The Centre for Learning and Teaching (CLT) and the Learning Technology Advisors (LTAs) in Information Services have worked in partnership to take EMA forward via the Blended Learning SubCommittee. Consequently e-only Submission for all text-based assessments became policy in 2013, with eFeedback strongly encouraged. EMA processes are becoming embedded in practice, in line with other organisations (Ferrell, 2014; Newland et al, 2013), with eSubmission rising 23% in the last year and an increasing proportion of assessments given eFeedback. Institutional focus is now shifting to increasing connectivity between systems, and supporting the development of eMarking and eFeedback, through consultation with a wide range of partners including teams from Information Services, quality assurance, student records, academic and administrative staff, and the Students’ Union.
This presentation will show how partnership working has i) affected the development of an institutional EMA workflow, and ii) influenced the creation of staff guidance on managing EMA processes and organising eFeedback:
i) The EMA workflow has been developed in consultation with the Quality Assurance team to represent the full range of activities that constitute and contextualise EMA, from programme approval to archiving, and from staff development to student learning activities. This allows better planning for the development and integration of digital, paper-based and face-to-face activities, for instance highlighting the importance of systems integration, and identifying activities such as agreeing marks which may be more effective in a face-to-face environment.
ii) Pilot studies using eFeedback revealed that implementation is technologically straightforward, but that the new online marking environment requires the development of new marking practices. In response the CLT and LTAs developed guidance materials in collaboration with academic and administrative staff. These covered topics such as managing second marking and external examining, and giving consistent quantities and types of eFeedback. Further work on this includes a pilot for planning eFeedback involving student consultation.
There will be a twitter hashtag for participants to post comments on the key challenges encountered in their own institutions in working with partners on EMA. These and any questions will be discussed in the final 5 minutes of the session.
Ferrell, G. (2014) Electronic Management of Assessment (EMA): A landscape review. Bristol: Jisc
Garrison, D. R. and Vaughan, N. (2008) Blended Learning in Higher Education: Framework, Principles and Guidelines. San Franscisco: John Wiley
Newland, B., Martin, L., Bird, A. and Masika, R. (2013) HELF – Electronic Management of Assessment Survey Report 2013. Available at http://helfuk.blogspot.co.uk/p/projects.html accessed 6th March 2015.
Sambell, K., McDowell, L and Montgomery, C. (2012) Assessment for Learning in Higher Education Abingdon: Routledge