Applying a framework to evaluate assignment marking software: a case study on Lightwork

Heinrich, Eva; Milne, John

doi:10.3402/rlt.v20i0.16152

Cited by 5 publications

(6 citation statements)

References 7 publications

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“…The need for financial investment in appropriate infrastructure for TfA was exemplified. Integrating systems that facilitate ease of use emerged as a key consideration in adoption of TfA for academic staff, more so than available functionality (Heinrich & Milne, ; Kuikka et al , ; Rubin et al , ). Another key consideration was integration with existing learning management systems (LMS) (Caminero et al , ; Kuikka et al , ; Wang, Doll, Deng, Park, & Yang, ).…”

Section: Institutional Environment and Supportmentioning

confidence: 99%

“…Workload efficiencies are mostly evident in systems that incorporate automated feedback. Mechanisms supporting the provision of feedback rather than providing it, such as online marking rubrics and comment banks (Buckley & Cowap, 2013;Heinrich & Milne, 2012), or the delivery of generic feedback via video (Crook et al, 2012) were discussed too but not assessed in relation to their potential to improve submissions quality. The use of VLEs to deliver group feedback was seen as time-saving (Bennett et al, 2017), though in Crook et al (2012) they found that group feedback was viewed as an addition to individual feedback and so increased academic staff workload.…”

Section: Workload Efficiencies-time-savingsmentioning

confidence: 99%

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Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

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Section: Institutional Environment and Supportmentioning

confidence: 99%

Section: Workload Efficiencies-time-savingsmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Brit J Educational Tech

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“…The combination of LMS and a specialised application has been implemented with Moodle and Lightwork and has been available for use in real teaching settings from mid 2010. Early evaluations with teachers from four tertiary institutions in New Zealand indicate a positive effect on the efficiency and quality of assignment marking (Heinrich & Milne, 2012). To the best knowledge of the authors at the time of writing this article, none of the current widely used LMS comes close to satisfying all requirements for assignment management and marking.…”

Section: Discussionmentioning

confidence: 99%

Pathways for improving support for the electronic management and marking of assignments

Heinrich

Milne

Granshaw

2012

AJET

Self Cite

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This article investigates the support e-learning can provide for the management and marking of assignments. The work is contextualised in the importance of assessment with assignments in tertiary education, in the theories about high quality marking of assignments, and the practical experiences of academics at tertiary institutions. The tasks that need to be carried out as part of assignment management and marking are detailed. A set of requirements is derived based on the education literature and on practical needs established in interviews with academics. Possible architectures for an e-learning system implementing these requirements are suggested and arguments are provided towards using an architecture that combines existing learning management system functionality for assignments with a specialised assignment management and marking application. A specific implementation based on Moodle and Lightwork is introduced. The article concludes with thoughts on the cognitive fit of learning management systems for assignment marking tasks and their core roles in supporting teaching and learning.

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“…Rubrics are also useful for evaluating tools in a standardized way. For example, rubrics have been used to evaluate instructional apps (Ok et al 2016), thesaurus management tools (Mochon et al 2017), and assignment marking software (Heinrich 2012). When researching a method to evaluate software, the authors found no articles evaluating visualization tools with a rubric.…”

Section: Literature Reviewmentioning

confidence: 99%

Using the Visualization Software Evaluation Rubric to explore six freely available visualization applications

Atwood¹,

Reznik-Zellen²

2018

JeSLIB

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Objective: As a variety of visualization tools become available to librarians and researchers, it can be challenging to select a tool that is robust and flexible enough to provide the desired visualization outcomes for work or personal use. In this article, the authors provide guidance on several freely available tools, and offer a rubric for use in evaluating visualization tools. Methods: A rubric was generated to assist the authors in assessing the selected six freely available visualization tools. Each author analyzed three tools, and discussed the differences, similarities, challenges, and successes of each. Results: Of the six visualization tools, two tools emerged with high marks. The authors found that the rubric was a successful evaluation tool, and facilitated discussion on the strengths and weaknesses of the six selected visualization pieces of software. Conclusions: Of the six different visualization tools analyzed, all had different functions and features available to best meet the needs of users. In a situation where there are many options available, and it is difficult at first glance to determine a clear winner, a rubric can be useful in providing a method to quickly assess and communicate the effectiveness of a tool.

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Applying a framework to evaluate assignment marking software: a case study on Lightwork

Cited by 5 publications

References 7 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Pathways for improving support for the electronic management and marking of assignments

Using the Visualization Software Evaluation Rubric to explore six freely available visualization applications

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