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1
Chen, Yi. "The Research on Intelligent Marking System for Examinations Based on Fuzzy Theory." Advanced Materials Research 918 (April 2014): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.918.288.
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A lot of computer test system adopts objective topic given points by the computer, and the subjective topic is by the teachers review to points, giving teachers a lot of extra work. A targeted intelligence marking scheme is put forward in this paper, and connecting with the actual situation, designed and simulated the implements an intelligent system. With the aid of certain criteria, the subjective topic grading and the analysis of the examinee answers, are reasonable subjective item grading, shorting the testing process, saving marking time, without subjective factors in the marking. So that student's result can objectively real reaction students have mastered the knowledge and teachers' teaching.
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Elikai, Fara, and Peter W. Schuhmann. "An Examination of the Impact of Grading Policies on Students’ Achievement." Issues in Accounting Education 25, no. 4 (November 1, 2010): 677–93. http://dx.doi.org/10.2308/iace.2010.25.4.677.
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ABSTRACT: The strategy of evaluating students’ achievement using a marking system is a common practice in higher education institutions. The result of a student’s effort is usually communicated in the form of a letter grade or percentage correct on an exam or on the course as a whole. Although a vast majority of instructors use various grading policies and the impact of different grading policies on learning is a basis of considerable debate among academics, the empirical work regarding the impact of different grading policies on students’ performance does not include applications to accounting, a discipline for which student learning is directly tied to success in passing professional examinations. Theoretically, one of the functions of a grading system is to motivate students to work harder and perform better. This study provides insight into the impact of a lenient grading scale versus a strict grading scale on students’ achievement, where the level of “average” mastery in the latter category (the grade of C), is coincident with the minimum passing requirement of the professional accounting examinations. The results of this study support the notion that an attainable strict grading policy can be used as an important pedagogical technique to motivate students to study and may provide insight into grade scale decisions faced by accounting faculty seeking to prepare their students for the rigor of professional exams. Contrary to prior results in the literature, we find that when used in an upper-level undergraduate accounting course the stricter standard has a more profound effect on achievement for students at the lower end of the grade distribution.
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Teo, C. Y., and D. J. Ho. "Assessment of Undergraduate Project Work by Specific Criteria and Grading Category Index." International Journal of Electrical Engineering & Education 35, no. 2 (April 1998): 99–106. http://dx.doi.org/10.1177/002072099803500201.
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A systematic mechanism for the assessment of final year projects using a list of 22 assessment criteria and 8 grading categories for each criterion is described. The structured assessment system and the automated processing by an optical reader make the marking system more discriminative and consistent among the large number of students and supervisors.
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Chen, Chun Yu, Fu Cheng Wang, Xin Chen, Feng Cui, Li Li Zhang, and Chen Zhang. "Application of Image Processing to Computer Graphics." Advanced Materials Research 765-767 (September 2013): 2835–38. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.2835.
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The examination of the Computer Graphics is basically the computer examination to investigate the drawing ability in universities in recent years. Based on many years of teaching practice and according to the transformation trend of the computer intelligent paper marking, the image processing technology is adopted, and the key information of the image is extracted, and the image similarity calculation program is compiled, and the CAD automatic paper marking function is implemented by the contrast of the students plots with the standard answer. Through the calculation examples, the grading results are consistent with the artificial results ideally. The calculation speed is faster than the manual speed, thus the teachers working efficiency is improved.
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Okuda, Rieko, and Rika Otsu. "Peer assessment for speeches as an aid to teacher grading." Language Teacher 34, no. 4 (July 1, 2010): 41. http://dx.doi.org/10.37546/jalttlt34.4-1.
