This session reports on a trial designed to expand the adoption of e-marking, and reduce the cost and waste associated with printing assignments at the University of Adelaide. 30 iPads were purchased and pre-loaded with eMarking software to enable participants to trial e-marking in a supportive environment. The recipients were trained in using iPads and mobile e-marking apps, together with the MyUni assignment functions, to build their confidence un using technology for marking. The session will outline the learnings from the trial and factors contributing towards its success in convincing more than the originally intended participants to try paperless marking, and consider the impact and benefits of marking online versus printing. It will discuss the 'Dissemination for Action' model used within the project to bring about a change of marking practice across a wide variety of academic disciplines. Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.

1. Expanding eMarking Trial
Liz Heathcote, Tanya Kappler
…with thanks to Fiona Mariner & Emina Ajkunic

2. Background
• Ecoversity grant scheme aimed at sustainability on
campus
• Purchase of 30 iPADs
• Instructions to load Turnitin and Bb Mobile
• Call for EOIs from all Bb
administrators who were academics
• recipients were trained in the set up and use of iPADs,
mobile e-marking apps etc
University of Adelaide 2
Faculty Number %
Arts 17 57%
ECMS 11 20%
Sciences 1 3%
Health Sciences 6 20%
Professions 1 3%

3. Percentage of all MyUni courses available to
students with at least one online assignment
submission option
Sem 1 2013 – Sem 2 2014
12.1% increase
Usually undergraduate

4. Usage of different online assignment
submission types – percentage used in all
courses

5. Class size vs use of eAssessment
University of Adelaide 5
22.8%
52.5%
57.7%
50.3%
60.4%
83.2%
A Test or Maple T.A An Assignment (Tii, ICC or MyUni) Grade Centre with grades
Use of various eAssessment tools by class size
Small courses (<100) Large courses (>100)

6. Barriers to eMarking
• Findings of staff survey (n=157):
• usability issues,
• technical issues with the software,
• technical issues with 3rd party providers (Turnitin
outages caused issues for some training sessions/
assignment due dates)
• a need for one-on-one training and support, and
• more time and guidance to develop well-structured
rubrics.
University of Adelaide 6

7. Staff satisfaction of e-assessment tools
University of Adelaide 7
36
32
32
37
26
13
26
31
0 5 10 15 20 25 30 35 40
Creating & managing an assignment
(including Turnitin)
Creating &/or managing a test
Marking student submissions online
Managing Grade Centre
Percentage of respondents in broad agreement
Assessment and Grading in MyUni 2013/2014
2013
2014

8. Reasons for dissatisfaction (2013/2014)
University of Adelaide 8
Technical issues Difficult to use Lack of time avaliable
Doesn't meet my
needs
2013 16 50 20 25
2014 33 48 19 15
0
10
20
30
40
50
60
%ofrespndents

9. eMarking
• Some first movers with mobile devices very positive
about tablets for eMarking
• A possible way of demonstrating efficiencies
• … and fit better with lifestyle.
University of Adelaide 9

10. “Dissemination for Action”* model
• Chose people in a position to “influence” and “bring about
change” within their schools
• Training in skills, knowledge and understanding to ensure
success using the eMarking tools
• Tap into the value of peer recommendation to facilitate
behaviour change ^
• 89% of participants said they would continue and recommend
to colleagues
• Ideally - approximately half would successfully convert
another peer to eMarking, and so on with those converts, as it
becomes the “norm” and better accepted among teaching staff.
*Harmsworth, S., & Turpin, S. (2000). Creating an Effective Dissemination Strategy. TQEF National
Co-ordination Team, July, 5.
^Katz, D., & Kahn, R. L. (1978). The social psychology of organizations (Chapter 13).
University of Adelaide 10

11. Impact on sustainability
2014 2015 2016 2017 2018
Spent - $18,711 0 0 0 0
$$ Printing Cost Saving
assuming staff teach 2 sem/year
$2,111
($1055.34 * 2)
$3,050 $4,007 $6,368 $9,266
$$ Saving Since Project Start
($cost-{amount saved to date})
-$16,600 -$13,550 -$9,543 -$3,175 $6,090
Total e-Markers 41 60 87 126 182
incl “converts” via diffusion (assuming 50% additional “converts” each year from 89% current users)
Paper Saving (pages p/a) 35,178 50,832 73,452 106,139 153,371
University of Adelaide 11
[i] These figures are drawn from participants’ responses to the survey on numbers of assignments/ students/ pages they mark: 39
assignments *11 sheets of paper on average * 41 participants * 2 Semesters/ year.

12. Participant feedback
• 24 participants completed a survey after the trial
• revealed that staff perceptions of e-marking have
changed to a more positive outlook (89%), and that the
participants were willing to encourage their colleagues to
also try e-marking (89%)
• 77% broad satisfaction with the ease of use for e-marking
(by way of comparison, 48% of staff said MyUni
assessment tools “difficult to use” in 2014 survey)
• “Thanks again for arranging all of this – I am quickly
becoming a convert! (my next task is to convince my
colleagues of the benefits of e-marking…)”
University of Adelaide 12

13. Outcomes
94 courses were exposed to the benefits of online assessment and
subsequent e-marking
1599 assignments were marked using e-marking during the trial. The
average assignment is 11 pages, and therefore a total saving of
$1055.34^ was realised.
With cultural change projects, the financial (and environmental)
benefits are realised over time through:
• Repeat eMarking driving cumulative savings that continue past the
life of the project;
• A cultural shift increasing positive examples of eMarking outcomes
combined with an ongoing push by the University in increasing
eMarking (assuming dissemination from the original 41 participants
to successfully “convert” peers; and then their peers and so on).
^1599 assignments * 11 page avg * $0.06 p/pg = $1055.34 per semester
University of Adelaide 13

14. Outcomes cont’d
• School of Law has initiated their own iPad and e-
marking initiative,
• Given the saturation of iPAD devices among staff,
evidence of successful dissemination to colleagues is
beginning to appear - one participating academic from
the Business School attended training and she has since
initiated further training for five staff in her area.
• At the same time, 3 participating academics have
dropped eMarking.
• Investigating
– loan devices
– handwriting-friendly solutions
– possibility of E-marking as part of new staff induction.
University of Adelaide 14

15. Questions?