# data[].attributes.body
having to use BB AND Tii complicates

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Need to report data about assessment - but not reliable, or missing

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Need to report data about assessment - but not reliable, or missing

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Assessment may not meet outcomes
Validation gaps means assessment quickly out of date

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Balancing consistency (for staff, for students) while allowing and encouraging innovation

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Balancing consistency (for staff, for students) while allowing and encouraging innovation

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Need to balance timings for both students, academics and administrators - but also meet the pedagogical need

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No co-ordination between courses of deadlines...students over worked at particular times

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they struggle with doing assessment and feedback online

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Innovation Vs Standard Repeatable Management Processes

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Innovation Vs Standard Repeatable Management Processes

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To run the business we need standard processes, innovation sometimes conflicts with this need

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Innovation in assessment types and provision of feedback

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Innovation in assessment types and provision of feedback

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Ability to submit assessment in different ways for same assignments and different media.
Ability for markers provide feedback differently e.g. Audio

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Students create detailed reflective journals and portfolios that are assessed, so having an 'Export all Journals as PDF' feature would be great

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Ability to check for integrity within the tool, rather than using 3rd party tolls / plugins

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No single owner for the whole end to end process

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No single owner for the whole end to end process

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too many cooks, no head chef

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slows down adoption adds complexity
and errors

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Fear of new skills in marking and feedback
Effects speed of feedback
Need to change mindset

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Using the technology to enforce the step marking rules

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Who creates the submission points, summative activities?

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Who creates the submission points, summative activities?

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There is something to be said for the creation summative assessments based on module descriptors in a standardised way as an administrative task. However, it is still important for the academic staff to understand the nature of the assessment tools so that they can select the correct form of assessment and also for the delivery of formative assessments. The need for knowledge of these tools seems to be increasing as students request more formative assessments across the duration of a module.

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Access to assignments within systems
Appropriate permissions and easy routes in for external moderators.

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Inconsistency between programmes, teachers, tools, platforms

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anonymous marking - desired by institution but tools don't do this well - technology constraint 

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anonymous marking - desired by institution but tools don't do this well - technology constraint 

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Enhanced moderation and delegation tools

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Enhanced moderation and delegation tools

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More functionality in relation to delegated marking for seminar groups for instance

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Assessment processes such as double blind marking

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Assessment processes such as double blind marking

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retaining all of the comments from both
Also access by external examiners

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No option to release feedback before the grade

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no clear steer from the top - so pick and mix approach developed

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no clear steer from the top - so pick and mix approach developed

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How do students engage with digital feedback and how can we tell? Is it possible to have dialogic feedback process where students are more involved?

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Restricts assessment type

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Confusion for students, detective work sometimes needed for support

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When and how that happens, how it is managed.
Audit trail around steps of undertaking proces

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Don't lose the educational objective by pursuing the technological solution and "fashion"

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lack of consistency - too much variety of process to support

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lack of consistency - too much variety of process to support

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Involving all stakeholders in changes agreed at management committees to assessment and feedback

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Types of marking workflow & practice are described in different ways at different institutions with the same terms  meaning different things in different institutions. E.g. "Sampling" vs "single marking with internal moderation"

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Streamlined assessment workflows and built-in guidance helping academic staff to make decisions about the appropriate tool for assessment

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Streamlined assessment workflows and built-in guidance helping academic staff to make decisions about the appropriate tool for assessment

# data[].attributes.body
An assessment workflow for onboarding would be particularly help for guiding staff through the process of selecting the correct type of assessment tool

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Issues of students saying they couldn't submit
A lot of rules for submitting electronically

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Staff have mixed views on marking on-screen - a big change in their practice

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Staff have mixed views on marking on-screen - a big change in their practice

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So although we have Turnitin GradeMark, its still requires (for most) sitting in front of a PC to mark.

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Policies are vague and different interpretations in place

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Policies are vague and different interpretations in place

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From a management perspective formative assessment is usually "out of scope", but it does add to management workload

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Staff not wanting to mark online, printing out assignments

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Staff not wanting to mark online, printing out assignments

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To prove learning...just write
No videos or graphics - issues of file size, technology, planning

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Simply the path to the grade book further

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Simply the path to the grade book further

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at the module level - global nav is good but some students do lose their way when reviewing feedback

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Confusion between the assessment itself and the management of assessment

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Confusion between the assessment itself and the management of assessment

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Tension between academic needs around assessment and what the institution is interested in terms of business process

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Essays
Reports
Dissertation
Theses

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Uptodate agreed policies, especially for online submission.

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How does it work? Different needs of different people with different roles. Not unanymity on anonymity when it is right to use it and when it is not.

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Seriously though, better ways of surfacing information about students who need different assessment arrangements - flagging this for assessment purposes