Abstract
There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written 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 such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the 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 of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Fowler, H.W., Fowler, F.G.: The Concise Oxford Dictionary. Oxford University Press, London (1964)
Rust, C., Price, M., O’Donovan, B.: Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment and Evaluation in Higher Education 28(2), 147–164 (2003)
Ramsden, P.: Learning to Teach in Higher Education. Routeledge Farmer, London (1992)
Hewitt, P., Lentell, H., Phillips, M., Stevens, V.: How do I know I’m Doing a good job? Open Teaching Toolkit. Open University, Milton Keynes (1997)
Lewis, D.J.A., Sewell, R.D.: Instructional Design and Assessment: Providing Formative Feedback from a Summative Computer-Aided Assessment. American Journal of Pharmaceutical Education 71(2), 33 (2007)
Debuse, J., Lawley, M., Shibl, R.: The Implementation of an Automated Assessment Feedback and Quality Assurance System for ICT Courses. Journal of Information Systems Education (JISE) 18(4), 491–502 (2007)
Chirwa, L.C.: A Case Study on the Impact of Automated Assessment in Engineering Mathematics. Journal of the Higher Education Academy 3(1), 13–20 (2008)
Gilleard, J.: Managing the Cultural Divide: the case for Classroom Assessment. Industrial and Commercial Training 30(3), 90–95 (1998)
Stanley, K.A.: The Role of Handwriting in ESL Written Assessment, Masters Thesis, Concordia University (1999)
Chanock, K.: Comments on Essays: do Students Understand what Tutors Write? Teaching in Higher Education 5(1), 95–105 (2000)
Harvey, H.: Student Feedback. Quality in Higher Education 9(1), 1–18 (2003)
Sutton, P.: Towards Dialogic Feedback. Critical and Reflective Practice in Education 1(1), 1–10 (2009)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Biggam, J. (2010). Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study. In: Lytras, M.D., et al. Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION 2010. Communications in Computer and Information Science, vol 73. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13166-0_27
Download citation
DOI: https://doi.org/10.1007/978-3-642-13166-0_27
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13165-3
Online ISBN: 978-3-642-13166-0
eBook Packages: Computer ScienceComputer Science (R0)