The TEL team have recently undertaken a review of online feedback processes. Canvas was implemented in 2017 and has now been available for two consecutive academic years, which makes a review of online feedback processes really timely. How effective are staff and students finding the tools? What types of good practice are staff using to deliver feedback? Our aims for this review were to identify and promote good practice and make recommendations for the development of online marking. The review centres around the two key tools that are available to provide feedback, Canvas and Turnitin.
In our search to answer these questions, we’ve looked at system stability and support data. Product roadmaps. Current usage. Issues and limitations; developed a SWOT analysis and also conducted some interviews with staff and students. This information has allowed us to build a really detailed picture of online feedback practice and the technical issues and limitations of delivering feedback to students in a consistent and meaningful way. The report summarises five key findings:
1) Canvas Speedgrader is the Recommended Online Marking and Feedback
Although the review identified issues and benefits from the use of both tools, the benefits of Speedgrader for both staff and students outweigh the negatives. However, it is recommended that access to Turnitin (LTI) be continued, but under advice to only use this in specific situations under clearer guidance. The LJMU TEL team will work alongside staff to make sure they develop their skills to use the tools effectively. Consistency in the way feedback is delivered is key to ensuring students know how to access feedback will be delivered. Please see Staff Guide: Canvas Assessment for further information.
2) Wider adoption and support for online rubrics
Online rubrics allow the assessment criteria to be communicated and actively applied to provide students with a clear indication of areas for improvement. If used consistently, these can provide staff and students with a greater degree of understanding of progress. Rubrics need to be more widely adopted and staff need to know how to use them effectively, both in terms of the technology and how to write and create them. The LJMU TEL team could look at further enhancements that would allow rubric details for individual students and cohorts to be visible to staff. See these posts for further details. Good Practice Series: Get Ready for Rubrics (Staff)
3) Greater support for students in accessing and use of feedback
Students do not find it easy to access feedback, particularly when there are inconsistencies between tools and type of feedback, between modules. When they view it, their understanding and application of the information can be mixed. The LJMU TEL team are developing a number of tools to help staff and students understand this issue; however, the reach of technology in improving process can be limited- good pedagogical practice needs to be developed to improve student ‘feedback literacy’.
4) Wider adoption of referencing systems
Staff all mention how they check references in submissions. The wider adoption of ‘cite-as-you-write’ Endnote could help students format references more effectively, reducing the need for detailed analysis of reference formatting. The Library can run sessions for students to help them use this tool. Skills@LJMU.
5) Wider adoption of peer feedback
There is a growing body of research and maturing practices, highlighting how the use of peer-assessment can significantly improve student understanding of; the assessment process, their own learning, and how to make judgements about other people’s learning. There are several tools within Canvas that can help facilitate these processes; it is recommended that a focus on staff development and project funding be targeted to develop staff understanding and use of peer-feedback, both electronically and face-to-face. Blog Post: Self and Peer Assessment
You can read the full report ‘Review of LJMU VLE Online Feedback Systems‘ (LJMU access only).