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A Systematic Review of Technologies for Providing Feedback and Grades to Students

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Tagged Division

New Engineering Educators

Page Count

12

Permanent URL

https://peer.asee.org/32008

Download Count

20

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Paper Authors

biography

Rebecca Marie Reck Kettering University Orcid 16x16 orcid.org/0000-0002-5894-4130

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Rebecca M. Reck is an Assistant Professor of Mechanical Engineering at Kettering University in Flint, Michigan. Her research interests include instructional laboratories, assessment, and student motivation. She earned a Ph.D. in systems engineering at the University of Illinois at Urbana-Champaign. During her eight years as a systems engineer at Rockwell Collins, she earned a master’s degree in electrical engineering at Iowa State University. She earned a bachelor's degree in electrical engineering from Rose-Hulman Institute of Technology.

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Abstract

It can be a daunting task to identify, compare, and select a tool to assist with the task of providing feedback and grades to students. There are multiple tools available that have varying capabilities and cost. Some feedback tools are provided within learning management systems (LMS) (e.g. Blackboard, Moodle) while others are standalone implementations, such as feedback software (e.g. GradeScope, Crowdmark), third-party plagiarism checkers (e.g. TurnItIn, Viper), and highly specialized tools such as those for automatically grading coding assignments. While each of these tools has the potential to reduce the time spent by instructors, providing effective, timely feedback to students should still be the focus.

This paper reviews commercially available products that can assist or automatically grade assignments and provide feedback to students. First, each tool is categorized based on features. The categories include plagiarism checking, assignment feedback and rubrics, and annotating writing assignments. These categories are selected based on their broad applicability to higher education STEM instructors. Then the tools in each category are summarized based on publicly available data and free trials. The goal of this study is not to necessarily recommend one tool, but to bring important information into one place to make it easier for instructors to compare and select the tool that will work for them, their students, and their course.

Reck, R. M. (2019, June), A Systematic Review of Technologies for Providing Feedback and Grades to Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32008

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