Mark Smart

Date

2020-09-11

Advisors

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Type

Conference

Peer reviewed

No

Abstract

Feedback, feedforward, encouraging, honest, prompt, ignored, sweated over, dismissed. These are some of adjectives we as staff can use to describe our interaction with the marking process, but does it need to be like this?

We know being given 15 minutes to mark a submission is not a sustainable period to surmise a student’s efforts particularly when we are moving to an assessment reduction in a post CORVID environment.

But can there be another way?

This work was developed through necessity by looking radically at how we marked work in Product Design and how our students interacted with the given marks and feedback:

Through consultation with Student Representative, Academic Peers and end experts in Teaching and learning we looked at the language of how we described work and tried to simplify it to make it clearer to students and staff what we were saying.

We looked at the order of the information given to students, as many staff were dismayed that the feedback they had spent time and effort crafting was all too often ignored. Placing the important information first, the feedforward, and moving the classic post-mortem to the end.

We looked at gaining additional functionality from this work, that would benefit both the staff and students and proposed an additional tool.

And we looked at speed, how could we speed up the necessities of the marking process in order to concentrate the time we have on providing valuable feedforward to our students to help them improve in the future.

To this end I would like to present our Marking Descriptors and proposed Mark Sheet.

Description

Keywords

Pedagogy, Assessment, Grade Descriptors

Citation

Rowan, N. (2020) Mark Smart. DMU Teaching, Learning and Personal Tutoring Conference

Rights

Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/

Research Institute

Institute of Arts, Design and Performance