Academic literature on the topic 'Grading and marking (Students) Australia'
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Journal articles on the topic "Grading and marking (Students) Australia"
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Chen, Yi. "The Research on Intelligent Marking System for Examinations Based on Fuzzy Theory." Advanced Materials Research 918 (April 2014): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.918.288.
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A lot of computer test system adopts objective topic given points by the computer, and the subjective topic is by the teachers review to points, giving teachers a lot of extra work. A targeted intelligence marking scheme is put forward in this paper, and connecting with the actual situation, designed and simulated the implements an intelligent system. With the aid of certain criteria, the subjective topic grading and the analysis of the examinee answers, are reasonable subjective item grading, shorting the testing process, saving marking time, without subjective factors in the marking. So that student's result can objectively real reaction students have mastered the knowledge and teachers' teaching.
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Elikai, Fara, and Peter W. Schuhmann. "An Examination of the Impact of Grading Policies on Students’ Achievement." Issues in Accounting Education 25, no. 4 (November 1, 2010): 677–93. http://dx.doi.org/10.2308/iace.2010.25.4.677.
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ABSTRACT: The strategy of evaluating students’ achievement using a marking system is a common practice in higher education institutions. The result of a student’s effort is usually communicated in the form of a letter grade or percentage correct on an exam or on the course as a whole. Although a vast majority of instructors use various grading policies and the impact of different grading policies on learning is a basis of considerable debate among academics, the empirical work regarding the impact of different grading policies on students’ performance does not include applications to accounting, a discipline for which student learning is directly tied to success in passing professional examinations. Theoretically, one of the functions of a grading system is to motivate students to work harder and perform better. This study provides insight into the impact of a lenient grading scale versus a strict grading scale on students’ achievement, where the level of “average” mastery in the latter category (the grade of C), is coincident with the minimum passing requirement of the professional accounting examinations. The results of this study support the notion that an attainable strict grading policy can be used as an important pedagogical technique to motivate students to study and may provide insight into grade scale decisions faced by accounting faculty seeking to prepare their students for the rigor of professional exams. Contrary to prior results in the literature, we find that when used in an upper-level undergraduate accounting course the stricter standard has a more profound effect on achievement for students at the lower end of the grade distribution.
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Teo, C. Y., and D. J. Ho. "Assessment of Undergraduate Project Work by Specific Criteria and Grading Category Index." International Journal of Electrical Engineering & Education 35, no. 2 (April 1998): 99–106. http://dx.doi.org/10.1177/002072099803500201.
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A systematic mechanism for the assessment of final year projects using a list of 22 assessment criteria and 8 grading categories for each criterion is described. The structured assessment system and the automated processing by an optical reader make the marking system more discriminative and consistent among the large number of students and supervisors.
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Milbourna, Benjamin, Melissa H. Black, Tomomi Mcauliffe, Melissa Scott, and Angus Buchanan. "Exploration of collaboration with university students in marking and moderation." International Journal for Innovation Education and Research 9, no. 10 (October 1, 2021): 228–45. http://dx.doi.org/10.31686/ijier.vol9.iss10.3440.
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Student assignment moderation and written feedback are integral to tertiary education, supporting student learning and providing a means of ensuring equity in grading. The processes of moderation and feedback provision have, however, been associated with a number of negative outcomes including confusion, disengagement, and reduced self-confidence. Improvements to moderation processes must be reviewed to facilitate continued student engagement and learning. Embedded within empowerment theory, this pilot study aimed to explore the feasibility of involving students in the moderation process and to determine whether students benefit from participating in the moderation process. A multiple method approach was undertaken to understand the perspectives of students on the moderation process. Six undergraduate occupational therapy students participated in the moderation of a written essay with tutors and participated in a focus group. Three themes relating to their experiences emerged: 1) student empowerment, 2) transparency and increased understanding of the moderation process, and 3) understanding the assessor mindset. Combined results suggest that inclusion of students in the moderation process is feasible within a tertiary education context, with this study acting as a pilot for the inclusion of students in these processes.
