Early student access to automated summative marking tools for self learning

Research output: Contribution to conferencePaper

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 languageEnglish
Number of pages6
Publication statusPublished - Jul 2019
EventEducation and Information Systems,
Technologies and Applications
- Orlando, United States
Duration: 06 Jul 201909 Jul 2019
Conference number: 17
http://www.iiis2019.org/imsci/website/default.asp?vc=5

Conference

ConferenceEducation and Information Systems,
Technologies and Applications
Abbreviated titleEISTA
CountryUnited States
CityOrlando
Period06/07/201909/07/2019
Internet address

Fingerprint

learning
student
staff
assessment criteria

Cite this

Cutting, D., McDowell, A., Allen, A., Anderson, N., Collins, M., Sage, P., & McGowan, A. (2019). Early student access to automated summative marking tools for self learning. Paper presented at Education and Information Systems,
Technologies and Applications, Orlando, United States.
@conference{ca4db0e7bf4e4c049b1455545033f359,
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 = "7",
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",

}

Cutting, D, McDowell, A, Allen, A, Anderson, N, Collins, M, Sage, P & McGowan, A 2019, 'Early student access to automated summative marking tools for self learning', Paper presented at Education and Information Systems,
Technologies and Applications, Orlando, United States, 06/07/2019 - 09/07/2019.

Early student access to automated summative marking tools for self learning. / Cutting, David; McDowell, Andrew; Allen, Angela; Anderson, Neil; Collins, Matthew; Sage, Paul; McGowan, Aidan.

2019. Paper presented at Education and Information Systems,
Technologies and Applications, Orlando, United States.

Research output: Contribution to conferencePaper

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

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

ER -

Cutting D, McDowell A, Allen A, Anderson N, Collins M, Sage P et al. Early student access to automated summative marking tools for self learning. 2019. Paper presented at Education and Information Systems,
Technologies and Applications, Orlando, United States.