From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeysCitation formats

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From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeys. / Verges Bausili, Anna.

In: British Journal of Educational Technology, 2017.

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@article{7873f67e74654965b3149f8e5142820a,
title = "From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeys",
abstract = "The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e-submission and e-marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2-year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e-feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five majorgrading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors.",
keywords = "eassessment, ELearning",
author = "{Verges Bausili}, Anna",
year = "2017",
doi = "doi:10.1111/bjet.12547",
language = "English",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "John Wiley & Sons Ltd",

}

RIS

TY - JOUR

T1 - From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeys

AU - Verges Bausili, Anna

PY - 2017

Y1 - 2017

N2 - The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e-submission and e-marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2-year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e-feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five majorgrading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors.

AB - The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e-submission and e-marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2-year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e-feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five majorgrading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors.

KW - eassessment

KW - ELearning

U2 - doi:10.1111/bjet.12547

DO - doi:10.1111/bjet.12547

M3 - Article

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

ER -