{"id":87,"date":"2018-04-19T14:51:52","date_gmt":"2018-04-19T14:51:52","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/ema\/?page_id=87"},"modified":"2020-01-24T13:46:38","modified_gmt":"2020-01-24T13:46:38","slug":"case-study-library","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/ema\/case-study-library\/","title":{"rendered":"Case Study Library"},"content":{"rendered":"<div id=\"pl-87\" class=\"panel-layout\">\n<div id=\"pg-87-0\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-0-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-0-0-0\" class=\"so-panel widget widget_search panel-first-child panel-last-child\" data-index=\"0\" data-style=\"{&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;}\"><form role=\"search\" method=\"get\" id=\"searchform\" class=\"searchform\" action=\"https:\/\/sites.reading.ac.uk\/ema\/\">\n\t\t\t\t<div>\n\t\t\t\t\t<label class=\"screen-reader-text\" for=\"s\">Search for:<\/label>\n\t\t\t\t\t<input type=\"text\" value=\"\" name=\"s\" id=\"s\" \/>\n\t\t\t\t\t<input type=\"submit\" id=\"searchsubmit\" value=\"Search\" \/>\n\t\t\t\t<\/div>\n\t\t\t<\/form><\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-1\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-1-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-1-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"1\" data-style=\"{&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4e7199&quot;}\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h2>Below you can explore our EMA Case Study library, featuring all of\u00a0the EMA Case Studies conducted by colleagues at the university.<\/h2>\n<p>In addition to the Case Study Library, you can also\u00a0explore other\u00a0colleagues&#8217; <a href=\"http:\/\/sites.reading.ac.uk\/ema\/experiences-of-ema\/\">Experiences of EMA<\/a>.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-2\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-2-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-2-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"2\" data-style=\"{&quot;background&quot;:&quot;#ffeec4&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-2-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Reflecting on Change and the Management of Non-standard Submissions in Typography<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Jeanne-Louise Moys<a href=\"\/wp-content\/uploads\/sites\/25\/2019\/01\/jlm.jpg\"><img decoding=\"async\" loading=\"lazy\" class=\" wp-image-1865 alignright\" src=\"\/wp-content\/uploads\/sites\/25\/2019\/01\/jlm.jpg\" alt=\"Profile picture of Dr Jeanne-Louise Moys\" width=\"117\" height=\"132\" \/><\/a><\/h3>\n<p>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.<\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/wp-content\/uploads\/sites\/25\/2019\/01\/Jeanne-Louise-Moys-v-0.5.pdf\" target=\"_blank\" rel=\"noopener\">Read Jeanne-Louise&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-3\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-3-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-3-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"3\" data-style=\"{&quot;background&quot;:&quot;#b9dda8&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-3-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Using Quickmarks and Rubrics in Assessment<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Catherine Foley<a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/catherine-foley.jpg\"><img decoding=\"async\" loading=\"lazy\" class=\" wp-image-731 alignright\" src=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/catherine-foley.jpg\" alt=\"Catherine Foley\" width=\"146\" height=\"126\" \/><\/a><\/h3>\n<p>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.<\/p>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Catherine-Foley-case-study.pdf\">Read Catherine&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-4\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-4-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-4-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"4\" data-style=\"{&quot;background&quot;:&quot;#8ecebd&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#406099&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-4-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Changing the Assessment Experience of Professional Staff in SAPD<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3 style=\"text-align: left\">Emily Parsons<strong><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons3.jpg\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-602 alignright\" src=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons3-225x300.jpg\" alt=\"Emily Parsons EMA\" width=\"134\" height=\"178\" srcset=\"https:\/\/sites.reading.ac.uk\/ema\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons3-225x300.jpg 225w, https:\/\/sites.reading.ac.uk\/ema\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons3-768x1024.jpg 768w, https:\/\/sites.reading.ac.uk\/ema\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons3.jpg 960w\" sizes=\"(max-width: 134px) 100vw, 134px\" \/><\/a><\/strong><\/h3>\n<p style=\"text-align: left\">Emily Parsons is a Senior Programme Administrator within the\u00a0School of Agriculture, Policy and Development (SAPD).<\/p>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Emily-Parsons-case-study-v-0.2.pdf\">Read Emily&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-5\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-5-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-5-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child\" data-index=\"5\" data-style=\"{&quot;background&quot;:&quot;#d8e8ff&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-5-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Improving Assessment Writing and Grading Skills Through the Use of a Rubric<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Bolanle Adebola<img decoding=\"async\" loading=\"lazy\" class=\"ae_image alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Bolande.JPG\" alt=\"Bolande Case Studies\" width=\"114\" height=\"185\" \/><\/h3>\n<p>Dr Bolanle Adebola is a Lecturer in International Commercial Law, as well as\u00a0 Module Convenor and lecturer for the International Commercial Arbitration, Corporate Governance, and Corporate Finance modules, within the LLM programme.<\/p>\n<p>Bolanle&#8217;s case study\u00a0outlines\u00a0a 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\u00a0academic staff\u00a0to facilitate grading and feedback by establishing a mutual understanding of what is expected.