Turnitin Feedback Studio Launched; Revamp of Flagship Product Puts Focus on Instructors, Feedback, Accessibility
Renamed Turnitin Feedback Studio, new version is focused on helping instructors provide authentic feedback to improve student writing
OAKLAND, Calif. — April 19, 2016 — Today, Turnitin announced a new version of its flagship product with a focus on ease-of-use, accessibility for students, and new mobile features to support instruction in the modern classroom. Formerly known as “Turnitin,” the new version is being renamed “Turnitin Feedback Studio” and will be made available to its two million educators and 30 million students on an opt-in basis beginning today. Click to Tweet.
Turnitin Feedback Studio has been reimagined from front to back with an emphasis on providing instructors tools to give relevant feedback that students will understand and learn from, while also supporting academic integrity. “Worldwide, instructors rely on Turnitin for preventing plagiarism in student writing. Turnitin Feedback Studio goes a step further in helping students become better writers by giving instructors a single place to quickly provide direct, actionable feedback on all aspects of student work,” said Will Murray, chief product officer at Turnitin.
Feedback Studio offers:
- Great feedback, fast. Re-designed user interface brings plagiarism prevention, feedback, and grading into a unified view that helps educators mark faster while making it easier for students to engage with their instructors’ comments.
- Anytime, anywhere learning. Responsive design works on PCs, tablets, and smartphones to support students and instructors wherever they are and however they work.
- Accessibility improvements. Major upgrades make Turnitin Feedback Studio more usable by all students, moving closer to compliance with WCAG 2.0 AA Standards for web accessibility.
“Turnitin Feedback Studio is a game changer for giving feedback and for the teaching and grading of writing,” said Christopher Swann, English Department Chair at Holy Innocents’ Episcopal School. “Turnitin Feedback Studio not only makes it easier for teachers to do their job, it makes it easier for students to see what they’re doing well and what they can improve on in terms of their writing.” See Feedback Studio in action: http://go.turnitin.com/feedback-studio-demo.
In addition to Feedback Studio, Turnitin offers two complementary products: Turnitin Revision Assistant, which provides instant feedback on student writing, and Turnitin Scoring Engine, which provides automated assessment of student writing.
Turnitin Feedback Studio will be made available to all current Turnitin users and is available on a per-student, annual subscription basis to new customers.
Turnitin is revolutionizing the experience of writing to learn. Turnitin’s formative feedback and originality checking services promote critical thinking, ensure academic integrity, and help students improve their writing. Turnitin provides instructors with the tools to engage students in the writing process, provide personalized feedback, and assess student progress over time. Turnitin is used by more than 30 million students at 15,000 institutions in 140 countries. Backed by Insight Venture Partners, GIC, Norwest Venture Partners, Lead Edge Capital and Georgian Partners, Turnitin is headquartered in Oakland, Calif., with international offices in Newcastle, U.K., Utrecht, Netherlands, Seoul, South Korea, and Melbourne, Australia. @Turnitin
CEV Multimedia Joins Forces With Express Employment Professionals on Two Career-Focused Certifications
Backed by one of the premier staffing agencies in the U.S., Career Preparedness Certification and Business Office Technology Certification put students on the path to success
LUBBOCK, Texas (April 19, 2016) – To thrive in today’s modern, competitive workplace and postsecondary environments, students must learn and retain core technology and business skills. No longer a “nice to have,” employers and higher education providers expect these skills. To that end, CEV Multimedia has partnered with Express Employment Professionals on two certifications that help high school students prepare for college and career.
The Career Preparedness Certification equips students with the skills necessary to succeed in the workplace or postsecondary education. The certification addresses major topics, including higher learning, the job-seeking process, financial literacy, workplace etiquette and the Microsoft® Office Suite. Students complete 23 modules and a 100-question final exam to earn the certification.
Through the Business Office Technology Certification, students gain a solid understanding of current and emerging technologies in today’s workplace. The certification addresses topics such as computers, operating systems and networking, telecommunications, business documents, Web and business ethics, and the Microsoft® Office Suite. Fifteen modules and a 100-question exam prepare students for the modern workplace.
To read the full release, click here.
Girls Thinking Global Receives Grant from The NEA Foundation
The funds will be used to support the GTG Collaborative
(CAMBRIDGE, MASSACHUSETTS) April 19, 2016 – Girls Thinking Global (GTG) has been awarded a grant by the NEA Foundation to support the creation of the GTG Collaborative, an online community of practice.
“Girls Thinking Global has been working to develop the GTG Collaborative, an online community of practice, to support, connect, and empower organizations that serve adolescent girls and young women,” said Kathy Hurley, CEO of GTG. “The NEA Foundation grant will provide much needed assistance in helping us better share and demonstrate how the Collaborative will work and ultimately benefit adolescent girls and young women.”
