Abstract
This paper describes a tool with supporting methodology for efficient teacher assisted marking of open assignments based on student answer ranking metrics. It includes a methodology for how to design tasks for markability. This improves marking efficienty and reduces cognitive strain for the teacher during marking, and also allows for easily giving feedback to students on common pitfalls and misconceptions to improve both the learning outcome for the students as well as the teacher’s productivity by reducing the time needed for marking open assignments. An advantage with the method is that it is language agnostic as well as generally being agnostic to the discipline of the course being assessed. The ranking metrics also provide implicit plagiarism detection.
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Ulltveit-Moe, N., Gjøsæter, T., Assev, S., Øysæd, H. (2017). Towards Efficient Teacher Assisted Assignment Marking Using Ranking Metrics. In: Costagliola, G., Uhomoibhi, J., Zvacek, S., McLaren, B. (eds) Computers Supported Education. CSEDU 2016. Communications in Computer and Information Science, vol 739. Springer, Cham. https://doi.org/10.1007/978-3-319-63184-4_19
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DOI: https://doi.org/10.1007/978-3-319-63184-4_19
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