Enhancing Student Learning Through Smarter Feedback
As university class sizes increase, educators are faced with the challenge of how to provide timely feedback that helps to guide a student’s academic journey. With larger student-to-staff ratios, providing personalised and meaningful guidance becomes infeasible, exacerbated by using traditional marking processes that result in feedback arriving too late to make a meaningful impact on the student.
In response, this education project aims to develop an innovative semi-automated assessment tool designed to transform the way feedback is delivered. Led by James Salamy from Electrical and Computer Systems at Monash University and James Archbold from Computer Science at the University of Warwick, the tool delivers near-real time feedback to students, helping them to reflect on their work and revise, while maintaining engagement with the task.
Traditionally, the resource-intensive nature of marking and feedback has harmed the effectiveness of important tools such as formative assessments. This system hopes to streamline the marking process to provide tailored insights on assessments with minimal staff intervention and encourage more active engagement with tasks, so that students can more effectively self-guide their educational journey.
As this project develops, the team will refine the tool using feedback from students to ensure it is effective and easy to use. By the project’s end, they hope to present a scalable, sustainable solutions that both reduces educator burden and improves student experience.
In the long term, the tool aims to encourage a more interactive and responsive education model, where timely feedback facilitates deeper learning and stronger student engagement.