<\/p>\n<p><a href=\"http:\/\/www.reading.ac.uk\/nmsruntime\/saveasdialog.aspx?lID=131414&amp;sID=442067\" name=\"Bolande__Law_EMA_Case_Study_v_01_pdf\">Read Bolanle&#8217;s Case study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"panel-87-5-0-1\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"6\" data-style=\"{&quot;background&quot;:&quot;#d8c9fc&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-5-0-1\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Making full use of Grademark in Geography and Environmental Science<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Professor Andrew Wade<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Andrew_Wade_picture.jpg\" alt=\"Case Study EMA andrewwade\" width=\"100\" height=\"122\" \/><\/h3>\n<p>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.<\/p>\n<p>He explores the use of key marking tool features-Rubrics and QuickMarks-and how they have impacted on his marking experience.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Case_study_Andrew_Wade_1.0.pdf\">Read Andrew&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-6\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-6-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-6-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"7\" data-style=\"{&quot;background&quot;:&quot;#f6c7fc&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-6-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">E-Submission, Marking and Feedback<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Pilar Gray Carlos<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Pilar.jpg\" alt=\"Case Study EMA Pilar\" width=\"103\" height=\"103\" \/><\/h3>\n<p>Pilar Gray-Carlos is a Lecturer and Institution Wide Language Programme Coordinator for the International Study and Language Institute at Reading.<\/p>\n<p>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).<\/p>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/FINAL_IWLPcasestudy_Pilar-1.pdf\">Read Pilar&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-7\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-7-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-7-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"8\" data-style=\"{&quot;background&quot;:&quot;#ea9796&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-7-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Electronic Feedback and Grading Methods<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Geoff Taggart<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Geoff.jpg\" alt=\"Case Study EMA Geoff\" width=\"120\" height=\"100\" \/><\/h3>\n<p>Dr\u00a0Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading.<\/p>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study-Geoff_Taggart-1.pdf\">Read Geoff&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-8\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-8-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-8-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"9\" data-style=\"{&quot;background&quot;:&quot;#ffe0b2&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-8-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Pre-Sessional English Use of Grademark<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Rob Playfair<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/RobPlayfair.jpg\" alt=\"Case Study EMA robplayfair\" width=\"150\" height=\"139\" \/><\/h3>\n<p>On the pre-sessional English (PSE) course, in the summer of 2017, the course leader suggested that tutors\u00a0chose between using e-feedback (Turnitin and Grademark), to mark students writing, or pen and paper.\u00a0Rob chose to try e-feedback:<\/p>\n<p align=\"left\">&#8216;I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students&#8217;.<\/p>\n<p align=\"left\"><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/Revised_EMA_case_study_RobPlayfair_with_comments_from_EM_version_0.1_RP_edits.pdf\">Read Rob&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-9\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-9-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-9-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"10\" data-style=\"{&quot;background&quot;:&quot;#ffeec4&quot;,&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-9-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Assessment Using Blackboard Learning Journals and Turnitin Feedback Tools<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Madeleine Davies<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Maddie.jpg\" alt=\"Case Study EMA maddi\" width=\"112\" height=\"150\" \/><\/h3>\n<p>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 \u2018personalise\u2019\u2019 online marking tools to produce an enhanced marking experience.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study_Maddi2.pdf\">Read Maddi&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-10\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-10-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-10-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"11\" data-style=\"{&quot;background&quot;:&quot;#b9dda8&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-10-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Using Rubrics to Transform the Marking and Feedback Experience<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Professor Will Hughes<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Will_Hughes.jpg\" alt=\"Case Study EMA Will Hughes\" width=\"91\" height=\"163\" \/><\/h3>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study-Will_Hughes_v_0.1.pdf\">Read Will&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-11\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-11-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-11-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"12\" data-style=\"{&quot;background&quot;:&quot;#8ecebd&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-11-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Moving Towards E-Assessment<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Svetlana Mazhurnaya<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/Svetlana_Mazhurnaya.jpg\" alt=\"Case Study EMA Svetlana\" width=\"115\" height=\"142\" \/><\/h3>\n<p>In September 2017, Svetlana Mazhurnaya, EAP Teaching Fellow with Testing Responsibilities joined the EMA Programme as an Academic Partner.\u00a0 Here is her case study.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study_Svetlana_Mazhurnaya_0.1.pdf\">Read Svetlana&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-12\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-12-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-12-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"13\" data-style=\"{&quot;background&quot;:&quot;#d8e8ff&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-12-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Introducing Online Assessment in IFP Modules<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Dawn Clarke<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/emma-dawn-clarke.jpg\" alt=\"Case Study EMA Dawn-Clarke\" width=\"166\" height=\"93\" \/><\/h3>\n<p>In Spring 2015, online submission, grading and feedback was introduced by Dr Dawn Clarke in two modules within the International Foundation Programme (IFP).