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In this study, we examined the level of agreement between teacher assessment and peer assessment during a speech presentation in an EFL context. A total of 88 students assessed speeches delivered by their peers. After four practice rounds of evaluating each other in small groups, a final assessment, including teacher assessment was conducted on speeches delivered to the whole class. Before each assessment, specifics on how to conduct the evaluations were explained by an instructor through visual demonstrations. A strong correlation (r = .82) was found between teacher marking and peer marking which indicates the viability of incorporating peer assessment into students’ final scores when proper guidance is provided. A questionnaire administered after the final speech revealed that most of the students had found peer assessment useful. 本研究では、学生によるスピーチについての教員評価（TA）とピア評価（PA）の一致の度合いを調べた。被験者88人は、小グループ内でスピーチとPAを４回実施した後、クラス全員の前でスピーチを行った。この最終スピーチではTAとPAを同時に実施した。評価基準については、教員が実演を交えて項目ごとに説明し、それをPA実施のたびに繰り返した。その結果、TAとPAの間には高い相関（r = .82）が得られ、最終評価へのPA組み入れが可能であることが示唆された。またPA実施後のアンケート調査の結果から、多くの学生がピア評価活動を「有益である」と評価しているのが分かった。
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Broadbent, Jaclyn. "Large class teaching: How does one go about the task of moderating large volumes of assessment?" Active Learning in Higher Education 19, no. 2 (July 23, 2017): 173–85. http://dx.doi.org/10.1177/1469787417721360.
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There is limited research on the quality of assessment moderation in large classes. Effective moderation practices can improve reliability, as well as reduce marker bias, attenuate prevalence of ‘hard’ or ‘soft’ markers, increase student and staff confidence in marking, and enhance the development of staff. This article shares a marking moderation practice used in large class teaching (>1500 students). The article highlights the importance of (1) including resources/communication that are provided to markers in order to facilitate a shared understanding and interpretation of the marking criteria; (2) incorporating multiple points of double marking to detect differences in marker performance over time that may have been brought on by fatigue, tight timelines or inexperience; and (3) developing markers’ skills early through formative feedback to acquire self-sufficiency, accuracy and expertise in the grading process. The practice of moderation utilised in this article overcomes some of the challenges of moderating large volumes of assessments. Particularly, the use of audio feedback and video resources was deemed the most novel and useful.
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Šorgo, Andrej. "THE TEACHER’S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 4–5. http://dx.doi.org/10.33225/jbse/20.19.04.
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For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher’s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.
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Kucelman, Ewa. "Cohesion — Between Instruction and Execution." Anglica Wratislaviensia 56 (November 22, 2018): 273–94. http://dx.doi.org/10.19195/0301-7966.56.17.
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The paper seeks to present a practical use of reference chains analysis in the grading process of EFL university students’ final practical English examination. The process of grading writing is always perceived as both tedious and subjective not only by the students but also by the examiners. The criteria listed by Cambridge English Language Assessment Department are very general, which makes examiners often adopt an impressionistic perspective while marking the content of the written assignment. At the same time, students often feel dissatisfied with the teacher’s comments on their performance, they cannot clearly see the mistakes in the text structure they have made and often feel unfairly graded. Using reference chains and collocations as one of the steps in the process of written work evaluation makes it possible to put forward clear, straightforward criteria for text organization. It gives immediate insight into the text structure, paragraph organization, superstructure layout and the level of correspondence between the original task and the actual student’s output. By being conducted as a series of precisely defined steps, according to a fixed checklist, it makes it possible for the examiner to draw objective criteria for grading writing. The empirical part of the paper focuses on the analysis of reference chains and collocations identified in the written examination of 15 first year students of English philology.
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Pownall, Ian, and Victoria Kennedy. "Cognitive influences shaping grade decision-making." Quality Assurance in Education 27, no. 2 (April 1, 2019): 166–78. http://dx.doi.org/10.1108/qae-04-2018-0040.
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Purpose The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore. Design/methodology/approach The authors draw upon a small sample of assessed scripts from two UK higher educational institutions and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made. Findings The authors’ findings indicate that for the sample analysed, the marker’s most important influences were those associated with the normative view of marking, although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned. Research limitations/implications The work is confined to management students and limited by the sample size. A factor analysis reveals the cluster of influences that contribute to observed grade outcomes but provides less clarity upon relative inter-dependencies between those factors. There are additional constraints in that the constructed data collection tool was self-administered. Practical implications The data collection instrument (VBA Excel workbook) is, the authors believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision-making research. The authors also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process. Originality/value As far as the authors can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or undertaken after the event. The authors’ research data are constructed at the same time as the grade/mark is determined.
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Murrant, Coral L. "Creative teaching assistant organization to maintain an Integrative Physiology course with 440 students." Advances in Physiology Education 31, no. 2 (June 2007): 180–85. http://dx.doi.org/10.1152/advan.00061.2006.
