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Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students

Whitelock, Denise (2015). Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students. In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (571). Switzerland: Springer International Publishing, pp. 142–148.

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This paper discusses the outcomes from the building and empirical investigation of two automatic feedback systems, namely OpenMentor and OpenEssayist that can support student learning. The findings from OpenMentor and OpenEssayist usage suggest that prompt targeted feedback for time poor students can maximise student success. Both systems facilitate the users to take ownership and reflect on their own work, through provision of feedback at a point where they can build on it in subsequent tasks. This should have the most impact on the users’ understanding of the requirements of academic writing and the tutors’ understanding of feedback for academic writing. The systems are also starting to be used as research tools that allow pedagogical strategies to be open to test.

Item Type: Book Section
Copyright Holders: 2015 Springer International Publishing Switzerland
ISBN: 3-319-27703-0, 978-3-319-27703-5
Project Funding Details:
Funded Project NameProject IDFunding Body
GrantEP/J005959/1EPSRC (Engineering and Physical Sciences Research Council)
GrantEP/J005231/1EPSRC (Engineering and Physical Sciences Research Council)
Keywords: formative feedback; automatic feedback; essay feedback; natural language processing; OpenSource
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 45209
Depositing User: Denise Whitelock
Date Deposited: 29 Jan 2016 12:07
Last Modified: 08 Dec 2018 05:42
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