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Fitzgerald, Kylie, and Brett Vaughan. "Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia." Journal of Educational Evaluation for Health Professions 15 (September 18, 2018): 22. http://dx.doi.org/10.3352/jeehp.2018.15.22.
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Purpose: Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.Methods: A cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.Results: Year 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.Conclusion: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.
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Chen, Chun Yu, Fu Cheng Wang, Xin Chen, Feng Cui, Li Li Zhang, and Chen Zhang. "Application of Image Processing to Computer Graphics." Advanced Materials Research 765-767 (September 2013): 2835–38. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.2835.
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The examination of the Computer Graphics is basically the computer examination to investigate the drawing ability in universities in recent years. Based on many years of teaching practice and according to the transformation trend of the computer intelligent paper marking, the image processing technology is adopted, and the key information of the image is extracted, and the image similarity calculation program is compiled, and the CAD automatic paper marking function is implemented by the contrast of the students plots with the standard answer. Through the calculation examples, the grading results are consistent with the artificial results ideally. The calculation speed is faster than the manual speed, thus the teachers working efficiency is improved.
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Broadbent, Jaclyn. "Large class teaching: How does one go about the task of moderating large volumes of assessment?" Active Learning in Higher Education 19, no. 2 (July 23, 2017): 173–85. http://dx.doi.org/10.1177/1469787417721360.
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There is limited research on the quality of assessment moderation in large classes. Effective moderation practices can improve reliability, as well as reduce marker bias, attenuate prevalence of ‘hard’ or ‘soft’ markers, increase student and staff confidence in marking, and enhance the development of staff. This article shares a marking moderation practice used in large class teaching (>1500 students). The article highlights the importance of (1) including resources/communication that are provided to markers in order to facilitate a shared understanding and interpretation of the marking criteria; (2) incorporating multiple points of double marking to detect differences in marker performance over time that may have been brought on by fatigue, tight timelines or inexperience; and (3) developing markers’ skills early through formative feedback to acquire self-sufficiency, accuracy and expertise in the grading process. The practice of moderation utilised in this article overcomes some of the challenges of moderating large volumes of assessments. Particularly, the use of audio feedback and video resources was deemed the most novel and useful.
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Okuda, Rieko, and Rika Otsu. "Peer assessment for speeches as an aid to teacher grading." Language Teacher 34, no. 4 (July 1, 2010): 41. http://dx.doi.org/10.37546/jalttlt34.4-1.
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In this study, we examined the level of agreement between teacher assessment and peer assessment during a speech presentation in an EFL context. A total of 88 students assessed speeches delivered by their peers. After four practice rounds of evaluating each other in small groups, a final assessment, including teacher assessment was conducted on speeches delivered to the whole class. Before each assessment, specifics on how to conduct the evaluations were explained by an instructor through visual demonstrations. A strong correlation (r = .82) was found between teacher marking and peer marking which indicates the viability of incorporating peer assessment into students’ final scores when proper guidance is provided. A questionnaire administered after the final speech revealed that most of the students had found peer assessment useful. 本研究では、学生によるスピーチについての教員評価（TA）とピア評価（PA）の一致の度合いを調べた。被験者88人は、小グループ内でスピーチとPAを４回実施した後、クラス全員の前でスピーチを行った。この最終スピーチではTAとPAを同時に実施した。評価基準については、教員が実演を交えて項目ごとに説明し、それをPA実施のたびに繰り返した。その結果、TAとPAの間には高い相関（r = .82）が得られ、最終評価へのPA組み入れが可能であることが示唆された。またPA実施後のアンケート調査の結果から、多くの学生がピア評価活動を「有益である」と評価しているのが分かった。
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Šorgo, Andrej. "THE TEACHER’S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 4–5. http://dx.doi.org/10.33225/jbse/20.19.04.
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For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher’s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.
