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eAssessment: Who’s involved?The Business School, Bournemouth University
Lianne Hutchings, Programme Administrator
David Hopkins, Learning Technologist
The Business School, Bournemouth University
So there are tutors and students, but who else?
How does a manual key quality process shift into the e-
environment? We work through the assessment lifecycle of a unit
David Hopkins, Learning Technologist
ASSIGNMENT SUBMISSION
Units are typically defined as having the following
Assignment mix:
• Report, Case Study, Essay
• Collaboration (e.g. Wiki)
• Reflection (e.g. Blog)
• Test / MCQ
• Portfolio
software (Turnitin) to aid the marking and feedback
processes. Currently students are not offered the
ability to review the Originality Report due to the
amount of training required to instruct them on how
to read the report correctly. from creation of the assessments themselves, along with
maintenance of quality processes and procedures, through to the
methods and practices for ease of submission, and onto marking,
feedback, resubmissions and successful completion. Key
aspirations combine preservation of quality educational standards,
security of paperwork and efficacy of functionality whilst aiming to
prevent additional workload falling on either tutors or students.
Assignment mix:
• 100% Coursework,
• 100% TCP (Time-Constrained Paper), or
• 50% Coursework / 50% TCP
Assignments are created based on the Intended
Learning Outcomes required for the Unit subject or
discipline, and can take the form of:
• Portfolio
Assignments that take the form of a report, essay, or
case study are submitted using either the VLE
assignment submission or Turnitin plagiarism
detection/deterrent tool(s).
Where we are able to, and according to the assignment
type , we use plagiarism detection & deterrent
to read the report correctly.
Based on a small pilot study that took place in early
2011, future developments of eAssessment and online
submission will involve careful consideration of the
possibilities added by technological advances in areas
of online submission, plagiarism detection and
deterrence, along with a clear indication to students of
benefits of usage.
prevent additional workload falling on either tutors or students.
STAKEHOLDERS
ACADEMIC OFFENCES
PANEL
PREPARATION ASSIGNMENT MARKING & FEEDBACK KEY:Important/essential stakeholder
to the process.
Engaged but not essential
stakeholder to the process.
PROGRAMME LEADER
LEARNING TECHNOLOGIST
ASSESSMENT PASSED
Student proceeds to next
Unit & Assessment
ASSESSMENT FAILED
Student completes the
ADMINISTRATOR
STUDENT
Student completes the
Resubmission Assignment
REASSESSMENT FAILED
Student repeats the Unit
with next Student Cohort
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ACADEMIC / TUTOR
2ND MARKER
MARKING & 2ND MARKING
Methods of marking in the online environment have often been
determined by the type of submission (coursework vs.
exam/TCP) and the type of tool used for submission.
Experimentation and approaches have developed with prime
consideration given to tutor choice. Consideration is given to
requirements to print work, format of feedback (annotation within
Dis
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ark
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& f
ee
db
ack
EXTERNAL EXAMINER
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requirements to print work, format of feedback (annotation within
assignment, written or electronic/video feedback, summary
paragraph, etc), and the breakdown and recording of marks where
there are sub-elements.
It is essential to preserve the sequence for marking, 2nd marking
and external examiner approval to ensure the marking policies are
adhered to (e.g. marks not displayed before 2nd marking complete).
Further development is required to fine-tune these processes and
will be based on a coherent marking and feedback structure to
www.bournemouth.ac.uk
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standardise processes, maintain quality standards and maximise the
student experience.
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