Providing Feedback to Students Electronically The Electronic by tek31120

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									 Providing Feedback to
 Students Electronically:
The Electronic Feedback
       Freeware
             Philip Denton
Faculty Learning Development Manager
   Liverpool John Moores University
Contents
• Electronically-assisted feedback
• Electronic Feedback v15: Short Demo
• Traditional versus Electronic feedback:
  Comparative Case study
• Conclusions
Electronically-assisted feedback
• Typed remarks via Emails/VLEs1
• Automatic feedback on MCQs2
• Web-facilitated peer assessment of free-
  response type questions3
• Video4a / Streamed Audio4b feedback
• Bespoke subject specific systems e.g.
  assessment of computer code writing5
• Marking assistants:
   – Turnitin Grademark 6
   – Electronic Feedback freeware 7,8
Electronic Feedback v15
• Facilitates the synthesis of feedback
• Tutor inputs
   • Student names, email addresses
   • Comments (including standard comments)
   • Marks and allocation of standard comments
• Software outputs
   • (Auto)Mark, Mark stats, allocation stats
   • Individualised MS Word feedback reports
   • … which may be emailed to students
Example feedback sheet (Abridged)                                                           Dr Philip Denton
                                                                                               18 Dec 2008
PHCDF1015 Log P Extended Laboratory Reports
ANDREW N OTHER <37665>
58% 2(ii) Class
    Your % mark is shown above. As detailed in the supporting information, I've considered the following
    aspects of your work. The % weightings allocated to each section in the markscheme are indicated.
INTRODUCTION (Weighting: 10%)
    A very good start to report that dealt with most of the underlying theory associated with this practical:
    Partition phenomena, acid dissociation, apparent partition coefficients, Lambert-Beer law. Take care
    with symbols when writing the equation that defines log P.
METHOD (Weighting: 5%)
    A good account of what you did but remember the importance of writing in appropriate scientific style

