TY - JOUR
T1 - Assessment Analytics Using Turnitin &
Grademark in an Undergraduate Medical
Curriculum
AU - Reed, Peter
AU - Watmough, Simon
AU - Duvall, Paul
PY - 2015/6/3
Y1 - 2015/6/3
N2 - In recent times there has been an
increased interest around assessment
feedback – evaluation of the University of
Liverpool (UoL) Medical Curriculum has
shown students have real concerns about
the feedback they receive (Reed &
Watmough, 2015; Watmough &
O’Sullivan, 2011). These concerns have
been amplified in recent years by results
from the National Student Survey (NSS).
Through the implementation of the
Turnitin and Grademark systems to
support the Electronic Management of
Assessment (EMA), this study set out to
research the suitability of the systems as
well as investigate the potential of
assessment analytics – the concept that
assessment data can be viewed to inform
future practice and provide a coherent and
holistic view of staff and student
performance.
Quantitative and qualitative data show
that academic staff are positive in relation
to the implementation of said systems to
support the assessment and feedback
cycle, and that whilst the collection and
analysis of data can be useful, it is not a
complete panacea. There are ethical
considerations involved in relation to staff
and students in the collection and analysis
of such data.
AB - In recent times there has been an
increased interest around assessment
feedback – evaluation of the University of
Liverpool (UoL) Medical Curriculum has
shown students have real concerns about
the feedback they receive (Reed &
Watmough, 2015; Watmough &
O’Sullivan, 2011). These concerns have
been amplified in recent years by results
from the National Student Survey (NSS).
Through the implementation of the
Turnitin and Grademark systems to
support the Electronic Management of
Assessment (EMA), this study set out to
research the suitability of the systems as
well as investigate the potential of
assessment analytics – the concept that
assessment data can be viewed to inform
future practice and provide a coherent and
holistic view of staff and student
performance.
Quantitative and qualitative data show
that academic staff are positive in relation
to the implementation of said systems to
support the assessment and feedback
cycle, and that whilst the collection and
analysis of data can be useful, it is not a
complete panacea. There are ethical
considerations involved in relation to staff
and students in the collection and analysis
of such data.
UR - http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/159
U2 - 10.14297/jpaap.v3i2.159
DO - 10.14297/jpaap.v3i2.159
M3 - Article (journal)
SN - 2051-9788
VL - 3
SP - 92
EP - 108
JO - Journal of Perspectives in Applied Academic Practice
JF - Journal of Perspectives in Applied Academic Practice
IS - 2
ER -