00:20 Peter: Introducing Sasha Butterworth from the University of Canberra College
00:30: Sasha: Describes the role of the University of Canberra College in providing a pathway for international and domestic students to enroll in diploma level programs and then transfer to degree programs at the University of Canberra. UCC provides a scaffolded approach in the discipline units with the addition of units in academic English.
01:30 Peter: Can you tell me about your process for marking assignments and providing feedback before you started using eMarking Assistant?
01:50: Sasha: While we have used Moodle for a number of years, the process used by individual teachers has been quite varied e.g. some ask students to submit on paper and/ or mark paper assignments.
02:55: Peter: Can you tell me how things are going now?
03:00: Sasha: Using eMarking Assistant we have flexibility and the opportunity to learn about how to better provide feedback to students. Depending on the assessment item we can select the way of providing feedback e.g. use of reusable comments and/or the eRubrics. Students and staff see tailored comments as more meaningful to their assignments and the assessment criteria.
04:25: Sasha: While grammar comments are fairly standard, it is easier for the assessor to have their own “voice” in the comments they provide.
05:25: Peter: using a common comment to deal with frequently occurring issues actually releases more time to make personalised comments when needed
05:50: Sasha: We are no longer are we trying to cover the assignment in corrections but rather provide students with guidance on how to improve their assignments.
06:25: Sasha: On the value of being able to highlight a word or phrase throughout the assignment.
07:10: Sasha: Adding personalised comments is “creating an interest in marking that has not been there before … staff are actually saying … that they are finding it enjoyable”!
07:30: Sasha: “Students enjoy being able to actually read the teacher’s comments … students are interested in addressing the comments and that provides a great learning environment because the comments are available online in Moodle … and we then take it one step further in the computer lab … the comments can be discussed and addressed … the time spent in that computer lab is now far more constructive … used to be quite an arduous task. However, students are now interested in asking you about how the comment can be applied directly to their assignment … rather than ‘Can you fix my grammar’… (they) are actually reading the comments and taking them on board.”
09:05 Peter: so the feedback on the assignment is feeding forward into better learning
09:20 Peter: value of having the feedback accessible in Moodle
09:25 Sasha: it used to be frustrating with students not picking up paper based feedback or not bringing the feedback to class. Online feedback is accessible to students and staff and is available for moderation and to better support transparency in the assessment process.
10:20 Sasha: students are more open to conversations about feedback
10:30: Peter: Typed feedback has more of a voice of authority and if students are seeing similar comments they have more confidence in the assessment proccess
10:55: Sasha: Students see the feedback as more “proper … they value the process and they feel that it is more authoritative and more thorough”
11:50: Sasha: Talked about the time needed to become confident and efficient in the emarking. “eMarking is not an insurmountable challenge … we get used to operating with a certain method … the time needed to get used to eMarking is really only one batch of assignments.”
13:35: Both: Thanks
13:40 Peter: a 2 minute video on eMarking Assistant or a 30 day trial is available from eMarkingAssistant.com/emarking-assistant