Using Turnitin/Grademark for effective feedback with business and management students.

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

Abstract

The provision of online assessment and feedback has received considerable academic attention in recent years, building on the significant body of literature relating to the need for higher educational institutions to provide more effective quality feedback. Researchers such as Heinrich et al (2006) have argued for the use of specialist software such as Turnitin and GradeMark for assessing essay-type work. Burrows and Shortis reviewed a number of online marking and feedback systems and concluded that Turnitin/GradeMark provided users with a “comprehensive assignment annotation functionality which was not present in other marking and feedback tools” (2011: 11). Henderson supports these findings stating that “GradeMark automates some of the marking process, is tied to the student’s work and is much quicker than hand writing the same comments over and over again” (2008: 11.2). The benefits of electronic feedback identified by Venables et al (2012) include reduced marking time, improved accuracy and consistency, higher quality, timelier feedback, improved student satisfaction and improved student learning. These benefits relate directly to the seven principles of good assessment and feedback practice as identified by Nicol and Macfarlane-Dick (2006).This project involved the provision of electronic feedback via the Turnitin/GradeMark tool in Blackboard Learn+ (BB) for students taking business and management modules at levels 4 (L4) and 6 (L6) (UK qualifications and credit framework (QCF)). The project was conducted in the Ulster University Business School, Ulster University, academic year 2013-14. Staff provided summative feedback on an individual essay using GradeMark and annotated marked work was made available to students through Turnitin. Students were informed of the post date of feedback and staff could identify those students who had or had not reviewed their feedback, allowing follow up with an email. Students received feedback on their academic writing style via the Turnitin plagiarism software and qualitative comments, assessment and mark through the GradeMark annotation features. Subsequent project evaluation consisted of a survey of 113 undergraduate business studies students undertaking a L4 module (n=77) and L6 module (n=36) respectively. The survey consisted of two classification questions and a combination of 17 closed/open quantitative and qualitative questions. The quantitative data was analysed with SPSS and thematic analysis was used to identify themes from the qualitative responses. This study found that on the whole students favoured electronic online feedback over traditional written feedback, citing a range of perceived benefits including ease of access, flexibility and convenience, the level of personalisation, timeliness, clarity, quality and quantity of feedback, the ability to re-access and review again and its ability to help improve academic writing style and facilitate feed-forward learning. The study also highlighted that students would like to see further use of online feedback in other aspects of their courses. However, some technical issues were also identified which provided some useful guidance and recommendations on how future adoption and implementation of the technology might be enhanced. This project relates directly to the broad themes of this learning, teaching and student experience conference and specifically to the sub-theme of assessment and feedback.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages3
Publication statusPublished - 2015
EventThe Association of Business Schools Annual Learning and Teaching Conference - York
Duration: 1 Jan 2015 → …

Conference

ConferenceThe Association of Business Schools Annual Learning and Teaching Conference
Period1/01/15 → …

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management
student
electronics
learning
staff
handwriting
business school
personalization
SPSS
ability
educational institution
functionality
qualification
credit
flexibility
present
Teaching
evaluation

