Advanced Feedback Using Dynamic Rubrics, Video, and Audio: Student Perception and Teacher Efficiency with Advanced Tools in Online Grading

Advanced Feedback Using Dynamic Rubrics, Video, and Audio: Student Perception and Teacher Efficiency with Advanced Tools in Online Grading

James J. Jaurez (National University, USA)
Copyright: © 2016 |Pages: 26
DOI: 10.4018/978-1-5225-0347-7.ch015
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Abstract

The advanced Online Grading System (OGS) allows for multimedia input including video, audio, and text along with interactive rubrics. These types of feedback systems can be standalone or integrated into a learning management system. Utilizing a media system can provide deeper engagement and higher quality of grading for students. In this chapter, an integrated grading system was used in order to test the amount of feedback, time to give feedback, and satisfaction for students with multimedia feedback.
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Online Grading Systems Literature Review

Education both at the college and precollege levels are consistently moving more and more online, offering students greater access through learning management systems that provide communication between students and faculty as well as the ability to submit assignments and receive digital feedback from their teachers (Borup et al., 2014). According to Dahm (2014), most of the value in a learning management system has been focused on activities that interact with the students such as discussion boards, wikis, and assignment tools, however there has been an increased emphasis towards creating advanced assessment tools for grading. Furthermore the types of online assessment have been limited to short or brief feedback elements as increased complexity and feedback often requires too much time in order to facilitate (Dahm, 2014). As indicated by Pinter et al. (2015), advancements in online grading tools that include rich media such as audio and video can help decrease the amount of time required to provide feedback and increase the amount of feedback that's given to students.

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