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dc.date.accessioned2020-07-17T19:24:22Z
dc.date.available2020-07-17T19:24:22Z
dc.date.created2019-08-20T11:42:43Z
dc.date.issued2019
dc.identifier.citationMirmotahari, Omid Berg, Yngvar Gjessing, Stein Fremstad, Ester Damsa, Crina I. . A Case-Study of Automated Feedback Assessment. IEEE Global Engineering Education Conference, EDUCON. 2019, April-2019, 1190-1197
dc.identifier.urihttp://hdl.handle.net/10852/78093
dc.description.abstractThis study was conducted in a first year university course in computer programming. We investigated how the use of a digital assessment tool, consisting of quantitative weighting and which simultaneously generate qualitative formative feedback, improves the quality of the assessment and not least supports the students' further learning. Analysis of quantitative data generated by the digital system, as well as qualitative data from involved parties, shows clear improvements in validity and reliability in assessment. All students received automated feedback on their exam. In this paper, we show how the use if the tool contributed to students' learning and academical development. Furthermore, we present the process of developing this system for evaluation and automatic feedback, and conclude with results seen from teachers, reviewers and students' perspectives.
dc.languageEN
dc.titleA Case-Study of Automated Feedback Assessment
dc.typeJournal article
dc.creator.authorMirmotahari, Omid
dc.creator.authorBerg, Yngvar
dc.creator.authorGjessing, Stein
dc.creator.authorFremstad, Ester
dc.creator.authorDamsa, Crina I.
cristin.unitcode185,15,5,71
cristin.unitnameDigitale infrastrukturer og sikkerhet
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode1
dc.identifier.cristin1717328
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=IEEE Global Engineering Education Conference, EDUCON&rft.volume=April-2019&rft.spage=1190&rft.date=2019
dc.identifier.jtitleIEEE Global Engineering Education Conference, EDUCON
dc.identifier.volumeApril-2019
dc.identifier.startpage1190
dc.identifier.endpage1197
dc.identifier.doihttps://doi.org/10.1109/EDUCON.2019.8725249
dc.identifier.urnURN:NBN:no-81203
dc.type.documentTidsskriftartikkel
dc.source.issn2165-9559
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/78093/1/Paper%2Bno.%2B1405%2Bfinal.pdf
dc.type.versionSubmittedVersion


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