RESULTS, TABLES, GRAPHS AND CALCULATIONS (Weighting: 35%)
     [H+] is given by antilog(-pH) and you should have stated this explicitly. The title of one (or both) of
     your graphs is inappropriate: It should detail what is being plotted and identify the system (salicylic
     acid) that is being considered.
This was generally a good report, Andrew, but the lack of references and a failure to fully discuss the role
of log P in drug development stopped it from being first class.
Thank you for the effort that you put into this work.
Short demo of v15
Consists of 3 files
• Guide15.xls: Read-only interactive guide
• Fb15.doc: May be ignored by the user
• Feedback15.xls:
   – Template on which all feedback files are
     based.
   – Usual to create one feedback file for each
     assignment.
Case study: Traditional versus
Electronic Feedback9
• Study of Level 1 Pharmaceutical Science
  and Pharmacy (PSP) extended lab report
• ‘Traditional’ and electronic feedback
  returned to 198 PSP Students by 7 markers
• Characteristics of effective feedback
  identified from literature
• Questionnaire designed so that students
  could rate their feedback
 Case study: Method
• 4 Markers returned traditional feedback only
• 3 Markers returned traditional (T) and
  electronic (E) feedback
   – Standard Comments agreed by E-marking team
   – E-markers interviewed after marking complete
• Lab reports and feedback returned within
  class: Student confer over questionnaires
• Average Likert scores calculated (5 = agree)
                                All Markers        Marker 1 Marker 2 Marker 3   M4-7
Q                              T&E   T        E    T    E    T   E    T    E     T
          Number of scripts    198   150      48   40   8   20   20   21   20    69
    Questionnaire responses    169   129      40   37   8   17   16   16   16    59
1        Clear markscheme      3.5   3.3   4.0     3.9 3.9 3.5 4.3 3.6 3.8      2.9
2                   Legible    3.4   3.1   4.1     4.0 4.5 3.4 4.3 3.7 3.8      2.4
3       Satisfactory amount    3.0   2.6   4.0     3.4 4.4 2.8 4.1 2.8 3.8      2.1
4           Fair & balanced    3.2   3.0   3.8     3.6 4.0 3.2 3.9 3.4 3.5      2.6
5         Highlighted errors   3.0   2.8   3.8     3.4 3.9 2.8 3.9 3.2 3.6      2.3
6   Showed where I did well    3.0   2.7   3.9     3.8 4.1 3.6 4.0 2.8 3.8      1.9
7                  Relevant    3.5   3.4   4.0     3.9 4.3 3.7 4.2 3.7 3.6      2.9
8      How I could improve     3.5   3.3   3.9     3.6 4.1 3.8 3.8 3.7 3.9      2.9
                   Average     3.3   3.0   3.9     3.7 4.2 3.4 4.1 3.4 3.7      2.5
 Case study: Results
• Response rate 85%: Average Likert for E (n =
  40) is 0.9 units greater than T (n =129)
• Responses to all questions were correlated
  with each other, r = +0.162 to r = +0.657
• Correlations were significant (P<0.05)
   First principal component score can be
  used as an overall satisfaction rating
• We undertook a principal component analysis
  and two-way analysis of satisfaction rating
  variance using Minitab General Linear Model
 Case study: Results (cont.)
• Marker identity and feedback type were
  treated as the two factors
• Influence of individual markers was not
  found to be significant (P = 0.238)
• Feedback type v. significant (P < 0.001)
• Mann-Whitney test: Responses to Q2
  (legibility), Q3 (amount), Q5 (identifies
  errors) and Q6 (where did well) differed
  significantly according to feedback type
 Case study: Results (cont.)
• Informal interviews conducted with the 3
  markers that used Electronic Feedback
• Took 2 to 3 minutes less marking time
  per script (up to 2 hours for 40 scripts)
• Average marks awarded by Markers 1 to
  3 (n = 129) were within 6% of each
  other: 19% for Markers 4 to 7 (n = 69)
• Tutors appreciated facility to
  automatically return emailed feedback
 Case study: Conclusions
• Students prefer E-feedback, as noted.7
• This study identifies specific features:
   – Legibility (SENDA)
   – Amount (e.g. model answers)
   – Identification of negative/positive aspects
• Staff favour E feedback, as noted.8
   – Consistent feedback (bottom/top of pile)
   – Reduced marking time (once set up)
   – Feedback returned more quickly, by email
 What next?
• Electronic feedback freeware available:
  www.tinyurl.com/36oem5
• v15 expires 30/09/09: v16 then available for
  download
• V16 will correct (non-critical) issues when
  running EF on Office 2007.
• A consultancy are working on a BlackBoard
  VLE version of the software (HEFCE TQE
  funding)
References
1. Collis, B., De Boer, W. & Slotman, K. (2001). Feedback for web-based assignments. Journal of
   Computer Assisted Learning 17, 306-313.
2. Bull, J. & Stephens, D. P. (1999). The use of question mark software for formative & summative
   assessment in two universities. Innovations in Education & Training International 36, 128-136.
3. Bhalerao, A. & Ward, A. (2001). Towards electronically assisted peer assessment: A case study.
   Association of Learning Technology Journal 9, 26-37.
4. a) Hase, S. & Saenger, H. (1997). Videomail - a personalised approach to providing feedback on
   assessment to distance learners. Distance Education 18, 362-369.
   b) e.g. http://www.wimba.com/products/wimba_voice/ (www.tinyurl.com/qxrjlj)
5. Heo, M. & Chow, A. (2005). The impact of computer augmented online learning & assessment tool.
   Educational Technology & Society 8, 113-125.
6. http://turnitin.com/static/grademark.html (www.tinyurl.com/oxeq97)
7. Denton, P. (2001). Generating coursework feedback for large groups of students using MS Excel & MS
   Word. University Chemistry Education 5, 1-8.
8. Denton, P. (2003). Evaluation of the ‘electronic feedback’ marking assistant ... Proceedings of the 7th
   International Computer Aided Assessment Conference (pp 157-173), Learning and Teaching
   Development: Loughborough.
9. Denton, P., Roberts M., Madden J., Rowe P. (2008) Students’ response to traditional and computer-
   assisted formative feedback: A comparative case study. British Journal of Educational Technology 39,
   486-500.
Aspects of the assignment and feedback
Feedback means ALL the written comments, ticks & crosses etc




                                                                       Disagree
                                                                                  Disagree
                                                                       Strongly




                                                                                                               Strongly
                                                                                             Neutral
provided by the marker. Please tick the box that best matches your




                                                                                                       Agree

                                                                                                               Agree
response. The further to the right you tick, the more you agree with
the statement.
                                                                                                              
1   The mark scheme for this assignment was clear.                       
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2   The written feedback from the tutor was clear and easy to read.      
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3   I was satisfied with the amount of feedback that I received.         
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4   The feedback returned with my work was fair & balanced.              
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5   Feedback gave me enough information on where I went wrong.           
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6   The feedback identified aspects of the work where I did well.        
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7   The feedback that I received was relevant to my practical            
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    report.                                                                                                  

8   From my feedback I appreciate what I could do to improve.            
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