Early student access to automated summative marking tools for self learning

David Cutting; Andrew McDowell; Angela Allen; Neil Anderson; Matthew Collins; Paul Sage; Aidan McGowan

Early student access to automated summative marking tools for self learning

David Cutting, Andrew McDowell, Angela Allen, Neil Anderson, Matthew Collins, Paul Sage, Aidan McGowan

School of Electronics, Electrical Engineering and Computer Science

Research output: Contribution to conference › Paper › peer-review

Abstract

Automated tools for summative marking or formative feedback can be useful aids for both staff and students. To aid feedback and lower staff loading on a large first year module an automated assessment tool was developed. This tool (AMEY) was then provided directly to learners for them to benchmark their project work and gain instant feedback, formative feedback but using the summative assessment criteria. Although only applicable in certain domains and even then with limitations the tool was widely used and very well received by students. Student feedback indicated that AMEY not only helped preparing their coursework for submission but broadened their understanding of the subject.

Original language	English
Number of pages	6
Publication status	Published - Jul 2019
Event	Education and Information Systems, Technologies and Applications - Orlando, United States Duration: 06 Jul 2019 → 09 Jul 2019 Conference number: 17 http://www.iiis2019.org/imsci/website/default.asp?vc=5

Conference

Conference	Education and Information Systems, Technologies and Applications
Abbreviated title	EISTA
Country/Territory	United States
City	Orlando
Period	06/07/2019 → 09/07/2019
Internet address	http://www.iiis2019.org/imsci/website/default.asp?vc=5

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Early student access to automated summative marking tools for self learning",

abstract = "Automated tools for summative marking or formative feedback can be useful aids for both staff and students. To aid feedback and lower staff loading on a large first year module an automated assessment tool was developed. This tool (AMEY) was then provided directly to learners for them to benchmark their project work and gain instant feedback, formative feedback but using the summative assessment criteria. Although only applicable in certain domains and even then with limitations the tool was widely used and very well received by students. Student feedback indicated that AMEY not only helped preparing their coursework for submission but broadened their understanding of the subject.",

author = "David Cutting and Andrew McDowell and Angela Allen and Neil Anderson and Matthew Collins and Paul Sage and Aidan McGowan",

year = "2019",

month = jul,

language = "English",

note = "Education and Information Systems,<br/>Technologies and Applications, EISTA ; Conference date: 06-07-2019 Through 09-07-2019",

url = "http://www.iiis2019.org/imsci/website/default.asp?vc=5",

}

TY - CONF

T1 - Early student access to automated summative marking tools for self learning

AU - Cutting, David

AU - McDowell, Andrew

AU - Allen, Angela

AU - Anderson, Neil

AU - Collins, Matthew

AU - Sage, Paul

AU - McGowan, Aidan

N1 - Conference code: 17

PY - 2019/7

Y1 - 2019/7

N2 - Automated tools for summative marking or formative feedback can be useful aids for both staff and students. To aid feedback and lower staff loading on a large first year module an automated assessment tool was developed. This tool (AMEY) was then provided directly to learners for them to benchmark their project work and gain instant feedback, formative feedback but using the summative assessment criteria. Although only applicable in certain domains and even then with limitations the tool was widely used and very well received by students. Student feedback indicated that AMEY not only helped preparing their coursework for submission but broadened their understanding of the subject.

AB - Automated tools for summative marking or formative feedback can be useful aids for both staff and students. To aid feedback and lower staff loading on a large first year module an automated assessment tool was developed. This tool (AMEY) was then provided directly to learners for them to benchmark their project work and gain instant feedback, formative feedback but using the summative assessment criteria. Although only applicable in certain domains and even then with limitations the tool was widely used and very well received by students. Student feedback indicated that AMEY not only helped preparing their coursework for submission but broadened their understanding of the subject.

M3 - Paper

T2 - Education and Information Systems,<br/>Technologies and Applications

Y2 - 6 July 2019 through 9 July 2019

ER -

Early student access to automated summative marking tools for self learning

Abstract

Conference

UN SDGs

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Cite this