![]() It finds that although the majority of colleagues prefer to mark and provide feedback online, the process of marking electronically is highly individual. This article adopts a mixed methods approach to explore academic staff preferences of the assessment experience within a UK-based institution following adoption of online submission, feedback and grading during 2017–2018. Existing studies, however, provide seemingly contradictory evidence surrounding this online marking experience. ![]() This transition is predominantly driven by the need to improve the student assessment experience, but some institutions now also cite the need to improve the staff assessment experience. ![]() The move to institution-wide adoption of online submission, feedback and grading is increasing significantly within the Higher Education sector.
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