Using GradeMark to create effective e-feedback

Introducing an electronic marking and feedback scheme (GradeMark) to the in-course assessment of Biomedical Sciences (year 2) students highlighted the considerable benefits on offer for both staff and students. It enabled staff to provide feedback more efficiently and encouraged students to obtain and act upon the feedback provided.

A pilot study was carried out to evaluate the experience of moving to an online marking system for both staff and students within the Biomedical Teaching Organisation, using an in-course assessment essay for Biomedical Sciences 2.

Markers were provided with instructional guidelines for using GradeMark, and were asked to provide three forms of feedback on each student essay:

1. Insert edits and comments in the text.
2. Provide general comments on the strengths and weaknesses of the essay, with suggestions for improving future essays.
3. Automated feedback via a simple rubric (marking criteria).

Students were able to access their marks and feedback online. The seven markers and eighty students were invited to provide feedback on their experience using GradeMark. Links to key themes/topics: Assessment and Feedback

Motivation and aims

GradeMark has several features we considered would increase the efficiency, consistency and quality of current feedback practices in Biomedical Sciences.

Documents are annotated on screen by highlighting text/adding inline comments, or through QuickMark (a drag-and-drop option from a set of custom-made comments). The work can also be evaluated against qualitative or quantitative rubrics, and there is a facility to upload verbal feedback.

As the system is linked to Turnitin, originality reports can be accessed easily, enabling markers to check the text and information sources. Working offline is also possible, with the recent introduction of a GradeMark app for the iPad.

Successes and lessons learnt

The overall experience of providing and receiving e-feedback was found to be very positive. Comments received from the markers reported that the system was quick and easy to access. One marker stated being “won over by it [GradeMark]” while several others were “very impressed”.

Initial concerns were raised that learning to use the new technology and reading scripts on screen would increase marking time and workload. However, none of the markers reported a problem with the online system, and with the instructional guidance provided, were able to navigate the system efficiently. Furthermore, at the end of the study, all markers expressed a preference for GradeMark over the standard way of marking.

From the student perspective, all of the students who completed a short online survey had read their feedback online and 80% found it very easy or easy to access on Learn. Overall, 72% of the students found the feedback very helpful and useful. Some students had problems accessing the feedback and/or understanding the feedback given via the rubric. However, these issues will be resolved in future sessions through training tutorials with students in the use of GradeMark and accessing their feedback.

The initial success of the pilot has encouraged us to implement this marking system to all students in Biomedical Sciences 2 for future in-course assessments. We will continue to evaluate the benefits receiving e-feedback has on student engagement with their feedback, compared to standard feedback practices.

Scalability and transferability

GradeMark is part of the Turnitin® software which is available University-wide. It was beneficial to markers to have guidance notes on how to use the system, until they become familiar with the technology. The system works well with small groups but can easily be scaled up for large classes of students.

Location of practice: Edinburgh Medical School: Biomedical Sciences