Abstract
Detailed feedback to assessments is an integral part of students’ learning experience. Students can learn from their mistakes through the teachers’ feedback. However, with the increasing workload, teachers may not have enough time to write detailed and meaningful comments to every student in every assessment. This paper aims to share our experience in designing and implementing a teacher-guided semi-automatic assessment feedback generator. We observed that students’ mistakes are repeating in nature. Instead of writing repeated comments for individual students, teachers may use our system to manage feedback templates and prepare individualized comments. Our system provides the interface for teachers to record common mistakes and comments in student assessments, and it lets teacher assign different comments to students easily. This approach does not only greatly enhance the consistency in teachers’ marking and comment generation, it also frees the teachers from repeated writing. The challenges faced in the design and implementation in our system are discussed in this paper.
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
Hattie, J., Timperley, H.: The power of feedback. Review of Educational Research 77(1), 81–112 (2007)
Paulus, T.M.: The effect of peer and teacher feedback on student writing. Journal of Second Language Writing 8(3), 265–289 (1999)
Weaver, M.R.: Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education 31(3), 379–394 (2006)
Higgins, R., Hartley, P., Skelton, A.: The concientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27(1), 53–64 (2002)
English, J., Siviter, P.: Experience with an automatically assessed course. In: Proceedings of the 5th Annual SIGCSE/SIGCUE ITiCSE Conference on Innovation and Technology in Computer Science Education, pp. 168–171. ACM, Helsinki (2000)
Edwards, S.H.: Using test-driven development in the classroom: Providing students with automatic, concrete feedback on performance. In: Proceedings of the International Conference on Education and Information Systems: Technologies and Applications, Florida (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ho, WS., Wong, TL., Pang, WM., Tang, J.K.T. (2015). Design and Implementation of a Teacher-Guided Semi-automatic Assessment Feedback Generator. In: Li, K.C., Wong, TL., Cheung, S.K.S., Lam, J., Ng, K.K. (eds) Technology in Education. Transforming Educational Practices with Technology. Communications in Computer and Information Science, vol 494. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-46158-7_10
Download citation
DOI: https://doi.org/10.1007/978-3-662-46158-7_10
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-46157-0
Online ISBN: 978-3-662-46158-7
eBook Packages: Computer ScienceComputer Science (R0)