Implementation of an Automated Grading System with an Adaptive Learning Component to Affect Student Feedback and Response Time

Autor/inn/en	Matthews, Kevin; Janicki, Thomas; He, Ling; Patterson, Laurie
Titel	Implementation of an Automated Grading System with an Adaptive Learning Component to Affect Student Feedback and Response Time
Quelle	In: Journal of Information Systems Education, 23 (2012) 1, S.71-83 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Computer System Design; Computer Software; Management Information Systems; Grading; Feedback (Response); Learning Theories; Skill Development; Scoring Rubrics; Assignments; Educational Experiments; Plagiarism; Hypothesis Testing; Introductory Courses; Program Effectiveness; Computer Science Education; College Instruction; Statistical Analysis; Computer Software Evaluation; Qualitative Research; Automation; Computer Literacy; Intelligent Tutoring Systems; Computer Assisted Testing; Reaction Time + Suchen Sie Ihr Suchwort? Managementinformationssystem; Notengebung; Schulnote; Learning theory; Lerntheorie; Kompetenzentwicklung; Qualifikationsentwicklung; Scoring formulas; Auswertungsbogen; Assignment; Auftrag; Zuweisung; Schulversuch; Plagiat; Hypothesenprüfung; Hypothesentest; Einführungskurs; Computer science lessons; Informatikunterricht; Hochschullehre; Statistische Analyse; Softwareanalyse; Qualitative Forschung; Computerkenntnisse; Intelligentes Tutorsystem; Reaktionsvermögen
Abstract	This research focuses on the development and implementation of an adaptive learning and grading system with a goal to increase the effectiveness and quality of feedback to students. By utilizing various concepts from established learning theories, the goal of this research is to improve the quantity, quality, and speed of feedback as it pertains specifically to the grading of computer skills with a focus on personal productivity software. Feedback has been identified as a key component of successful learning among students. This research builds upon the previous knowledge from the cognitive, behavioral, and resource-based views of learning as well as upon the establishment of grading rubrics. An automated grading system was developed that allows instructors to quickly grade multiple complex computer literacy assignments. Key to the success of the system is the ability of the system to "learn" the correct and incorrect responses and store them for future use. To understand the impact of the system on feedback, three hypotheses were created and experiments were developed to test them. The system was shown to positively affect the quantity of feedback and reduce the time required for grading assignments. No effect on the quality of the feedback comments was shown and may be a subject of further study. (Contains 9 tables and 2 figures.) (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10