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DEPARTMENT OF MARKETING

DEPARTMENT OF MARKETING. Presented by: Mercedes Douglas, Senior Tutor, mercedes.douglas@strath.ac.uk Other Reap Team Members: Michael Harker, Lecturer, michael.harker@strath.ac.uk Martin Smith, TLTO, ms@strath.ac.uk Sean Ennis, Director of Teaching, sean.ennis@strath.ac.uk.

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DEPARTMENT OF MARKETING

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  1. DEPARTMENT OF MARKETING Presented by: Mercedes Douglas, Senior Tutor, mercedes.douglas@strath.ac.uk Other Reap Team Members: Michael Harker, Lecturer, michael.harker@strath.ac.uk Martin Smith, TLTO, ms@strath.ac.uk Sean Ennis, Director of Teaching, sean.ennis@strath.ac.uk

  2. PRINCIPLES OF MARKETING CLASS 422 STUDENTS – FIRST YEAR 1 LECTURER 10 TUTORS 39 TUTORIAL GROUPS

  3. OBJECTIVES • ASSESSMENT TO IMPROVE READING, SELF/PEER ASSESSMENT – ENGAGE IN LEARNING PROCESS • IMPROVE STUDENT AND TUTORS DIALOGUE • IMPROVE FEEDBACK PROCESSES • ACHIEVE EFFICIENCY GAINS IN ADMINISTRATION, MARKING AND NUMBER OF TUTORIAL HOURS

  4. USE OF TECHNOLOGY • ADOPTED WEBCT: ALL LECTURE TEMPLATES, TEXTBOOK SUPPORT MATERIALS: CASE STUDIES AND TESTS • IN-HOUSE DESIGN OF FEEDBACK TEMPLATE

  5. Reap Project Activities: MULTIPLE CHOICE QUESTION TESTS ON-LINE MARKING AND FEEDBACK FOR ESSAY AND REPORT

  6. MULTIPLE CHOICE QUESTION TESTS • FORMATIVE MCQs OVER 2 WEEKS: TAKEN BY 59% OF STUDENTS • TUTORIAL PRACTICE: ALL GROUPS • SUMMATIVE RANDOMISED MCQs: TAKEN BY 90% OF STUDENTS

  7. FORMAL TEST • 954 questions – randomised • 50 questions each for each student • Over two weeks • Two hours • Open book • 60% obtained pass mark (40%) and above

  8. LEARNING IMPROVEMENTS • MCQ Tests • Closing loop by repetition • Immediate feedback/open book: self-correcting, reflection • Peer dialogue: tutorials, outside classrooms • Data from students to be collected

  9. PILOT GROUPS (8 Tutorial groups) : Submission, Assessment and Feedback on-line • IN-HOUSE DEVELOPED TEMPLATE using Visual Basics Software • Submission using WebCt • Tutors download assignment (Word), assess, add comments • Tutors use Template to select comments and award mark • Tutors upload edited version, feedback form and mark on to WebCt

  10. LEARNING IMPROVEMENTS • USE OF TEMPLATE – PILOT GROUP • Used criterion-referenced grid: standard and specific comments (based Price & Rust, 1999; O’Donovan et al, 2000; Rust et al, 2005) • Lecturer defined subject specific criteria • Template allows for automatic selection of comments which are transferred onto Word document - time efficiency • Typed comments – better to read than handwritten comments • More detailed and relevant comments • Data from students still to be collected

  11. ISSUES • With MCQ Tests: participation of students to construct some questions • With Templates – online marking and providing feedback: • Students participation on setting criteria • Using template for students to peer assess • Tutors’ attitude to marking large numbers on-line (bus/train/garden/bed)

  12. WHAT NEXT? IMPROVEMENTS • IMPROVE ON MCQ TESTS • Smaller summative tests • Integration to Electronic Voting System • STANDARD TEMPLATE to be used in all classes in the Department

  13. References • Price, M & Rust, C (1999) The Experience of introducing a common criteria assessment grid across an academic department, Quality in Higher Education, 5, (2), 133-144 • O’Donovan, B; Price, M & Rust, C (2000) The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid), Innovation in Education and Teaching International, 38, (1), 74-85 • Rust, C, O’Donovan, B & Price, M (2005) A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment & Evaluation in Higher Education, 30, (3), June, 231-240 • Nicol, D & Milligan, C (2006) Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice, In C Bryan and K Clegg (Eds) Innovative Assessment in Higher Education, Taylor and Francis Group Ltd, London

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