Reducing staff workload and improving student summative and formative feedback through automation: squaring the circle

Author: Biggam John  

Publisher: Inderscience Publishers

ISSN: 1749-9151

Source: International Journal of Teaching and Case Studies, Vol.2, Iss.3-4, 2010-05, pp. : 276-287

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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.