Using Automated Assessment Feedback to Enhance the Quality of Student Learning in Universities: A Case Study

  • John Biggam
Part of the Communications in Computer and Information Science book series (CCIS, volume 73)


There are many different ways of providing university students with feedback on their assessment performance, ranging from written checklists and handwritten commentaries to individual verbal feedback. Regardless of whether the feedback is summative or formative in nature, it is widely recognized that providing consistent, meaningful written feedback to students on assessment performance is not a simple task, particularly where a module is delivered by a team of staff. Typical student complaints about such feedback include: inconsistency of comment between lecturers; illegible handwriting; difficulty in relating feedback to assessment criteria; and vague remarks. For staff themselves, there is the problem that written comments, to be of any benefit to students, are immensely time-consuming. This paper illustrates, through a case study, the enormous benefits of Automated Assessment Feedback for staff and students. A clear strategy on how to develop an automated assessment feedback system, using the simplest of technologies, is provided.


Automated Feedback Assessments Students Universities 


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Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • John Biggam
    • 1
  1. 1.Department of ManagementGlasgow Caledonian UniversityCowcaddens GlasgowScotland

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