Reducing staff workload and improving student summative and formative feedback through automation: squaring the circle Online publication date: Mon, 24-May-2010
by John Biggam
International Journal of Teaching and Case Studies (IJTCS), Vol. 2, No. 3/4, 2010
Abstract: It is widely recognised that providing consistent, meaningful feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about assessment feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; vague remarks. For staff themselves, there is the not insubstantial problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits to staff and students of using an Automated Assessment Feedback (AAF) system.
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