The Electronic Management of Assessment project ran an informative pilot in Study Block 2 of last year with a small pilot over Study Block 3. The outcomes were not as conclusive as we would have hoped so we are running a larger, but more focused pilot over the 19/20 academic year. 

The focus is concerned with the constructive alignment between the learning outcomes and assessment criteria., but with a larger set of tools to work with. The Assignment tool within Learning Space gives the option of including a rubric however through the pilot in SB2 we found that it is not fit for Falmouth’s purpose. Therefore, we have changed the use of the Assignment tool to attaching feedback sheets to the feedback area; the caveat is that the feedback file needs to contain a rubric which displays the learning outcomes aligned with assessment criteria, with a clear identification of the student’s level of achievement of the learning outcomes. This means that where subjects have an effective way of creating feedback for their students currently, you can utilise the centralised tools to disseminate the feedback to your students without having to use email or other non-supported methods.  

During this period of the pilot we will be analysing the various methods you currently use across the institution and determining the best template to provide for a supported process going forward. 

The aim of the pilot running in this study block is to ensure that the tools are fit for purpose within the remit of Falmouth’s requirements. We are also piloting assessment feedback principles and guidelines to support this process. We will be gathering feedback from staff and students to determine their appropriateness and how they will fit into the future of EMA. 

In the background we are in preparations to start development work on automating the process of submission link creation. We are really grateful for your help with ensuring a more robust and consistent experience for the students by creating submission links within your modules according to the guidance being sent out from SPA. This really helps the students to identify the correct submission areas, and it helps professional services staff to support both students and academic staff when enquiries are made.  

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