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Salih, Sardar Omar. "Grading Multiple Choice Questions Based on Prepared Questions And Options Bookmarks in Bubble Sheet." Journal of duhok university 25, no. 2 (November 9, 2022): 261–68. http://dx.doi.org/10.26682/ajuod.2022.25.2.24.
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The process of evaluating students’ answers is a time consuming and effort for teachers, therefore, based on this, Grading Multiple Choice Questions (G-MCQ) is proposed to auto-marking answer without human interaction. All the human does, is to use digital camera without using expensive ordinary document scanner and machine-read for this purpose, then, evaluating and marking each correct answer is algorithm duty. G-MCQ is based on a prepared bubble sheet that contains (54) questions with four circles options for each question, G-MCO is programmed using Python programming language, passes three main process , the first one, is a preparation of scanned document, then, second one, is to detect bookmarks, First Question Bookmark (FQB), Questions Bookmarks (QB) and Options Bookmarks (OB) positions, based on detecting FQB, QB and OB, the final one is started to detect answers which are circles positions of each question from instructor. The algorithm is tested with input images with PNG and JPG format, the result of detecting of accuracy is about 99%
Dissertations / Theses on the topic "Grading and marking (Students) Australia"
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Cox, Philip F. "The effect of assessment procedures on student learning outcomes in religious education in one Catholic secondary school in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/938.
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This study investigates the effect of utilising formal assessment procedures on student learning in the religious education classroom. There is a debate in the religious education literature concerning the place of assessment in religious education. This debate is reflected in the divisions that occur amongst teachers of religious education in Catholic schools. The debate has been polarised with an uncertain group being left between the two extremes. Teachers of religious education in Catholic schools are uncertain as to the best teaching methodology to utilise. This thesis outlines the philosophical arguments concerning the place of assessment in religious education in Catholic schools. The thesis will highlight the principles behind the utilisation of assessment procedures in general education and then applies these principles to the teaching of religious education. Religious education in Catholic schools attempts to affect two aspects of student learning. The cognitive domain comprises one aspect of the study Changes in the affective domain is the second area to be investigated. The study utilised a nested design which incorporated seven class groups in an experimental and control group format. The subjects were 160 students in the Year 8 in a metropolitan Catholic high school in Perth, Western Australia. Each student was taught a module of work. Student scores from a series tests, based on the cognitive and affective domain formed the bulk of the data for this Study. Other data was collected through surveys, interviews and •taping of classroom teaching. The findings indicate that student learning outcomes can be influenced when formal assessment and evaluation procedures are utilised. Student test results indicated significant change from the pretest. This change was maintained beyond the end of the teaching period. The implications of this research include a greater understanding of the process of student learning in general, and in religious education in particular the results may provide information that may assist religious educators to further understand the relevance of assessment to the teaching of religious education
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Keady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.
