Crowdmark – Online grading for large courses

This Fall 2016, the University of Waterloo will have 25 courses with stockvault-pile-of-paper117595a class size of between 500 and 1000 students and 10 courses of  between 1000 and 2000 students.

The amount of paper handling to administer the potential 33,000 final exam papers from these large courses will be monumental. (For fun, guestimate the volume of paper this amounts to.)

The Mathematics Faculty has been  successfully experimenting for a year with a online grading system called Crowdmark, a company founded by Professor James Colliander of the Mathematics Department of the University of Toronto.

Professor Colliander was faced with a similar problem: grading 5000  Canadian Open Mathematics Competition (COMC) papers each year with  100 volunteers.  As with final exams, each paper is typically graded by a number of markers so keeping track of which questions are graded on which papers and when the papers are free to be passed to another marker is a time consuming and error prone business.

Crowdmark (CM) attempts to eliminate some of the time and trouble spent managing the grading process.   We are not talking about a quiz system with automatic grading. Crowdmark is hand-marking done online.  Skilled people still grade, and tests and assignments are still created for printing on paper so there is nothing new in this part of an instructor’s routine.

So, what is it that makes the marking process more efficient when done online?

  • Markers are able to grade the same paper at the  same time.  No more locating and waiting for a paper that someone else is grading.  Or waiting for a batch of papers to arrive at your location to begin your stage of grading.  Grading can be done concurrently at multiple locations and times.
  • Grades can be automatically summed, collected, summarized, distributed and recorded in a Learning Management System without needing to check for arithmetic or transcription errors.
  • No time needs to be spent returning piles of exam papers.

There is a time and money cost to using online grading.  The physical papers have to be scanned into digital format (PDF file) before grading can start. High speed scanners (500 pages per minute) can process 1000 10-page exams  in 20-30 minutes once delivered to the scanning machine.

Here I’ll briefly discuss how instructors and students use CM.

Steps for an instructor:

  • upload one test or exam pdf file into CM (leave 2 inches blank on the top of each page for CM ID info and set 1 question per page)
    • CM duplicates the test pdf for each student and adds a paper and page ID to each page
  • download from CM the pdf file of student tests and print it
  • after the test scan all written test papers into a pdf file and upload the file into CM
    • CM arranges the pdf file pages into a grid pattern: each row holds a student’s test pages
  • each marker clicks on a page in the grid to read, comment, and grade it
    • when grading is complete page grades are summed for each test paper by CM
  • match each test paper cover page student ID with a student name in your CM course (assigned seating at UW can eliminate this step)
  • you choose whether CM sends each student their grade and a CM link to their graded test paper or to keep the grades and graded papers private and just download the grades for inclusion into a course grade

Steps for a student:

  • write the test paper by hand as usual
  • may receive an email from CM with a link to a CM page showing their test results

The links at the end of this post provide further details about Crowdmark.  In addition, 2 live sessions demonstrating Crowdmark are coming up at the end of August and the beginning of September.   The first is an introduction to Crowdmark on Wednesday August 31 and  the second follows up a week later on Wednesday September 7 (1:30-3 PM) with details about a University of Waterloo system named Odyssey that works with Crowdmark.  Odyssey organizes test papers, students and exam room seating providing relief from some time-consuming management overhead.

Crowdmark is not a free service, but the University of Waterloo has a licence so there is no charge to individuals (instructors or students) at the university.

If you are interested in learning more about online grading for your course please get in touch with me.

Paul Kates
Mathematics Faculty CTE Liaison, x37047, MC 6473

Intro to Online Marking using Crowdmark: Wednesday, August 31, 2016 – 10:30 AM to 11:30 AM EDT
Crowdmark home page,   help pages and  youtube channel.
UW Odyssey Examination Management

Wikispaces Goes Free for Higher Ed — Trevor Holmes

I have been using Wikispaces for many years now. It’s been a space to collaborate with peers on research, a space to house an organizational website that needs to be very flexible and easy to use while we seek permanent solutions, and a space for my students to go when other tools go down. By no means have I used Wikispaces to its full potential, but I do administer several wikis there and I’m thrilled that they are extending their ad-free version to higher education, after serving nearly a million K-12 users this way. A couple of examples of how I’ve used it:

  • A backup site for my Cultural Studies 101 course over at WLU
  • A working site for the Council of Ontario Educational Developers

If you’re interested in wiki use, we do have advice for you. And for ease of use plus the newly free adless version, I’d recommend Wikispaces as a strong contender for your time and energy.

…and so it goes – Trevor Holmes

Bit of a dry spell on the blog this term! We’ll try to be more regular.

So I’m sure readers have been holding their collective breath, awaiting eagerly my update from the first day of class a couple of Fridays ago. That’s right: in my first blog post of 2011, I imagined a perfect pedagogical storm of a first day. I did do what I intended to. Many of the students in lecture contributed good thoughts to the definition of culture we were coming up with, collectively. They didn’t seem to tire of the pairs of images so much as previous years’ cohorts have. And in tutorials, when confronted again with some of the same images, they deepened their analysis still more, becoming comfortable with each other in the smaller setting. I even had them fill out tutorial logs at the end of each tutorial, so those who didn’t get a chance to contribute could let us know what they were thinking. Continue reading …and so it goes – Trevor Holmes

Word Frequency Visualization with Wordle – Mark Morton

On the lower left-hand side of this blog you’ll notice what is called a tag cloud: it’s a cluster of the words that people who have posted to this blog have “tagged” their postings with. For example, I’ll probably tag this posting with words like “technology,” “web 2.0,” and “wordle.” These tags allow other users to search the archive of the blog: if someone is interested in learning technologies, they can do so search for the word “technology” and all the posting that have been tagged with that word will appear. Tag clouds take all those tag words and display them as a cluster; moreover, the more times that a tag word appears, the larger it will appear in the cluster. That way, you can tell, at a glance, what are the popular themes across the blog postings. Continue reading Word Frequency Visualization with Wordle – Mark Morton

Twittering and Continuous Partial Attention – Trevor Holmes

For a week, I’ve been Twittering. Normally, Mark Morton (intrepid voyager in neotechnology-land) would be the jolly fellow bringing you glad tidings of great techno-teaching joy. Having experimented for something like fifteen years in the classroom, though, I thought it would be fun to continue my Early Adopter mentality and change up my own course this coming Winter term over at That Other University down the street, adding a bunch of social networking tools that had previously existed in partial form or by accident in Cultural Studies 101. Continue reading Twittering and Continuous Partial Attention – Trevor Holmes

Social Networking in Teaching and Research – Trevor Holmes

Lately I’ve been giving a lot of thought to the differences between Facebook and While Facebook accomplishes so many different things (some great, some really horrid), seems to be a winner for those scholars who want to find contacts around the world in their research areas. It works based on a tree-like structure within each university that then cross-fertilizes according to one’s sub-fields across all universities in the system. Besides meeting academics with similar research interests, connections can be made via papers and citations (although I haven’t tested that aspect yet). Senior scholars and graduate students are getting involved. A brief review:

A final question: Will research-based social networking improve teaching? Directly? Indirectly? I’m asking this not only because I work at the CTE, but also because I do believe firmly that the “specialness” of university study is that one joins a community of intellectuals for a time — in short, there is and should be a link between teaching and research. More on that question later.