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Healthcare students’ perceptions of electronic feedback through GradeMark®

Watkins, Dianne, Dummer, Paul, Hawthorne, Kamila, Cousins, Judy, Emmett, Catherine and Johnson, Michael 2014. Healthcare students’ perceptions of electronic feedback through GradeMark®. Journal of Information Technology Education: Research 13 , pp. 27-47. 10.28945/1945

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Abstract

This paper reports on the findings from a study undertaken to explore students’ perceptions of the timeliness, accessibility, consistency, and quality of feedback and grading received electronically. The system used was GradeMark®, an electronic tool available through the plagiarism software provider, Turnitin®. 296 students from the Schools of Nursing and Midwifery, Medicine, and Dentistry at Cardiff University were included in the study. Data collection included an online survey and a focus group for each discipline. Findings revealed that the use of GradeMark® improved the timeliness and accessibility of feedback due to its immediate availability via any personal computer with internet access. The use of annotation was proven to be valuable; however consistency and quality of feedback were affected by markers’ individual comments, issues which GradeMark® may not necessarily address. Findings provide insight into what quality feedback could look like from the students’ perspective, which can help improve academic practice. Overall the study outcomes suggest there are benefits to using innovative technology such as GradeMark® to enhance learning. The paper provides valuable lessons that could assist others in adopting a pragmatic and planned approach to the introduction of electronic feedback using a system such as GradeMark®.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Dentistry
Healthcare Sciences
Medicine
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords: Feedback; Grademark.
Publisher: Informing Science Institute
ISSN: 1539-3585
Last Modified: 16 Mar 2019 23:42
URI: http://orca.cf.ac.uk/id/eprint/60256

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