Title: Reducing staff workload and improving student summative and formative feedback through automation: squaring the circle
Authors: John Biggam
Addresses: Department of Management, Caledonian Business School, Glasgow Caledonian University, Glasgow G4 0BA, Scotland, UK
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.
Keywords: AAF; automated assessment feedback; summative assessment; formative assessment; staff workload; student feedback; universities; higher education; performance assessment; student performance.
International Journal of Teaching and Case Studies, 2010 Vol.2 No.3/4, pp.276 - 287
Available online: 24 May 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article