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XMarks

XMarks. XMarks team Andy Collington Aaran Cudbard-Bell Paolo Oprandi, Carol Shergold John Williams Project Manager Amy Walker Email us xmarks@sussex.ac.uk. XMarks background - the portal. A shot from our portal showing the assessments for a

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XMarks

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  1. XMarks • XMarks team • Andy Collington • Aaran Cudbard-Bell • Paolo Oprandi, • Carol Shergold • John Williams • Project Manager • Amy Walker • Email us • xmarks@sussex.ac.uk

  2. XMarks background - the portal A shot from our portal showing the assessments for a given course - data from enterprise database. Contributory or non-contributory Staff use the portal to enter marks and to progress assessments through the Exams System Students use the portal to view their marks and overall Course and Programme results

  3. Online assessment activities

  4. What’s the problem? • Tutor sets up a new activity to provide formative feedback, e.g. MCQ • Details of this activity and its marks are only visible in the LMS, but students are used to seeing all their activities and marks in the portal • Tutor sets up activity to implement a summative assessment, the details of which are already visible in the portal • The activity is visible in both the portal and the LMS, although crucial details such as the submission deadline may differ as it has been created twice. • Marks are only visible in the LMS, until the tutor re-keys them into the portal

  5. What’s the problem? • Potential for confusion and inaccuracies in the presentation of assessment and marks data to students • Duplication of effort by staff

  6. Two silos • Enrolment data? • Marks data? • Assessment data?

  7. How MINTED helped • Enrolment data  • Marks data? • Assessment data?

  8. Where XMarks comes in • Enrolment data  • Marks data  • Assessment data 

  9. And it could be more complicated .. Multiple sources of assessment • A student record system • A learning management system/VLE • Web service providing on-line assessments via a particular external provider such as a text book publisher • Web service providing a peer review tool • etc

  10. Background assumptions Summative assessments • defined when course is initially created or reviewed • there exists a system such as a student records system that can be identified as the parent system for all assessments • marks need to end up in the parent system to allow overall course result to be calculated • Institution? Department? Course? Formative assessments • can be created spontaneously at course or teaching group level • there is no one source or parent for them

  11. Use cases for student

  12. Use cases for tutor

  13. Implications Summative assessments • the key task is to match assessments created on non-originator system with the id of the originator/parent assessment record • we always know where the “master” record is Formative assessments • the task may be to match existing assessment records between pairs of systems • the task may be to create an assessment record for one system based on a record originating from another system • we may not have a “master” record

  14. An information model for XMarks • “Ask the audience”

  15. Questions/comments? • XMarks@sussex.ac.uk • <http://www.sussex.ac.uk/its/xmarks>

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