly to include all aspects of technology enhanced assessment. During the sessions, we explored the challenges and opportunities surrounding the introduction of EMA including change design, effect on policy and process, the optimal use of existing technology and evidenced impact on the staff and student experience. The event included presentations focused on both online term time assessment and (although not within the scope of Reading’s own EMA Programme) digital exams.
The conference was run in association with the new Advance HE Interdisciplinary Network for Research-informed Assessment Practices group and took place in the Meadow Suite. University of Reading colleagues were warmly welcomed and were able to sign up using Employee Self Service. Colleagues external to Reading were able to register their attendance by e-mailing firstname.lastname@example.org.
Conference organisation was led by Emma Mayhew (Academic Director of the EMA Programme) and Maddi Davies (Academic Partner within the EMA Programme).
You can take a look at the results of the Menti Quiz from the conference here.
If you have any questions about the conference please email email@example.com
Bio: Emma Mayhew is Associate Professor of Politics and International Relations and Academic Director of the Electronic Management of Assessment Programme at the University of Reading, UK. Her research focuses on the use of technology enhanced learning to facilitate student engagement, learning, attainment and satisfaction. She focuses, in particular, on developments surrounding multi-media learning, screen capture, video feedback, online assessment and learning analytics.
Abstract: Electronic Management of Assessment, as a transformative major change process, is attracting considerable attention from HE providers, particularly given the increased focus on the quality of teaching and learning provision within the sector. This presentation outlines how a number of institutions have addressed key challenges, specifically surrounding the adoption of online submission, feedback and grading, within the sector in the last five years. It draws on a range of reports produced by JISC, as part of their major two year EMA project, regular HeLF (Heads of E-Learning Forum) EMA annual survey reports, institutional project reports and project blogs together with a series of interviews held with a number of providers over the last two years. It explores institutional responses to the complexities of change design, stakeholder management, policy and process alongside technical issues surrounding systems integration. The presentation moves on to explore new opportunities open to adopters, facilitated by the shift to online assessment, and how examples of innovative practice have impacted on both staff and student experiences of the assessment and feedback cycle. It focuses, in particular, on the use and impact of new marking tool functionality including Quickmarks, audio feedback and GradeMark Reporting but also new ways of working with assessment analytics. The presentation will conclude that, although some aspects of EMA represent a complex challenge for the sector, a number of providers have been able to address key concerns and start to make full use of new functionality to enhance the assessment experience.
New dog, new tricks: An e-assessments journey
Bio: Dr Pete Lonsdale is Learning Technology Manager at the School of Nursing and Midwifery at Keele University, working on developing innovative approaches to electronic assessment, student engagement, and building online content. Pete has worked as a learning technologist for over eight years, supporting the use of existing platforms such as VLEs, portfolio systems, and assessment tools. As a software developer he has also built several bespoke systems to support learning and teaching. His particular interests are in how technology can help learning and assessment escape traditional classroom environments and help provide flexible opportunities for students to engage with education.
Abstract: Technology offers us new tools to enhance and transform assessment in a range of areas, but the process of transitioning from traditional to electronic assessment can yield unexpected discoveries about the processes involved. I will describe the introduction of a bespoke online platform designed for administering practical assessments in Nursing and Midwifery. This platform streamlined the assessment process, offered us new affordances and new ways of providing feedback, whilst simultaneously highlighting areas of practice that needed to be refined and clarified. We also found that with new technology comes new ways of working, but not all of those are necessarily what you are looking for, and might not fit with pedagogical ideals.
Bio: Dr Rachel Maxwell (@DrRachLTB) is Head of Learning and Teaching Development at the University of Northampton where she is currently leading a number of projects supporting the student experience, including improving the first year experience and the development of a framework of graduate attributes embedding employability and Changemaker skills across our curricula. Her work also focusses on developing assessment and feedback practices suitable for the 21st century, promoting academic integrity and supporting staff to introduce innovation into their own pedagogic practice. Rachel previously worked as a Learning Designer, supporting staff to redesign modules and programmes as part of an institutional move to blended learning, building on her work as a lecturer in both HE and FE.
The University of Northampton introduced its SaGE project (Submitting and Grading Electronically) in 2012. This presentation charts the development and implementation of the project in the light of strategic imperatives and drivers to both policy and practice, exploring the challenges and barriers to adoption along the way. It also considers the value of adopting an evidence-based approach to delivering project objectives, with a strong level of support that focused on ensuring academic staff agency and building institutional capability. The success of this approach meant that the project was deemed completed after 3 years with EMA fully embedded in both policy and practice.
Alongside this project, and in an initiative unique to the sector, the University has completely revised its approach to learning and teaching and undertaken a thorough review of the Framework provisions on assessment. These changes have prompted further changes to marking practice and … as we look ahead to 2018 … the possibility to digitise the final piece of the assessment jigsaw – end-of-year paper-based exams. The presentation will conclude with a look at developments to assessment in general, and EMA in particular.
Her PhD is in human rights law, medical ethics and torture prevention, although she normally just tells her students she has a PhD in torture and not to mess!
Digital Assessment: Evolution or Revolution?
Bio: I am a Reader and Director of Learning and Teaching in the Department of Computer Science. I have a combination of academic and commercial skills from my experience as a university lecturer and as a software architect in the financial services industry. I have been responsible for the first large-scale deployment in the UK of a Bring-Your-Own-Device (BYOD) approach to examinations in the Department of Computer Science at Brunel. I am currently involved in rolling this out across the University, and considering the longer term implications of moving away from paper and towards digital exams.
Abstract: The presentation offers a background story of how Brunel came to make the move towards Digital Exams, where we are now, and what we see for the future of Digital Exams at Brunel and in UK HE.
Assessment Journey: enhancing the educational experience and institutional effectiveness of assessment and feedback
Bio: Stuart Hepplestone is Senior Lecturer in Digital Capability at Sheffield Hallam University. Stuart has supported the use of technology in learning and teaching for over 19 years. His main area of work and research interest is in promoting the appropriate use of technology in the process of assessment and feedback.
Abstract: In this session, Stuart will report and reflect on how Sheffield Hallam University has implemented a consistent, seamless and improved assessment experience for students and staff supported by efficient processes and integrated systems.
The University undertook a three-year ‘Assessment Journey Programme’ working with its stakeholders to identify good practices and the changes needed in order to shape the institutional vision for assessment and feedback and the technology required within it.
- share the University’s learner-focussed principles for assessment along with the resulting lifecycle (after Ferrell & Gray, 2013) developed to describe each stage of the assessment process. The lifecycle formed the basis for the assessment framework that provides stakeholders with a single point of access for assessment guidance and resources, policy and regulatory information;
- report on the technological solutions that have been exploited, the bespoke customisations that have been developed, and the processes that have been developed to achieve and implement the University’s vision;
- tell the stories, challenges and lessons learned in relation to institutional culture, stakeholder attitudes and technology since full implementation of online management of assessment at the University in September 2017.
Ferrell, G. and Gray, L. (2013). Electronic management of assessment: Using technology to support the assessment lifecycle, from the electronic submission or assignments to marking and feedback.