#altc “systems are arcane, forced to work, unreliable and convoluted”

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“Systems are arcane, forced to work, unreliable and convoluted”

The long and winding road of Electronic Management of Assessment

Dan Roberts, Alex Spiers & Tunde Varga-Atkins Centre for Innovation in Education

Annual Conference of the Association for Learning Technology September 2017 University of Liverpool, UK

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ContextToolsResearchInteractivityCommunity Created Solutions!

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( EMA ) is increasingly being used to describe the way in which technology is used across the assessment life cycle to support the electronic submission of assignments, as well as marking and feedback. (JISC 2014)

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Purpose of this session

2016 Survey of Technology Enhanced Learning for higher education in the UK

Benchmarking and review

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EMA Policy Project Board 2016

APVC Helen O Sullivan

Academic Staff (Faculty Rep)Professional ServicesCSD (IT Services)CIE (Centre for Innovation in Education)Project Manager (CSD)

Works StreamsPilotsProcessesEquipmentSystemsExternal examinationCommunication

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What tools are used?

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• Insert the stats from the Craig Goacher

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Printing

Fall Down Protocol

Management of technologyLimitations of supported tools

MOBILE DEVICE MANAGEMENT

Return of MarksLanguage

Support

Tablet Annotation FINANCIAL SUSPENSION

Moderation

Blind MarkingDistribution of marking

M O D E R A T I O N

E x t e r n a l E x a m i n e r a c c e s s

Accessibility

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How does your institutions deal with this type of complexity?

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Liverpool: Data

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Data collection methods• Staff survey (n=345)

• Staff interviews eMarking pilots;

• Report from eLearning Unit learning perspective

• Student survey (JISC Digital Tracker) (n=670) responses from LivUni students;

• Student enhancement projects (Guild/SSLC)

• Desk-top research, see benchmarking report.

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Student more divided on eMarking (n=670)

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Vignettes• Staff less keen on eMarking: barriers outweighing potential

benefits, or prefer paper-based Marking;

• Staff who would be keen on eMarking but are frustrated by the lack of functionality of systems;

• Staff who have tried hard to make eMarking work but abandoned it, or scaled it back;

• Staff eMarking despite major difficulties through workarounds;

• eMarking enthusiasts who are on board and engaged in eMarking;

• Staff with pedagogical considerations for opting out of eMarking;

• Staff who are impacted by eMarking with respect to physical and health problems or those with accessibility needs;

• Occasional markers – e.g. PGRs. See also external examiners.

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Recommendations – technical

• Improvements to reliability – some outside of Uni control!

• Lobbying with software providers (long-haul!)

• Support & tools for group assessments

• See also Recommendations around health & safety, equipment in full report & EMA system downtimes.

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Why can’t we come together to build something to fit our needs?What is the ideal system? Is there one?

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FIND OUT MOREGet in touch with us…

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eunit@liverpool.ac.uk

elearningatliverpool.wordpress.com

Thank you for listening and participating