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In response to a national reform or education in Australia, the Curriculum Framework for Kindergarten to Year 12 in Western Australian (Curriculum Council, 1998) was developed and signalled a fundamental shift in education paradigm in Western Australia. The change in curriculum required teachers to change from an objectives-based system to an outcomes-based system and this shift in paradigm required a change in teachers' practice in terms of preparation, teaching and assessment. A change in assessment practice required teachers to shift from a norm-referenced system of assessment which was grounded in numerical scores and grades to a standards-referenced system that describes students' progress in skills and understanding in levels. To successfully implement changes in curriculum requires that teachers undergo effective professional learning. A change in curriculum that introduces a complete shift in educational paradigm requires teachers to understand and adopt a new philosophical basis from which they form their practice. For professional learning to achieve this there must be a consideration of the beliefs that teachers hold about the purpose of education and the purpose of assessment. A new approach to assessment practice also requires new knowledge and skills. To make changes to their assessment practice it is likely that teachers will need to change their beliefs about the purpose of assessment and to develop new knowledge and skills. The purpose of this study was to determine the changes that occur in teachers' beliefs and practice as a result of a professional learning intervention. More importantly the study sought to identify the factors that contribute to a change in practice, and what factors contribute to teachers sustaining that change in practice. To achieve this, the study followed a group of five teachers as they were involved in an action research professional learning intervention that was designed to alter their assessment practice to accommodate a change of curriculum. The teachers were observed through professional learning sessions, moderation and planning sessions as well as their classroom practice. Teachers were interviewed at various stages about their approach to, and belief about, assessment. Students in the relevant classes were also interviewed before and after the professional learning intervention about their experiences of assessment in science classes. Further data were collected using classroom observation, surveys, work samples and records of informal discussions. Data were analysed to generate thick descriptions of teachers’ progress and the participants were given the opportunity to provide feedback on the descriptions of their progress. The Data collection and analysis involved ensured triangulation of data which contributes to the credibility of the research, the process of member checking contributed to the confirmability of the findings and a high degree of consistency with parallel data has demonstrated that the findings are dependable. This study identified key determinates of a change in practice which led to the development of a model that describes the factors necessary for significant and sustained change in practice. The data revealed that teachers' assessment practice is determined by the level of pedagogical content knowledge they have, their existing beliefs about the purpose of assessment and their understanding of the criteria used for assessment. To facilitate change teachers require a significant amount of professional learning and a high level of collegial support. No change to practice is likely to occur unless a teacher has their existing practice and beliefs challenged. For change in practice to be sustained teachers need to experience success in their new practice, they need time to develop confidence in the new strategies they adopt and must ultimately undergo a change in their belief about the purpose of assessment. There are parallels between the theoretical revolutions that occur in science, the conceptual changes that occur in science students and the profound changes in assessment practice that some of these teachers experienced. This research has led to the development of a model that describes the process and factors that facilitate a revolution in teachers' professional practice.
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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.
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Doctor of Philosophy (PhD)Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Behrend, Jennifer Lyn. "Teacher-stress and present day grading practices." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007behrendj.pdf.
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Stewart, Barbara. "Grading the General Chemistry Laboratory: A Constructivist Approach." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/StewartB2001.pdf.
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Bauer, Duane Joseph. "The existence of grade inflation in our educational system." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf.
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Boggs, Aaron M. "Alternative assessment in the secondary physics classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/695.
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Dodson, Ronald W. "A grounded theory model for final grade decisions made by secondary teachers in suburban central Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/dodson.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Linda Searby, Loucrecia Collins, Margaret Rice, Scott Snyder, Connie Williams. Includes bibliographical references (p. 241-249).
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Matthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.
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陳志剛 and Chi-kong Chan. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977248.
Full textBooks on the topic "Grading and marking (Students) Australia"
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Aldrich-Langen, Caroline. The educational system of Australia: A special report. Washington, D.C: American Association of Collegiate Registrars and Administration Officers, 1990.
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Grading. 2nd ed. Upper Saddle River,N.J: Pearson Education, 2008.
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Brookhart, Susan M. Grading. 2nd ed. New York: Merrill, 2009.
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Grading. Upper Saddle River, N.J: Pearson, 2004.
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A repair kit for grading: 15 fixes for broken grades. 2nd ed. Boston: Pearson, 2011.
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1953-, Jones Sonia, ed. Marking and assessment. London: Continuum, 2003.
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Baume, David. Learning to teach: Assessing students' work : training materials for research students. Oxford: Oxford Centre for Staff Development, 1996.
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Walvoord, Barbara E. Fassler. Effective Grading. New York: John Wiley & Sons, Ltd., 2009.
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How to grade for learning. Arlington Heights, IL: Skylight Training and Pub., 1999.
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O'Connor, Ken. How to grade for learning: Linking grades to standards. 2nd ed. Arlington Heights, IL: SkyLight Professional Development, 2002.