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We were recently challenged with trying to maintain the integrity and learning experience of our Physiology course, which included the use of long-answer, essay-style test questions, with a class size that increased over 2 yr by ∼200 students. We reorganized the teaching assistant (TA) support structure in an attempt to keep the testing style and mark (or grade) the exams accurately, in a timely fashion, and provide feedback to the students that want it. Each of four TAs became experts in two sections of the course. To assess our success, TA time allocation for specific duties was recorded. Marking (or grading) accuracy was assessed by recording test data including the number of tests returned for remarking and how much marks changed by when a grade was reassessed. Student feedback was solicited to determine whether this structure provided adequate feedback and support to the students. TAs spent an average of 115 h and 35 min ± 7 h 21 min of a total of 140 h contracted. On average, 13.2 ± 0.5% of the tests were identified as being inaccurately graded by 4.2 ± 0.7%. When asked to score whether the statement of assessment of students was fair, it scored 4.5 out of 5, where 5 equals strongly agree. When asked whether the course provided a worthwhile learning experience, the question scored 4.84 out of 5. Thus, we were successful at marking the exams accurately, in a timely fashion, and providing the necessary feedback, and we were successful at maintaining the objectives of the Physiology course with a class size of 440 students.
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K. Morton, Jason, Maria Northcote, Peter Kilgour, and Wendy A. Jackson. "Sharing the construction of assessment rubrics with students: A Model for collaborative rubric construction." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 98–111. http://dx.doi.org/10.53761/1.18.4.9.
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Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a Model of Collaborative Rubric Construction. This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to coconstruct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.
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Mgbeafulike, Ike, and Ezechi Chekwube. "An Integrated System for Continuous Assessment and Examination Management in Schools and Colleges." International Journal of Computer Applications Technology and Research 10, no. 04 (April 3, 2021): 082–86. http://dx.doi.org/10.7753/ijcatr1004.1003.
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The technological advancement in IT has brought about the need for computer usage in all areas of human life and endeavors, education sector also. The traditional method of conducting exams is often characterized by questions leakages, human errors when marking the scripts of students and recording of students’ scores. This work, Integrated System for Continuous Assessment and Exam Management was, therefore, born out of the will to solve the problems plaguing the conventional (paper-based) examination system by providing a campus-wide service for e-assessment devoid of dishonest conduct and equally enhances quick feedback. The developed system which uses a combination of HTML,PHP,MySQL reduces the proportion of workload on examination, grading and reviewing on the part of examiners. The system also enables the release of exam results in record time and without errors. Thus, this system can serve as a solution for mass education evaluation and offers many features that cannot be implemented in paper-based system.
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Bennett, Cary. "Assessment rubrics: thinking inside the boxes." Learning and Teaching 9, no. 1 (March 1, 2016): 50–72. http://dx.doi.org/10.3167/latiss.2016.090104.
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Assessment rubrics are being promoted and introduced into tertiary teaching practices on the grounds that they are an efficient and reliable tool to evaluate student performance effectively and promote student learning. However, there has been little discussion on the value of using assessment rubrics in higher education. Rather, they are being gradually and (seemingly) uncritically mainstreamed into tertiary teaching expectations and practices, often through professional development workshops. This article investigates the pedagogic value and validity of criteria-based assessment rubrics and the instrumental rationality and goals informing them. Drawing on a small body of criticism, the article explores an emerging discourse that contends that assessment rubrics are not capable of measuring and evaluating complex thinking skills. Rather, they limit the independent responses of students and the professional judgement of markers, encourage compliance jeopardising student commitment and creativity, and promote a false sense of objectivity in the marking and grading of student work.
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Et al., Musa. "An Analysis on the Applicability of Meta-Heuristic Searching Techniques for Automated Test Data Generation in Automatic Programming Assessment." Baghdad Science Journal 16, no. 2(SI) (June 20, 2019): 0515. http://dx.doi.org/10.21123/bsj.2019.16.2(si).0515.
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Automatic Programming Assessment (APA) has been gaining lots of attention among researchers mainly to support automated grading and marking of students’ programming assignments or exercises systematically. APA is commonly identified as a method that can enhance accuracy, efficiency and consistency as well as providing instant feedback on students’ programming solutions. In achieving APA, test data generation process is very important so as to perform a dynamic testing on students’ assignment. In software testing field, many researches that focus on test data generation have demonstrated the successful of adoption of Meta-Heuristic Search Techniques (MHST) so as to enhance the procedure of deriving adequate test data for efficient testing. Nonetheless, thus far the researches on APA have not yet usefully exploited the techniques accordingly to include a better quality program testing coverage. Therefore, this study has conducted a comparative evaluation to identify any applicable MHST to support efficient Automated Test Data Generation (ATDG) in executing a dynamic-functional testing in APA. Several recent MHST are included in the comparative evaluation combining both the local and global search algorithms ranging from the year of 2000 until 2018. Result of this study suggests that the hybridization of Cuckoo Search with Tabu Search and lévy flight as one of promising MHST to be applied, as it’s outperforms other MHST with regards to number of iterations and range of inputs.
