Six Key Topics for Automated Assessment Utilisation and Acceptance

Abstract

Automated assessment technologies have been used in education for decades (e.g., computerised multiple choice tests). In contrast, Automated Essay Grading (AEG) technologies: have existed for decades; are 'good in theory' (e.g., as accurate as humans, temporally and financially efficient, and can enhance formative feedback), and yet; are ostensibly used comparatively infrequently in Australian universities. To empirically examine these experiential observations we conducted a national survey to explore the use of automated assessment in Australian universities and examine why adoption of AEG is limited. Quantitative and qualitative data were collected in an online survey from a sample of 265 staff and students from 5 Australian universities. The type of assessment used by the greatest proportion of respondents was essays/reports (82.6%), however very few respondents had used AEG (3.8%). Recommendations are made regarding methods to promote technology utilisation, including the use of innovative dissemination channels such as 3D Virtual Worlds.

Retroalimentación de los docentes vs. Retroalimentación generada por ordenador: Un enfoque en los artículos

“…In this vein, computer-generated feedback may have resulted to be a difficult task for the students who received this type of feedback 'due to their learned dependence on teacher-provided feedback' (Peterson 2017: 48). Moreover, the effectiveness of computer-generated feedback to highlight aspects such as content or organization of writings is questionable as humans can assess writings more accurately than computers (Reiners et al 2011).…”

Automated Knowledge and Achievement Assessment System MISKANTAS-22 Based on the Neural Network Method

“…First method of testing (standardized test) is popular in contemporary high schools but has many disadvantages: a) it encourages the student to memorize or remember, but not to think, b) learning is focused on training the student's short-term memory, c) a large part of the educational material is unreproducible after half a year. Reiners et al [1] emphasize the automated assessment technologies in education (e.g., computerised multiple-choice tests). Nevertheless, the use of the test is very popular, because the automatic evaluation of student answers saves a lot of time and gives an unequivocal answer about the student's abilities (which, for the reasons stated above, can be far from reality).…”

“…It is not possible to evaluate any answer to any question. Reiners et al [1] wrote about Automated Essay Grading (AEG) technologies: they are 'good in theory' (e.g., accurate as people, timewise and financially effective and can enhance feedback). According to the previously stated ideas, it is possible to construct a work task: a) how to organize such a machine and b) how to organize data exchange between recipients.…”