Keywords

  • Turnitin/Grademark
  • assessment
  • electronic feedback

Cite this

@inproceedings{a7467793cfe14a3380f2cc5b131d1cad,
title = "Using Turnitin/Grademark for effective feedback with business and management students.",
abstract = "The provision of online assessment and feedback has received considerable academic attention in recent years, building on the significant body of literature relating to the need for higher educational institutions to provide more effective quality feedback. Researchers such as Heinrich et al (2006) have argued for the use of specialist software such as Turnitin and GradeMark for assessing essay-type work. Burrows and Shortis reviewed a number of online marking and feedback systems and concluded that Turnitin/GradeMark provided users with a “comprehensive assignment annotation functionality which was not present in other marking and feedback tools” (2011: 11). Henderson supports these findings stating that “GradeMark automates some of the marking process, is tied to the student’s work and is much quicker than hand writing the same comments over and over again” (2008: 11.2). The benefits of electronic feedback identified by Venables et al (2012) include reduced marking time, improved accuracy and consistency, higher quality, timelier feedback, improved student satisfaction and improved student learning. These benefits relate directly to the seven principles of good assessment and feedback practice as identified by Nicol and Macfarlane-Dick (2006).This project involved the provision of electronic feedback via the Turnitin/GradeMark tool in Blackboard Learn+ (BB) for students taking business and management modules at levels 4 (L4) and 6 (L6) (UK qualifications and credit framework (QCF)). The project was conducted in the Ulster University Business School, Ulster University, academic year 2013-14. Staff provided summative feedback on an individual essay using GradeMark and annotated marked work was made available to students through Turnitin. Students were informed of the post date of feedback and staff could identify those students who had or had not reviewed their feedback, allowing follow up with an email. Students received feedback on their academic writing style via the Turnitin plagiarism software and qualitative comments, assessment and mark through the GradeMark annotation features. Subsequent project evaluation consisted of a survey of 113 undergraduate business studies students undertaking a L4 module (n=77) and L6 module (n=36) respectively. The survey consisted of two classification questions and a combination of 17 closed/open quantitative and qualitative questions. The quantitative data was analysed with SPSS and thematic analysis was used to identify themes from the qualitative responses. This study found that on the whole students favoured electronic online feedback over traditional written feedback, citing a range of perceived benefits including ease of access, flexibility and convenience, the level of personalisation, timeliness, clarity, quality and quantity of feedback, the ability to re-access and review again and its ability to help improve academic writing style and facilitate feed-forward learning. The study also highlighted that students would like to see further use of online feedback in other aspects of their courses. However, some technical issues were also identified which provided some useful guidance and recommendations on how future adoption and implementation of the technology might be enhanced. This project relates directly to the broad themes of this learning, teaching and student experience conference and specifically to the sub-theme of assessment and feedback.",
keywords = "Turnitin/Grademark, assessment, electronic feedback",
author = "Clare Carruthers and Christine Wightman and Steve McPeake and Heather Farley and Una McMahon-Beattie",
note = "Reference text: Burrows, S. and Shortis, M. (2011). An evaluation of semi-automated collaborative marking and feedback systems: Academic staff perspectives. Australiasian Journal Educational Technology, 27(7), 1135-1154. Heinrich, E. Milne, J. Crooks, T. Granshaw, B. and Moore, M. (2006). Lierature review on the use of learning tools for formative essay-type assessment. In e-Learning Collaborative Development. Wellington, New Zealand: Tertiary Education Commission. Henderson P. (2008). Electronic grading and marking, History Australia, 5, 1, 11. Nicol, D. and Macfarlane-Dick, J (2006). Formative assessment and self-regulated learning:A modle and seven priciples of good feedback practice. Studies in Higher Education, 31(2), 199-218. Venables, J. Aitken, A. Chang, V. Dreher, H, Issa, T. von Konsky, B. and Wood, L. (2012). Developing a research design for comparative evaluation of marking and feedback support systems, Proceedings of the 21st Annual Teaching and Learning Forum, 2-3 February 2012, Perth: Murdock University.",
year = "2015",
language = "English",
booktitle = "Unknown Host Publication",

}

Carruthers, C, Wightman, C, McPeake, S, Farley, H & McMahon-Beattie, U 2015, Using Turnitin/Grademark for effective feedback with business and management students. in Unknown Host Publication. The Association of Business Schools Annual Learning and Teaching Conference, 1/01/15.

Using Turnitin/Grademark for effective feedback with business and management students. / Carruthers, Clare; Wightman, Christine; McPeake, Steve; Farley, Heather; McMahon-Beattie, Una.

Unknown Host Publication. 2015.

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

TY - GEN

T1 - Using Turnitin/Grademark for effective feedback with business and management students.

AU - Carruthers, Clare

AU - Wightman, Christine

AU - McPeake, Steve

AU - Farley, Heather

AU - McMahon-Beattie, Una

N1 - Reference text: Burrows, S. and Shortis, M. (2011). An evaluation of semi-automated collaborative marking and feedback systems: Academic staff perspectives. Australiasian Journal Educational Technology, 27(7), 1135-1154. Heinrich, E. Milne, J. Crooks, T. Granshaw, B. and Moore, M. (2006). Lierature review on the use of learning tools for formative essay-type assessment. In e-Learning Collaborative Development. Wellington, New Zealand: Tertiary Education Commission. Henderson P. (2008). Electronic grading and marking, History Australia, 5, 1, 11. Nicol, D. and Macfarlane-Dick, J (2006). Formative assessment and self-regulated learning:A modle and seven priciples of good feedback practice. Studies in Higher Education, 31(2), 199-218. Venables, J. Aitken, A. Chang, V. Dreher, H, Issa, T. von Konsky, B. and Wood, L. (2012). Developing a research design for comparative evaluation of marking and feedback support systems, Proceedings of the 21st Annual Teaching and Learning Forum, 2-3 February 2012, Perth: Murdock University.