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Clydesdale, Greg. "Management education: reflective learning on human interaction." European Journal of Training and Development 40, no. 5 (June 6, 2016): 286–301. http://dx.doi.org/10.1108/ejtd-10-2015-0082.
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Purpose This paper aims to describe an attempt to develop a more effective technique to teach self-awareness and relationship skills. Design/methodology/approach A journal is used in combination with a model of human nature. The model lists human characteristics that the management trainee must identify in themselves and others they interact with. Students kept a journal and analysed their interactions in reference to a list of human characteristics. Findings Initial plans were disrupted by an earthquake. Analysis in the first journal instalments was limited and students regularly found negative characteristics in colleagues. Feedback was given and the second instalment showed greater quality of analysis. Students regularly found and showed understanding of the characteristics in themselves and others. They also put more thought in to how to manage those traits. The model provided a solution to the problems of marking reflective journals. Practical implications A key limitation of this approach is the difference in opinion that may exist between academics as to what characteristics managers should look for in themselves and others. There may be substantial divergence on this. Originality/value This paper contributes to management education by suggesting a method for enhancing both relationship skills and self-awareness. Problems in assessing reflection essays and journals can be overcome by grading their knowledge and understanding of the human characteristics.
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Oyekan, Sam Oluseyi. "Improvement of Quality Standards in Examination Process in Colleges of Education." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 297. http://dx.doi.org/10.26417/ejser.v5i1.p297-310.
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Education is the universal catalyst for qualitative development of effective citizenship and competent workforce required in building a modern dynamic society. Purposeful instructional leadership, prudent management of resources and vibrant evaluation of students’ learning outcomes as a means of quality control could raise appreciable standards toward an improvement of examination process in Colleges of Education. Being a major task in the school curriculum implementation, examination process is a basic mechanism for academic quality assurance in higher education. A comprehensive examination process largely comprises admission of qualified candidates into teacher education programme, effective teaching and learning of the subject curriculum contents, continuous assessment of learning outcomes, moderation and conduct of examinations, marking and grading of examination scripts, external moderation of examination results, computation and consideration of moderated examination results, notification and release of examination results, certification and production of transcripts, career induction and convocation of certified competent and responsible graduates for employment in the labour market. Hence, it is suggested that prompt identification of challenges and strategies for improvement of quality standards in examination process would enhance a comprehensive professional development of competent and personable teachers. Such well-informed educational experts shall use their professional expertise, ethical orientation and instructional best practices to discover and nurture a crop of gifted, talented and skilled individuals as credible future leaders in all aspects of our national life and global economy.
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Bazylak, Jason, and Kionne Aleman. "Online grading platform: A mixed methods approach to measuring impact on grading experience." Proceedings of the Canadian Engineering Education Association (CEEA), January 28, 2017. http://dx.doi.org/10.24908/pceea.v0i0.6449.
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Nearly a decade ago a large first year engineering design course moved the collaboratively writtendesign report assignments to an online platform. The switch was made using an existing online wordprocessing tool, Google Drive, that allow for simple sharing and commenting. The students use theonline tool to write their assignments, and members of the teaching team use the same tool to coach andgrade the assignments. Anecdotally there was initially significant evaluator resistance to theimplementation of the online grading platform. This initial resistance has been overcome and the onlinetool continues to be used today. Anecdotal feedback from the teaching team now praises the onlinegrading platform as increasing quality of feedback, but at the expense of increased marking time. Untilrecently the exams in the same course are still written and marked on paper in the traditional style. Forthe first time the teaching team has adopted another online grading platform, Crowdmark. This toolallows for the digitization, online grading, and digital distribution of paper exams. In anticipation ofevaluator resistance, this study will explore how use of this system impacts the quality of the gradingexperience for evaluators, including time on task and satisfaction with the process. This study will use amultiphase mixed methods design with an initial phase of convergent parallel design focusing onquantitative analysis. Time study data measuring time on task for evaluators will be converged with bothquantitative and qualitative survey data collected from the evaluators. In the second phase, individualevaluators who struggled with the online grading platform, indicated either by low marking speed ordirect feedback, will be interviewed. These interviews will be analysed using a qualitative, thematicanalysis to determine the cause and severity of the issues.
