Brodie, Lyn and Loch, Birgit (2009) Annotations with a Tablet PC or typed feedback: does it make a difference? In: AaeE 2009: Engineering the Curriculum, 6-9 Dec 2009, Adelaide, Australia.
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Official URL: http://www.plevin.com.au/aaee2009/
[Abstract]: The University of Southern Queensland (USQ) has adopted a flexibility agenda and thus, assignments in many disciplines are now submitted, marked and returned electronically. However, since some markers are more comfortable marking hardcopy assignments, electronically submitted assignments may still be printed, annotated, and the handwritten feedback scanned or typed to facilitate electronic return of assignments. The latter may limit the quantity, depth and placement of comments provided. This research focuses on a course where model answers or a standard set of comments cannot be generated and detailed individual marker feedback is required. Marking rubrics have been designed to standardize marking but in the implementation process, the level of individual feedback has deteriorated. This pilot study investigates how the feedback students have received previously when assignments were marked with typed comments, compares to this year’s experience when the same marker was given a Tablet PC and was able to provide handwritten feedback.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Authors retain copyright.|
|Uncontrolled Keywords:||Tablet PC, assessment, electronic marking|
|Fields of Research (FOR2008):||13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy|
|Subjects:||290000 Engineering and Technology > 299900 Other Engineering and Technology|
330000 Education > 339900 Other Education
|Socio-Economic Objective (SEO2008):||E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education|
|Deposited On:||16 Dec 2009 15:16|
|Last Modified:||02 Mar 2012 12:20|
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