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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[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.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Publisher:||University of Adelaide, School of Mechanical Engineering|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Authors retain copyright.|
|Depositing User:||Ms Lyn Brodie|
|Faculty / Department / School:||Historic - Faculty of Engineering and Surveying - No Department|
|Date Deposited:||16 Dec 2009 05:16|
|Last Modified:||02 Dec 2015 02:49|
|Uncontrolled Keywords:||Tablet PC, assessment, electronic marking, higher education research|
|Fields of Research (FoR):||13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy|
|Socio-Economic Objective (SEO):||E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education|
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