Find full textBook chapters on the topic "Grading and marking (Students) Australia"
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Akinoso, Oye. "Globalization of Teaching Strategies in Mathematics Education in Nigeria." In Globalized Curriculum Methods for Modern Mathematics Education, 29–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6158-3.ch003.
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In the Nigerian system of education, there is need for introducing modern technology of learning mathematics so as to ease the learning of mathematics and allow students to learn anywhere. In other to suit the features globalization, Edmodo, which is one of the learning management system packages, was considered in this study. In Edmodo class, normal teaching processes can be carried out such as teaching, immediate response from students, classwork and assignment, marking and grading, while both students and parents have access to the score of the students. In this study, emphasis is being placed on integration, benefits, and how to use Edmodo in teaching and learning of mathematics. The study concluded that the use of different technological packages in teaching will extend learning of mathematics from the four walls of the classroom to learning outside the classroom, which allows students to learn anywhere and at any time.
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Adesemowo, A. Kayode, and Oluwasefunmi 'Tale Arogundade. "NreASAM: Towards an Ontology-Based Model for Authentication and Auto-Grading Online Submission of Psychomotor Assessments." In Advanced Concepts, Methods, and Applications in Semantic Computing, 166–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6697-8.ch009.
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Core and integral to the fourth industrial revolution, knowledge economy, and beyond is information and communication technology (ICT); more so, during and post the novel coronavirus pandemic. Yet, there exists a skills gap in ICT networking and networks engineering. Not only do students perceive ICT networking to be difficult to comprehend, lecturers and institutions grapple with the adequacy of ICT networking equipment. Real-life simulators, like the Cisco Packet Tracer, hold the promise of alternate teaching opportunities and evidenced-based environments for (higher-order) assessment. Research in the last decade on ontology for assessments have focused on taxonomy and multiple-choice questions and auto-generation and marking of assessments. This chapter extends the body of knowledge through its ontology-based model for enabling and auto-assessing performance-based and/or pseudo-psychomotor assessment. The auto-grading online submission system assists with authenticity and enables authentic and/or sustainable assessments.
Conference papers on the topic "Grading and marking (Students) Australia"
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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.
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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Magnin, Morgan, Guillaume Moreau, Nelle Varoquaux, Benjamin Vialle, Karen Reid, Mike Conley, and Severin Gehwolf. "MarkUs: An Open-Source Web Application to Annotate Student Papers On-Line." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82141.
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A critical component of the learning process lies in the feedback that students receive on their work that validates their progress, identifies flaws in their thinking, and identifies skills that still need to be learned. Many higher-education institutions have developed an active pedagogy that gives students opportunities for different forms of assessment and feedback. This means that students have numerous lab exercises, assignments, and projects. Both instructors and students thus require effective tools to efficiently manage the submission, assessment, and individualized feedback of students’ work. The open-source web application MarkUs aims at meeting these needs: it facilitates the submission and assessment of students’ work. Students directly submit their work using MarkUs, rather than printing it, or sending it by email. The instructors or teaching assistants use MarkUs’s interface to view the students’ work, annotate it, and fill in a marking rubric. Students use the same interface to read the annotations and learn from the assessment. Managing the students’ submissions and the instructors assessments within a single online system, has led to several positive pedagogical outcomes: the number of late submissions has decreased, the assessment time has been drastically reduced, students can access their results and read the instructor’s feedback immediately after the grading process is completed. Using MarkUs has also significantly reduced the time that instructors spend collecting assignments, creating the marking schemes, passing them on to graders, handling special cases, and returning work to the students. In this paper, we introduce MarkUs’ features, and illustrate their benefits for higher education through our own teaching experiences and that of our colleagues. We also describe an important benefit of the fact that the tool itself is open-source. MarkUs has been developed entirely by students giving them a valuable learning opportunity as they work on a large software system that real users depend on. Virtuous circles indeed arise, with former users of MarkUs becoming developers and then supervisors of further development. We will conclude by drawing perspectives about forthcoming features and use, both technically and pedagogically.
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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.
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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.