{"id":4097,"date":"2023-06-22T14:21:02","date_gmt":"2023-06-22T14:21:02","guid":{"rendered":"https:\/\/thinking.is.ed.ac.uk\/melissa\/?p=4097"},"modified":"2023-06-22T20:36:08","modified_gmt":"2023-06-22T20:36:08","slug":"on-your-marks","status":"publish","type":"post","link":"https:\/\/thinking.is.ed.ac.uk\/melissa\/2023\/06\/22\/on-your-marks\/","title":{"rendered":"on your marks"},"content":{"rendered":"
\"\"<\/a>
Oliver Byrne. The Elements of Euclid, 1847 (c) University of Edinburgh http:\/\/images.is.ed.ac.uk\/luna\/servlet\/s\/0524y8<\/figcaption><\/figure>\n

According to some recent on- the-ground research this is the list of tools being used by schools at University of Edinburgh for summative assessment and marking (below)<\/p>\n

Some Schools have tried to standardise their assessment practices as much as possible, making things more consistent for students, markers and teaching office staff. In these Schools, the Learning Technologist, Teaching Office and Course Organisers work together to agree which tools are used and there is a level of central coordination of this work<\/p>\n

Other Schools have a more devolved way of working and each course may differ in which tools and processes are used. In some cases, the Teaching Office and Learning Technologist have more limited information about course by course assessment practices.<\/p>\n

The full cost of running so many different systems will be our next bit of research.<\/p>\n

 <\/p>\n\n\n\n\n\n
Learn<\/td>\n<\/tr>\n
Turnitin<\/td>\n<\/tr>\n
PebblePad ATLAS<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Peermark<\/td>\n<\/tr>\n
Gradescope<\/td>\n<\/tr>\n
Noteable<\/td>\n<\/tr>\n
STACK<\/td>\n<\/tr>\n
WebPA<\/td>\n<\/tr>\n
OMS<\/td>\n<\/tr>\n
TopHat<\/td>\n<\/tr>\n
MS Forms<\/td>\n<\/tr>\n
Peerwise<\/td>\n<\/tr>\n
Media Hopper Create<\/td>\n<\/tr>\n
Blogs.Ed<\/td>\n<\/tr>\n
Coderunner<\/td>\n<\/tr>\n
Learn2Euclid<\/td>\n<\/tr>\n
MS Teams<\/td>\n<\/tr>\n
Practique<\/td>\n<\/tr>\n
Speedwell<\/td>\n<\/tr>\n
Coursemarks<\/td>\n<\/tr>\n
Github<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
WeTransfer<\/td>\n<\/tr>\n
Thinglink<\/td>\n<\/tr>\n
Collaborate<\/td>\n<\/tr>\n
Final Year Rotation Feedback Tool<\/td>\n<\/tr>\n
Codegrade<\/td>\n<\/tr>\n
McGraw-Hill MCQs<\/td>\n<\/tr>\n
Piazza<\/td>\n<\/tr>\n
LearnSci<\/td>\n<\/tr>\n
Minitab<\/td>\n<\/tr>\n
Cocalc<\/td>\n<\/tr>\n
QMP<\/td>\n<\/tr>\n
Unidesk form<\/td>\n<\/tr>\n
Sign-up tool<\/td>\n<\/tr>\n
MIRO<\/td>\n<\/tr>\n
Moodle<\/td>\n<\/tr>\n
EMS Placement Feedback<\/td>\n<\/tr>\n
SWAY<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

According to some recent on- the-ground research this is the list of tools being used by schools at University of Edinburgh for summative assessment and marking (below) Some Schools have tried to standardise their assessment practices as much as possible, making things more consistent for students, markers and teaching office staff. In these Schools, the …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1,10],"tags":[470],"class_list":["post-4097","post","type-post","status-publish","format-standard","hentry","category-learning-teaching-and-web-services","category-eople-place-work","tag-marking-and-assessment"],"_links":{"self":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/4097","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/comments?post=4097"}],"version-history":[{"count":4,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/4097\/revisions"}],"predecessor-version":[{"id":4101,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/4097\/revisions\/4101"}],"wp:attachment":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/media?parent=4097"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/categories?post=4097"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/tags?post=4097"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}