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S.O., Kuyoro, Eluwa J. M., Akinsola J.E.T, Ayankoya F.Y., Omotunde A.A., and Adegbenjo A.A. "Intelligent Essay Grading System using Hybrid Text Processing Techniques." International Journal of Scientific Research in Computer Science, Engineering and Information Technology, October 5, 2020, 229–35. http://dx.doi.org/10.32628/cseit206547.
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Educational Institutions are facing enormous tasks of marking and grading students at the end of every examination within the shortest possible time. Marking theoretical essay questions which involves thousands of examinees can be biased, subjective and time-consuming, leading to variation in grades awarded by different human assessors. This study presents an Essay Grading System called Intelligent Natural Language Processing Essay Grading System (iNLPEGS) with high accuracy percentage and minimal loss function for scoring assessment that can accommodate more robust questions. Secondary dataset collected from Kaggle provided by The Hewlett Foundation was used to aid semantic analysis and Part of Speech tagging. Assemblage of Computer Science questions and answers were collected from Babcock University Computer Science Department to create a more robust dataset to ensure high reliability. An Intelligent Natural Language Processing Essay Grading Model was designed based on Enhanced Latent Semantic Analysis using Part of Speech n-gram Inverse Document Frequency. Web based application was developed using Django, Gensim, Jupyter Notebook and Anaconda as the development tools due to availability of several Python libraries with SQLite as the database. Results of performance evaluation of iNLPEGS showed accuracy of 89.03% and error of 10.97% connoting that there is very little difference between scores from the developed intelligent essay grading system and a human grader. Also, the loss function from Root Mean Square Error (RSME) showed value of 0.620 which is very small and thus signifies closeness to the line of best fit from the regression equation.
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Choy, Derek Yau Chung, Jim Sibley, and Dhaneshwarie Kannangara. "The Teaching Laboratory Data Management (TLDM) System." Proceedings of the Canadian Engineering Education Association (CEEA), October 31, 2019. http://dx.doi.org/10.24908/pceea.vi0.13732.
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In the teaching laboratory, students generate large amounts of data and often struggle with the subsequent calculations for results. Grading the substantial amounts of results and calculations from a large class is very taxing for teachers, who are left with less time to interact with students. The TLDM system aims to resolve the primary challenge associated with laboratory experimental calculations: while the numerical operations for a given experiment are expected to be the same, the correct numerical results vary based on the unique raw data collected by each student. The system provides scalable instructional scaffolding to guide students through their own calculations. The system also works to generate custom marking keys unique to each student’s raw data to assist teachers in grading the numerical component of reports, leaving them with more time to provide feedback in other areas.
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Sowinski, Andrew, and David Taylor. "A THREE-TIER EVALUATION RUBRIC FOR THE ASSESSMENT OF GROUP PROJECTS IN CHEMICAL ENGINEERING DESIGN COURSES." Proceedings of the Canadian Engineering Education Association (CEEA), March 7, 2018. http://dx.doi.org/10.24908/pceea.v0i0.10506.
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Abstract – Group projects are often key to engineering design courses since they simultaneously develop teamwork and communication skills in the context of solving difficult engineering problems. However, fair, consistent, and transparent grading of these projects are difficult to achieve, and the individual contribution of students can likewise be difficult to evaluate.
Standardized marking rubrics are often used to increase the consistency and fairness of project evaluations; however, these frequently lack a systematic means for evaluating individual effort within group work. Rubrics also are difficult to employ when there are numerous possible solutions and where some solutions are more elegant or challenging when compared to others.
To provide a consistent accounting of individual effort and the difficulty of a submitted group design solution, a three-tier marking rubric was developed. Comparing the project grades between two cohorts in the same course showed that there was a broader distribution of grades when using the three-tier marking scheme.
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Ostafichuk, Peter M., and Carol P. Jaeger. "USING AN ONLINE MARKING SYSTEM FOR A LARGE CLASS ENVIRONMENT." Proceedings of the Canadian Engineering Education Association (CEEA), January 28, 2017. http://dx.doi.org/10.24908/pceea.v0i0.6522.