\u00a0 This proved to be a significant success for both students and markers.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study_-_Dawn_Clarke.pdf\">Read Dawn&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-13\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-13-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-13-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"14\" data-style=\"{&quot;background&quot;:&quot;#d8c9fc&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-13-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Feedback via Grademark Audio-files in the Department of English Literature<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Cindy Becker<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/cindy-becker.jpg\" alt=\"Case Study EMA cindy-becker\" width=\"155\" height=\"103\" \/><\/h3>\n<p>In September 2015, Dr\u00a0Cindy 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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA-Cindy-Becker-case-study.pdf\">Read Cindy&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-14\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-14-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-14-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"15\" data-style=\"{&quot;background&quot;:&quot;#f6c7fc&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-14-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Using Quickmarks to Enhance Essay Feedback in the Department of English Literature<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Mary Morrissey<img decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/mary-morrissey.jpg\" alt=\"Case Study EMA Mary Morrissey\" width=\"120\" height=\"123\" \/><\/h3>\n<p>In 2015 Dr Mary Morrissey experimented with the &#8216;Quickmarks&#8217; function newly available in Grademark.<\/p>\n<p>By following links to the Department&#8217;s style guide in the Quickmarks, students could access more detailed feedback on their written work.<\/p>\n<p>The &#8216;feedback loop&#8217; (from essay advice to essay feedback) was therefore completed.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study_Mary_Morrissey.pdf\">Read Mary&#8217;s Case Study<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-15\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-15-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-15-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"16\" data-style=\"{&quot;background&quot;:&quot;#ea9796&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-15-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Implementing Department-wide E-Assessment in Real Estate and Planning<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Angelique Chettiparamb<img decoding=\"async\" loading=\"lazy\" class=\"ae_image alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/ema-angelique-chettiparamb.jpg\" alt=\"Case Study EMA Dr Angelique Chettiparamb\" width=\"123\" height=\"95\" \/><\/h3>\n<p>In\u00a0September 2015, Dr Angelique Chettiparamb launched a pilot online assessment project within the Department of Real Estate and Planning.<\/p>\n<p>The Department was able to extensively survey both students and staff to explore impact and avenues for improvement.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/EMA_Case_Study__Angelique_Chettiparamb.pdf\">Read Angelique&#8217;s Case Study.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-16\" class=\"panel-grid panel-no-style\">\n<div id=\"pgc-87-16-0\" class=\"panel-grid-cell\" data-weight=\"1\">\n<div id=\"panel-87-16-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"17\" data-style=\"{&quot;background&quot;:&quot;#ffe0b2&quot;,&quot;background_display&quot;:&quot;tile&quot;,&quot;link_color&quot;:&quot;#4374a5&quot;}\">\n<div class=\"panel-widget-style panel-widget-style-for-87-16-0-0\">\n<div class=\"so-widget-sow-editor so-widget-sow-editor-base\">\n<h3 class=\"widget-title\">Using Grademark to Write High Quality Feedback more Rapidly in the School of Law<\/h3>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<div class=\"siteorigin-widget-tinymce textwidget\">\n<h3>Dr Annika Newnham<img decoding=\"async\" loading=\"lazy\" class=\"ae_image alignright\" src=\"http:\/\/www.reading.ac.uk\/web\/MultimediaFiles\/ema-annika.jpg\" alt=\"Case Study EMA Annika Newnham\" width=\"134\" height=\"75\" \/><\/h3>\n<p>Since 2015 Dr Annika Newnham has gradually personalised the &#8220;Quickmarks&#8221; function within Turnitin Grademark to be both discipline specific and also assignment specific.<\/p>\n<p>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.<\/p>\n<p><a href=\"\/wp-content\/uploads\/sites\/25\/2018\/04\/ema-case-study-annika-newnham.pdf\">Read Annika&#8217;s Case Study.<\/a><\/p>\n<p>\u00a0<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"pg-87-17\" class=\"panel-grid panel-no-style\" data-style=\"{&quot;background_image_attachment&quot;:false,&quot;background_display&quot;:&quot;tile&quot;,&quot;cell_alignment&quot;:&quot;flex-start&quot;}\">\n<div id=\"pgc-87-17-0\" class=\"panel-grid-cell panel-grid-cell-empty panel-grid-cell-mobile-last\" data-weight=\"0.5\"><\/div>\n<div id=\"pgc-87-17-1\" class=\"panel-grid-cell panel-grid-cell-empty\" data-weight=\"0.5\"><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Below you can explore our EMA Case Study library, featuring all of\u00a0the EMA Case Studies conducted by colleagues at the university. In addition to the Case Study Library, you can also\u00a0explore other\u00a0colleagues&#8217; Experiences of EMA. Reflecting on Change and the Management of Non-standard Submissions in Typography Jeanne-Louise Moys Online submission, feedback and marking has been [&hellip;]<\/p>\n","protected":false},"author":50,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"yst_prominent_words":[130,643,634,635,639,188,184,82,349,187,633,637,185,226,640,644,636,641,186,638],"_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/pages\/87"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/users\/50"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/comments?post=87"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/pages\/87\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/media?parent=87"}],"wp:term":[{"taxonomy":"yst_prominent_words","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/ema\/wp-json\/wp\/v2\/yst_prominent_words?post=87"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}