System failure: A comparison of electronic and paper‐based assignment submission, marking, and feedback

Bridge, Pete; Appleyard, R.

doi:10.1111/j.1467-8535.2005.00485.x

Cited by 19 publications

(18 citation statements)

References 2 publications

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“…Students recognised that tutors could more easily edit and revise their feedback as they read through assignments thus presenting a more cohesive and considered response. A large number of students claimed that they were more likely to engage with feedback when returned in a typed, and therefore legible, format (Bridge & Appleyard, 2005;Denton et al, 2008;Jones & Behrens, 2003;Price & Petre, 1997). However the study also highlighted a perception, indicated by a smaller number of students, that handwritten feedback feels more personal as the tutor had taken time to write comments specifically for them.…”

mentioning

confidence: 99%

A role for technology in enhancing students’ engagement with feedback

Parkin

Hepplestone

Holden

et al. 2011

Assessment & Evaluation in Higher Education

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(2011). A role for technology in enhancing students' engagement with feedback. Assessment and Evaluation in Higher Education, 37 (8), 963-973. electronic feedback with grades withheld, online grade publication, criteria-based feedback and more traditional feedback methods. Through a series of semi-structured interviews student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students' engagement with their feedback. Copyright and re-use policyData were analysed using a thematic approach and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature.

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confidence: 99%

A role for technology in enhancing students’ engagement with feedback

Parkin

Hepplestone

Holden

et al. 2011

Assessment & Evaluation in Higher Education

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“…Written communication also provides a record of the interaction that can encourage learner reflection through user 'reprocessability' (i.e. examination and later processing) (M€ unzer & Holmer, 2009) and annotation inclusion (Bridge & Appleyard, 2005). In addition, written text can be delivered without breaking the professional flow of an activity, encouraging later reflection (Barton & Wolery, 2007).…”

Section: Factor 4 Formmentioning

confidence: 99%

Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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Assessment organisations that operate at a national level in the UK employ hierarchic assessor monitoring arrangements, where the most senior assessors (known as team leaders) feedback to assessors in their teams on their marking performance. According to a sociocultural viewpoint, this feedback possesses learning potential as it allows assessors insights into the perspectives of their team leader. There is relatively little research on feedback effectiveness in professional assessment contexts. To gain insights into feedback effectiveness a literature review was carried out that incorporated 183 feedback research studies. The aim of the review was to identify the characteristics of feedback messages that are associated with effectiveness in contexts where access to knowledge is hierarchically and remotely distributed. For the purposes of this study, feedback is considered to be effective where it potentiates professional learning through supporting the alignment of participants' thinking and practice. The review outcomes are synthesised into a framework that identifies a number of core and sociocultural factors associated with feedback effectiveness. The review outcomes have implications for those with a role in delivering feedback, particularly where feedback is used to influence performances where there is asymmetry in expertise and relative professional status.

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“…A very practical issue relates to the readability of handwritten comments. Students have difficulties in deciphering the handwritten comments put on their work (Blayney & Freeman, 2004;Bridge & Appleyard, 2005;Higgins, Hartley & Skelton, 2002). Typed comments are easier to read and, if looked at on screen, have the additional advantages of various display sizes and of searching and sorting.…”

Section: Issue 45: Do Lecturers/markers Mark On Paper?mentioning

confidence: 99%

“…The advantages of such etools in general to assist tutors include: improved legibility (Bridge & Appleyard, 2005); staff can edit the feedback as they work through the assignments (Bridge & Appleyard, 2005); markers individually marking an assignment can check feedback and identify if it has changed as the marking proceeded (Barrett & Luca, 2002;Campbell, 2005); the etools can save tutors time in the marking and management of assignments (Baillie- de Byl, 2004;Denton, 2003).…”

Section: Issue 46: Use Etools To Assist With the Quality Control Of mentioning

confidence: 99%

Technological support for assignment assessment: A New Zealand higher education survey

Milne

Heinrich

Morrison

2008

AJET

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This article presents selected aspects of a large study on the use of e-learning tools in support of assignment assessment, which was comprised of a substantial literature review, an investigation into electronic tools, and interviews with 90 academics at New Zealand tertiary institutions. The article makes two main contributions. Based on the educational literature it provides an outline of good practice in assignment management and marking, demonstrating what needs to be done to best support student learning and showing how e-learning tools can assist. The second main contribution stems from the interviews that have provided insight into current practices of using e-learning tools for assignment assessment. The analysis of these interviews shows how such tools are used and what experiences the academics have had. Summarising the overall study it can be said that there are strong advantages for student learning and staff workloads in using e-learning tools in support of assignment assessment. These advantages are so far only exploited by a minority of academics and a huge potential exists for further application of e-learning tools and approaches.

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System failure: A comparison of electronic and paper‐based assignment submission, marking, and feedback

Cited by 19 publications

References 2 publications

A role for technology in enhancing students’ engagement with feedback

A role for technology in enhancing students’ engagement with feedback

Feedback effectiveness in professional learning contexts

Technological support for assignment assessment: A New Zealand higher education survey

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