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The use of online team marking has the potential to both simplify and expedite the process of marking exams, papers, and other artifacts. An online team marking tool (Crowdmark) has been piloted at UBC in Mechanical Engineering (125 student midterm) and two common first year introduction to engineering courses (840 student final exam, and 730 student midterm and final exam).Crowdmark, the particular software tool used, printed a unique QR code on each page of each exam and then exams were written by students in a conventional pencil-andpaper fashion. After the exam, papers were digitized and uploaded to the Crowdmark system. Following a brief training and orientation session, all marking took place by teaching assistants through the Crowdmark interface. Overall grader preference was positive, with the majority of graders expressing a strong preference for the Crowdmark system over conventional paper-based grading. In MECH 223, extensive historical data for marking time was available, and a significant reduction in marking time per exam (30%) was observed. This time savings included time saved handling papers and entering grades. Additional benefits were also observed through the use of this system: grades and histograms are available per question in real-time; time and grader tracking data is available; exam regrading is simplified; and there is a digital record of each exam for archiving purposes as well as to prevent issues of students altering papers prior to requesting regrading. Special safeguards had to be put in place due to freedom of information and privacy protection (FOIPP) requirements in British Columbia. We haveobserved a slightly lower cost per graded page with Crowdmark ($0.426/page) compared to a conventional exam ($0.439/page), but this includes outsourcing printing and scanning to an industrial-scale printing company. We consider this essentially cost-neutral, but like Crowdmarkfor all of the other benefits it offers.
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Lynch, Denard, and Bradley Schmid. "Peer Evaluation: Enhancing learning Opportunities and Reducing Marking Effort." Proceedings of the Canadian Engineering Education Association (CEEA), March 2, 2018. http://dx.doi.org/10.24908/pceea.v0i0.10368.
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Abstract Evaluation of report-based assignments, especially in larger classes, adds a considerable marking load. Even with detailed rubrics, subjectivity may lead to grading variations and inaccuracies. Evaluation of others’ work can also be a very informative and educational experience, improving their skill through exposure to a broader performance range. Involving students in peer evaluation can potentially address both of these issues by reducing marking load, providing alternate (and increased number of) assessments, and by exposing students to a broader spectrum of report skills thus enhancing their own knowledge.
This paper discusses the results of an experiment in peer assessment and whether it can be exploited to reduce marking effort, improve accuracy for report assignment evaluation and improve student skill. The data was gathered from assignments in two different engineering classes: a second year course on safety and environmental stewardship, and a senior course on engineering economics.
For the second-year course, an individual essay assignment was marked by the instructor and two peers. The three evaluations were analyzed to assess the accuracy and assign a grade. For the senior course, a group report on a case study was self and peer evaluated. These evaluations were used to derive a grade for the report directly if the self and peer results were within a prescribed tolerance; other cases were resolved by instructor intervention. The results were analyzed considering the number of outliers, range of scores, and the number of cases which had to be resolved by theinstructor.
Parameters considered in assessing the results of the experiment included: the correlation between assessments, the learning opportunities for students, and instructor marking effort required. (preliminary analysis) Results suggest positive gains in reducing effort. Improved accuracy and enhanced student learning are also expected.
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"Intelligent Short Answer Assessment using Machine Learning." International Journal of Engineering and Advanced Technology 9, no. 4 (April 30, 2020): 1111–16. http://dx.doi.org/10.35940/ijeat.d7889.049420.
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Education is fundamental for human progress. A student is evaluated by the mark he/she scores. The evaluation of student’s work is a central aspect of the teaching profession that can affect students in significant ways. Though teachers use multiple criteria for assessing student work, it is not known if emotions are a factor in their grading decisions. Also, there are several mistakes that occur on the department's side like totaling error, marking mistakes. So, we are developing software to automate the evaluation of answers using Natural Language Processing and Machine Learning. There are two modules, in the first module, we use Optical Character Recognition to extract a handwritten font from the uploaded file and the second module evaluates the answer based on various factors and the mark is awarded. For every answer being entered, evaluation is done based on the usage of word, their importance and grammatical meaning of the sentence. With this approach we can save the cost of checking the answers manually and reduce the workload of the teachers by automating the manual checking process. The evaluation time is also reduced by using this software.