Category Archives: Lifecycle

4. Submitting

This is probably the area of the life-cycle where the benefits of EMA for students are most widely understood and accepted: – convenience of not having to travel to hand in assignments – avoidance of printing costs for students – time savings and avoidance of anxiety about assignments going missing in the postal system – … Read more

5. Marking and production of feedback

This is probably the most problematic component of the life-cycle as it is the area where variety of pedagogic practice results in a situation where the fit between institutional processes and the functionality of commercially available systems is least well matched. We heard a very clear message from the sector that existing systems do not … Read more

6. Recording grades

Given the complexity of marking processes, it is unsurprising that there are considerable variations in the process by which a definitive grade is stored against a piece of work. Institutional regulations will determine who records the grade, how this is verified and in which system it is stored. However, in many cases, the student record … Read more

7. Returning marks & feedback

A key issue for students is clarity about deadline for return of marks and feedback. A number of institutions have told us students don’t really mind whether the deadline is 20 days or 30 days so long as there is clarity (bearing in mind that, in the case of feedback, it will only be useful … Read more

8. Reflecting

This is one of the most important components of the life-cycle in that it is where the real student learning takes place and yet it is one of the areas least well supported by the existing commercial systems. Strategies need to be in place to ensure students read and engage with their feedback (rather than … Read more

What’s the problem?

I have attempted to summarise the key generic issues (coming out of the responses to the online questions and the Think Tank outcomes along with these discussion threads) mapping them to the lifecycle¬†and trying to identify whether they are: – cultural – process or – technical issues As ever your comments are welcomed: Description Type … Read more

The right tools for the job

Approaches to marking and feedback are often highly personal and conditioned by preferences for online or off-line marking. Some staff prefer familiar tools such as Microsoft Word but find the lack of integration with other EMA systems a drawback (e.g. the need to return work to each student separately – involving an email per student). … Read more

End-to-end EMA at Walsall College

Walsall College is using an integrated suite of technologies to support the whole of its assessment and feedback lifecycle:¬†read more about its implementation here. Background and context Walsall College is a general FE College that also delivers HE level provision. Its FE level provision is purely vocational and does not include A levels. The College … Read more

How many models of marking are there?

One of the big issues for HE institutions is the fact that commercial EMA systems do not readily support institutional marking processes. Some of the institutions we talked to are pessimistic about ever achieving effective technology supported workflows because of the range of different marking processes adopted in different disciplines. Others have done some research … Read more