Duvall, Paul

Reed, Peter

Watmough, Simon

In recent times there has been an increased interest around assessment feedback – evaluation of the University of Liverpool (UoL) Medical Curriculum has shown students have real concerns about the feedback they receive (Reed &amp; Watmough, 2015; Watmough &amp; O’Sullivan, 2011). These concerns have been amplified in recent years by results from the National Student Survey (NSS).Through the implementation of the Turnitin and Grademark systems to support the Electronic Management of Assessment (EMA), this study set out to research the suitability of the systems as well as investigate the potential of assessment analytics – the concept that assessment data can be viewed to inform future practice and provide a coherent and holistic view of staff and student performance.Quantitative and qualitative data show that academic staff are positive in relation to the implementation of said systems to support the assessment and feedback cycle, and that whilst the collection and analysis of data can be useful, it is not a complete panacea. There are ethical considerations involved in relation to staff and students in the collection and analysis of such data.</jats:p

Peter Reed

Simon Watmough

Paul Duvall

Crossref

Journal of Perspectives in Applied Academic Practice

Assessment Analytics Using Turnitin &amp; Grademark in an Undergraduate Medical Curriculum

In recent times there has been an increased interest around assessment feedback – evaluation of the University of Liverpool (UoL) Medical Curriculum has shown students have real concerns about the feedback they receive (Reed &amp; Watmough, 2015; Watmough &amp; O’Sullivan, 2011). These concerns have been amplified in recent years by results from the National Student Survey (NSS). Through the implementation of the Turnitin and Grademark systems to support the Electronic Management of Assessment (EMA), this study set out to research the suitability of the systems as well as investigate the potential of assessment analytics – the concept that assessment data can be viewed to inform future practice and provide a coherent and holistic view of staff and student performance. Quantitative and qualitative data show that academic staff are positive in relation to the implementation of said systems to support the assessment and feedback cycle, and that whilst the collection and analysis of data can be useful, it is not a complete panacea. There are ethical considerations involved in relation to staff and students in the collection and analysis of such data

Edge Hill University Research Information Repository

Vol 3 | Issue 2 (2015) | pp. 92–108© 2015 Journal of Perspectives in Applied Academic Practice 92 ABSTRACT Keywords: eAssessment; Electronic Management of Assessment; EMA; Analytics; Assessment; Turnitin; Grademark Introduction Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 93   Literature review   Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 94 Context for this study     Methodology Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 95 Quantitative research         Table 1 Grades conversion to points for analysis  Grade Points Equivalent Unsatisfactory 1 Fair 2 Good 3 Excellent 4 Qualitative research Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 96        Ethical considerations       Results  Quantitative results Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 97  Chart 1 Overall frequency of marks awarded      020406080100120Unsatisfactory Fair Good ExcellentCountCount of marks awardedJournal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 98  Chart 2 Frequency of Grades Awarded by Objective    0510152025Ob 1 Ob 2 Ob 3 Ob 4 Ob 5 Ob 6 Ob 7Frequency of grades awarded for each objectiveUnsatisfactoryFairGoodExcellentJournal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 99  Chart 3 Number of QM Comments by Objective      020406080100120140Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7Number of QM comments made by objectiveJournal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 100  Chart 4 Mean number of points awarded by each marker     051015202530Marker 1 Marker 2 Marker 3 Marker 4 Marker 5 Marker 6Mean points awarded by markerJournal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 101  Chart 5 Mean points awarded per objective, by marker     00.511.522.533.544.51 2 3 4 5 6 7Mean points awarded per objective, by markerMarker 1Marker 2Marker 3Marker 4Marker 5Marker 6Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 102 Qualitative results Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 103 Discussion Discussion of quantitative data  Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 104 Discussion of qualitative data Conclusion Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 105  Biographies Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 106 References  Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 107 Journal of Perspectives in Applied Academic Practice | Vol 3 | Issue 2 (2015) Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum © 2015 Journal of Perspectives in Applied Academic Practice 108 Appendix 1 – Marking Rubric 

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Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum

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Edge Hill University Research Information Repository

Assessment Analytics Using Turnitin &amp; Grademark in an Undergraduate Medical Curriculum

Abstract

Similar works

Full text

Available Versions

Crossref

Edge Hill University Research Information Repository

Assessment Analytics Using Turnitin & Grademark in an Undergraduate Medical Curriculum