Online Assessment Submission and Feedback

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Feedback is a crucial part of the student experience and helps learning (Parkin et al 2012; West and Turner 2015). Feedback also encourages teacher-student interaction and learner engagement (Nicol, 2010). Good feedback provided quickly are two of the quality benchmarks of a high quality student experience, (Lizzio and Wilson 2008). Unfortunately the NSS has highlighted that this is an area where institutions do not do as well as they would like. To improve this situation, many universities have implemented strategies to improve feedback and invariably this involves technology facilitated learning, (HEA 2012). The School of Nursing addressed this issue in a progressive and student focused way by moving towards online assessment and feedback in coherent and evidence based fashion. This has relevance in the international arena as universities seek to internationalise their products. The importance of robust, valid and reliable assessment practices in the online environment will prove to be a key factor going forward. This study demonstrates how a move to online assessment can be managed positively.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages35
Publication statusAccepted/In press - 20 Apr 2017
Event28th International Networking for Healthcare Education Conference - Churchill College Cambridge
Duration: 20 Apr 2017 → …

Conference

Conference28th International Networking for Healthcare Education Conference
Period20/04/17 → …

Fingerprint

university
student
learning
student teacher
experience
nursing
interaction
school
evidence

Keywords

  • Assessment
  • feedback
  • Turnitin
  • Online

Cite this

@inproceedings{25d1d36763a54ffa8339142d1c4298c2,
title = "Online Assessment Submission and Feedback",
abstract = "Feedback is a crucial part of the student experience and helps learning (Parkin et al 2012; West and Turner 2015). Feedback also encourages teacher-student interaction and learner engagement (Nicol, 2010). Good feedback provided quickly are two of the quality benchmarks of a high quality student experience, (Lizzio and Wilson 2008). Unfortunately the NSS has highlighted that this is an area where institutions do not do as well as they would like. To improve this situation, many universities have implemented strategies to improve feedback and invariably this involves technology facilitated learning, (HEA 2012). The School of Nursing addressed this issue in a progressive and student focused way by moving towards online assessment and feedback in coherent and evidence based fashion. This has relevance in the international arena as universities seek to internationalise their products. The importance of robust, valid and reliable assessment practices in the online environment will prove to be a key factor going forward. This study demonstrates how a move to online assessment can be managed positively.",
keywords = "Assessment, feedback, Turnitin, Online",
author = "Brian McGowan and Ursula Chaney and Lagan, {Briege M} and Helen McGarvey and V Melby and Jerome Marley",
note = "Reference text: Adcroft, A. (2010) Speaking the same language? Perceptions of feedback amongst academic staff and students in a School of Law. The Law Teacher, 44(3), 250-260. Higher Education Academy. (2012) A marked improvement: transforming assessment in higher education York: HEA. Lizzio, A. and Wilson, K. (2008) Feedback on assessment: students’ perception of quality and effectiveness. Assessment and evaluation in Higher Education, 33(3), 263-275. Muir Gray, J.A. (1997) Evidence-based healthcare: How to make health policy and management decisions. London: Churchill Livingstone. Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for enhancing students engagement with feedback. Assessment and evaluation in Higher Education, 37(8), 963-973. West, J. and Turner, W. (2015) Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Available at: http://dx.doi.org/10.1080/14703297.2014.1003954 Ulster University (2011) Principles of assessment and feedback for learning. Available at: http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/ Ulster University (2015) Digital Learning Strategy - Digital Futures: a strategy to shape the future of Blended, Open and Online Learning at Ulster University. Available at: http://addl.ulster.ac.uk/digitalfutures/view/digital-learning-strategy-digital-futures Ulster University (2016) Ulster Student Learning Experience Principles. Available at: http://documentslide.com/documents/ulsteracuk-learning-at-ulster-student-learning-experience-principles.html",
year = "2017",
month = "4",
day = "20",
language = "English",
booktitle = "Unknown Host Publication",

}

McGowan, B, Chaney, U, Lagan, BM, McGarvey, H, Melby, V & Marley, J 2017, Online Assessment Submission and Feedback. in Unknown Host Publication. 28th International Networking for Healthcare Education Conference, 20/04/17.

Online Assessment Submission and Feedback. / McGowan, Brian; Chaney, Ursula; Lagan, Briege M; McGarvey, Helen; Melby, V; Marley, Jerome.

Unknown Host Publication. 2017.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AU - Chaney, Ursula

AU - Lagan, Briege M

AU - McGarvey, Helen

AU - Melby, V

AU - Marley, Jerome

N1 - Reference text: Adcroft, A. (2010) Speaking the same language? Perceptions of feedback amongst academic staff and students in a School of Law. The Law Teacher, 44(3), 250-260. Higher Education Academy. (2012) A marked improvement: transforming assessment in higher education York: HEA. Lizzio, A. and Wilson, K. (2008) Feedback on assessment: students’ perception of quality and effectiveness. Assessment and evaluation in Higher Education, 33(3), 263-275. Muir Gray, J.A. (1997) Evidence-based healthcare: How to make health policy and management decisions. London: Churchill Livingstone. Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for enhancing students engagement with feedback. Assessment and evaluation in Higher Education, 37(8), 963-973. West, J. and Turner, W. (2015) Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Available at: http://dx.doi.org/10.1080/14703297.2014.1003954 Ulster University (2011) Principles of assessment and feedback for learning. Available at: http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/ Ulster University (2015) Digital Learning Strategy - Digital Futures: a strategy to shape the future of Blended, Open and Online Learning at Ulster University. Available at: http://addl.ulster.ac.uk/digitalfutures/view/digital-learning-strategy-digital-futures Ulster University (2016) Ulster Student Learning Experience Principles. Available at: http://documentslide.com/documents/ulsteracuk-learning-at-ulster-student-learning-experience-principles.html

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N2 - Feedback is a crucial part of the student experience and helps learning (Parkin et al 2012; West and Turner 2015). Feedback also encourages teacher-student interaction and learner engagement (Nicol, 2010). Good feedback provided quickly are two of the quality benchmarks of a high quality student experience, (Lizzio and Wilson 2008). Unfortunately the NSS has highlighted that this is an area where institutions do not do as well as they would like. To improve this situation, many universities have implemented strategies to improve feedback and invariably this involves technology facilitated learning, (HEA 2012). The School of Nursing addressed this issue in a progressive and student focused way by moving towards online assessment and feedback in coherent and evidence based fashion. This has relevance in the international arena as universities seek to internationalise their products. The importance of robust, valid and reliable assessment practices in the online environment will prove to be a key factor going forward. This study demonstrates how a move to online assessment can be managed positively.

AB - Feedback is a crucial part of the student experience and helps learning (Parkin et al 2012; West and Turner 2015). Feedback also encourages teacher-student interaction and learner engagement (Nicol, 2010). Good feedback provided quickly are two of the quality benchmarks of a high quality student experience, (Lizzio and Wilson 2008). Unfortunately the NSS has highlighted that this is an area where institutions do not do as well as they would like. To improve this situation, many universities have implemented strategies to improve feedback and invariably this involves technology facilitated learning, (HEA 2012). The School of Nursing addressed this issue in a progressive and student focused way by moving towards online assessment and feedback in coherent and evidence based fashion. This has relevance in the international arena as universities seek to internationalise their products. The importance of robust, valid and reliable assessment practices in the online environment will prove to be a key factor going forward. This study demonstrates how a move to online assessment can be managed positively.

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KW - feedback

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