Providing computer-assisted, two-way feedback in formative assessment: an innovation supporting best educational practice
Gaukrodger, H. M. (2012). Providing computer-assisted, two-way feedback in formative assessment: an innovation supporting best educational practice (Thesis, Doctor of Philosophy (PhD)). University of Waikato. Retrieved from http://hdl.handle.net/10289/6892
Permanent Research Commons link: http://hdl.handle.net/10289/6892
This thesis presents the design and development of an educational ICT innovation called the Quality Assessment System (QAS), intended to: increase the speed of providing useful, legible and consistent feedback, enhance student engagement in the analysis and improvement of their own work, and provide an easily-accessible, cumulative history of completed tasks and feedback. The QAS has been developed to a proof-of-concept stage as a Microsoft Word add-in, which can be used on digital or handwritten work, and has functions to administer resubmissions. The prototype system was evaluated at a tertiary institution in the field of English for Speakers of Other Languages. I used observations, interview methods, and a Wizard-of-Oz experiment to simulate full use of the software. The research found that: - the QAS could foster the rapid provision of consistent, clear feedback; - the facility to provide digital feedback on handwritten work safeguarded the desire of some students to continue writing their tasks by hand; - the handling of resubmitted tasks and the comparison of feedback on the first and second submissions (or any other pair of user-selected tasks) was considered very useful; - some students were emotional attached to handwritten feedback and believed that feedback mediated by computer showed a lack of teacher care for the students; - administrators believed the QAS would be useful for resolving student-teacher disputes, and as a tool to enhance the robustness of the quality self-assessment system the faculty adhered to. While I acknowledge the need for caution in interpreting the fieldwork results of small samples, this research places systemisation tools such as the QAS firmly on the agenda for closer investigation.
University of Waikato
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