Specifically, the NEA Foundation grant will support the development of data visualization to demonstrate the value of collaboration and coordination among organization leaders who share a vision to educate and empower adolescent girls and young women throughout the world.
“The NEA Foundation supports student success by helping public school educators work with key partners to build strong systems of shared responsibility,” said Harriet Sanford, president and CEO of the NEA Foundation. “The GTG Collaborative is a much-needed platform to help connect and support the many organizations around the world that are working to provide educational services to adolescent girls and young women. We hope that our support will assist in furthering the overall development of this community of practice.”
Girls Thinking Global plans to have the data visualization completed this summer.
To learn more about Girls Thinking Global and how you can support the development of the GTG Collaborative, please visit GirlsThinkingGlobal.org.
About Girls Thinking Global
Based in Newton, MA, Girls Thinking Global (GTG) is a 501(c)(3) non-profit dedicated to creating a global community of organizations serving girls and young women by leveraging technology to create a collaborative space that connects best practices, knowledge, and expertise between non-profits.
About the NEA Foundation
The NEA Foundation is a public charity supported by contributions from educators’ dues, corporate sponsors, foundations, and others who support public education initiatives. We partner with education unions, districts, and communities to create powerful, sustainable improvements in teaching and learning. For more information, visit NEAFoundation.org.
Editor’s Note: Please use our correct name, the NEA Foundation. The “NEA” is never spelled out. We are not the National Education Association Foundation. Many thanks!
AASA Launches New Initiative to Support and Advance Women in School Leadership
Alexandria, Va. – April 18, 2016 – AASA, The School Superintendents Association, has launched a new, groundbreaking initiative called More Than a Power Lunch: Building Networks to Support and Advance Women in School Leadership. The purpose of the project is to help mitigate the impact of social barriers women face in ascending to the top leadership positions within our school systems and to significantly increase the number of women seeking and becoming CEOs and superintendents of schools.
According to AASA’s The Study of the American Superintendent: 2015 Mid-Decade Update, there has only been a modest increase in the leadership positions held by women in our nation’s school districts over the last decade. According to the study, out of the 845 respondents, 27 percent were female. As part of the new two-year initiative to support women in advancing into key school leadership positions, AASA will:
- Provide enhanced professional learning opportunities and greater recognition to female educational leaders by expanding its existing women’s leadership conferences, forums and awards program;
- Establish the AASA National Women’s Leadership Consortium, which will convene to discuss the barriers and challenges women face in the U.S. and develop a plan to address these issues within the scope of the project;
- Utilize the national consortium of women leaders to provide coaching and mentoring to a select group of aspiring female educational leaders;
- Connect the learnings from the initiative to practice by identifying and testing effective practices from the mentoring program that can be used in an online collaborative and in developing resources for other blended professional learning opportunities for aspiring leaders; and
- Create a national communications awareness campaign to raise awareness about the women’s leadership initiative, disseminate learnings and promote project resources.
AASA has recruited 10 successful women leaders, representing a variety of roles within the education and business community, to participate in the national consortium. The members of the consortium include:
- Ann Blakeney Clark, Superintendent, Charlotte-Mecklenburg Schools, N.C.
- Jacinda H. Conboy, General Counsel, The New York State Council of School Superintendents, N.Y.
- Fatima Goss Graves, Senior Vice President for Program, National Women’s Law Center, Washington, D.C.
- Margaret Grogan, Dean of the College of Educational Studies, Chapman University, Calif.
- Patricia E. Neudecker, Consultant, Woodrow Wilson Foundation, and Hazard Young and Attea, Wis.
- Cheryl A. Oldham, Vice President of Education Policy, U.S. Chamber of Commerce, Washington, D.C.
- Ruth Pérez, Superintendent, Paramount Unified School District, Calif.
- Judith Rattner, Superintendent, Berkeley Heights District, N.J.
- Melody Schopp, South Dakota Secretary of Education, S.D.
- Amy F. Sichel, Superintendent, Abington School District, Pa.
“AASA is proud to be undertaking this historic project. Although many states and smaller organizations have women’s networks, there has never been one that encompasses today’s national thought leaders who can discuss the roles of women in the United States in leadership positions, especially ones that lead our school systems,” said Daniel A. Domenech, AASA executive director.
“For the past decade, AASA has been responding to the needs of women educational leaders by offering leadership forums and conferences so that women leaders can network and learn from each other. With the investment from the Bill & Melinda Gates Foundation, we can now broaden our scope and provide a national forum to discuss issues and better address the needs of women aspiring into the school superintendency,” said MaryAnn Jobe, AASA director of education and leadership development.
The initiative is made possible by the generous support of the Bill & Melinda Gates Foundation.
AASA, The School Superintendents Association, founded in 1865, is the professional organization for more than 13,000 educational leaders in the United States and throughout the world. AASA’s mission is to support and develop effective school system leaders who are dedicated to the highest quality public education for all children. For more information, visit www.aasa.org.