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N2 - The provision of online assessment and feedback has received considerable academic attention in recent years, building on the significant body of literature relating to the need for higher educational institutions to provide more effective quality feedback. Researchers such as Heinrich et al (2006) have argued for the use of specialist software such as Turnitin and GradeMark for assessing essay-type work. Burrows and Shortis reviewed a number of online marking and feedback systems and concluded that Turnitin/GradeMark provided users with a “comprehensive assignment annotation functionality which was not present in other marking and feedback tools” (2011: 11). Henderson supports these findings stating that “GradeMark automates some of the marking process, is tied to the student’s work and is much quicker than hand writing the same comments over and over again” (2008: 11.2). The benefits of electronic feedback identified by Venables et al (2012) include reduced marking time, improved accuracy and consistency, higher quality, timelier feedback, improved student satisfaction and improved student learning. These benefits relate directly to the seven principles of good assessment and feedback practice as identified by Nicol and Macfarlane-Dick (2006).This project involved the provision of electronic feedback via the Turnitin/GradeMark tool in Blackboard Learn+ (BB) for students taking business and management modules at levels 4 (L4) and 6 (L6) (UK qualifications and credit framework (QCF)). The project was conducted in the Ulster University Business School, Ulster University, academic year 2013-14. Staff provided summative feedback on an individual essay using GradeMark and annotated marked work was made available to students through Turnitin. Students were informed of the post date of feedback and staff could identify those students who had or had not reviewed their feedback, allowing follow up with an email. Students received feedback on their academic writing style via the Turnitin plagiarism software and qualitative comments, assessment and mark through the GradeMark annotation features. Subsequent project evaluation consisted of a survey of 113 undergraduate business studies students undertaking a L4 module (n=77) and L6 module (n=36) respectively. The survey consisted of two classification questions and a combination of 17 closed/open quantitative and qualitative questions. The quantitative data was analysed with SPSS and thematic analysis was used to identify themes from the qualitative responses. This study found that on the whole students favoured electronic online feedback over traditional written feedback, citing a range of perceived benefits including ease of access, flexibility and convenience, the level of personalisation, timeliness, clarity, quality and quantity of feedback, the ability to re-access and review again and its ability to help improve academic writing style and facilitate feed-forward learning. The study also highlighted that students would like to see further use of online feedback in other aspects of their courses. However, some technical issues were also identified which provided some useful guidance and recommendations on how future adoption and implementation of the technology might be enhanced. This project relates directly to the broad themes of this learning, teaching and student experience conference and specifically to the sub-theme of assessment and feedback.

AB - The provision of online assessment and feedback has received considerable academic attention in recent years, building on the significant body of literature relating to the need for higher educational institutions to provide more effective quality feedback. Researchers such as Heinrich et al (2006) have argued for the use of specialist software such as Turnitin and GradeMark for assessing essay-type work. Burrows and Shortis reviewed a number of online marking and feedback systems and concluded that Turnitin/GradeMark provided users with a “comprehensive assignment annotation functionality which was not present in other marking and feedback tools” (2011: 11). Henderson supports these findings stating that “GradeMark automates some of the marking process, is tied to the student’s work and is much quicker than hand writing the same comments over and over again” (2008: 11.2). The benefits of electronic feedback identified by Venables et al (2012) include reduced marking time, improved accuracy and consistency, higher quality, timelier feedback, improved student satisfaction and improved student learning. These benefits relate directly to the seven principles of good assessment and feedback practice as identified by Nicol and Macfarlane-Dick (2006).This project involved the provision of electronic feedback via the Turnitin/GradeMark tool in Blackboard Learn+ (BB) for students taking business and management modules at levels 4 (L4) and 6 (L6) (UK qualifications and credit framework (QCF)). The project was conducted in the Ulster University Business School, Ulster University, academic year 2013-14. Staff provided summative feedback on an individual essay using GradeMark and annotated marked work was made available to students through Turnitin. Students were informed of the post date of feedback and staff could identify those students who had or had not reviewed their feedback, allowing follow up with an email. Students received feedback on their academic writing style via the Turnitin plagiarism software and qualitative comments, assessment and mark through the GradeMark annotation features. Subsequent project evaluation consisted of a survey of 113 undergraduate business studies students undertaking a L4 module (n=77) and L6 module (n=36) respectively. The survey consisted of two classification questions and a combination of 17 closed/open quantitative and qualitative questions. The quantitative data was analysed with SPSS and thematic analysis was used to identify themes from the qualitative responses. This study found that on the whole students favoured electronic online feedback over traditional written feedback, citing a range of perceived benefits including ease of access, flexibility and convenience, the level of personalisation, timeliness, clarity, quality and quantity of feedback, the ability to re-access and review again and its ability to help improve academic writing style and facilitate feed-forward learning. The study also highlighted that students would like to see further use of online feedback in other aspects of their courses. However, some technical issues were also identified which provided some useful guidance and recommendations on how future adoption and implementation of the technology might be enhanced. This project relates directly to the broad themes of this learning, teaching and student experience conference and specifically to the sub-theme of assessment and feedback.

KW - Turnitin/Grademark

KW - assessment

KW - electronic feedback

M3 - Conference contribution

BT - Unknown Host Publication

ER -