PP654 UniSa Freney - Final Report Feb 2010.pdf - Office for ...

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Grade Penalty List: Tickable Checkbox (or Rubric) that subtracts theweighting (penalty marks) from the overall mark.Import from Word: Enable quick entry of text when setting up Feedback Form(e.g. copy and paste info from Word into CAFAS. Many staff have developed“Assessment Proformas” which will need to be “imported” into CAFAS). Cutand Paste-ability (or similar) for as many fields as possible.Comments Database: ability to provide quick (typed) feedback comments inrelation to each assessment criterion and Summary Comment from a standardlist of comments/comments database.Comments Database: To enable categorisation of (typed) feedback comments(e.g. each comment to be coded or allocated to a particular assessmentcriterion or Summary Comment).Comment Driven Penalties: ability to allocate a penalty (mark) to specificcomments in the Comments Database so that when a particular comment isentered into an AC Feedback Comment Box the Slider moves (to the left)accordingly, based on the associated penalty. It would be excellent to have theability to over-ride and position the Slider where ever you want, plus a “reset”function to apply the Comment Driven Penalty again.Comment Codes: ability to allocate a code (automatically) to a comment. Thepurpose of this is to enable staff to use the code to quickly enter a particularcomment (from database) into a Comment Box. Another purpose is to enablethe software to track the number of times a specific comment has beenentered. This would enable staff to analyse where students are makingcommon errors.Grade Calculation: the weighted marks from all assessment criteria must besummed, penalty marks must be subtracted (two types of penalty marks areavailable: Penalty Assessment Criteria and items in the Grade Penalty List)and an overall mark reported so that it is visible to staff only*. An overall grademust then be allocated based on the mark and this must be clearly visible tothe student and the staff member. * might need to be able to make the marksvisible as some universities/staff members may like to display this informationto students (survey question)Grade and Mark Calculation: the overall mark and grade must dynamicallyupdate during the assessment process, i.e. when Slider bars are manipulatedthe overall mark and grade should dynamically update.Grade and Mark Display: the overall mark and grade must be clearly visible,in a prominent place (e.g. top of screen) during the assessment process. Thisis so the assessor can quickly see the effect of modifications to position ofSlider bars etc.Grade Definitions: Grade definitions must be clearly displayed at the end ofthe Feedback Form. The definitions need to be editable so that academic staff(course coordinator) can redefine them in the context of a particularassignment – this helps students to understand what needs to be done toachieve a particular grade. The range of marks associated with the gradeneeds to be clearly displayed.Spreadsheet: ability to easily access a spreadsheet which organises thefollowing information in Tabular format;Student Name (last name, first name, second names)Student ID Number (typically approx 10 characters alpha numeric)Status of Assessment: Not Started, Incomplete, Complete (but not emailed),EmailedTutor: the person assigned to mark the assignment – refer to AssessmentScheme section of this document.33331133333Computer Aided Feedback & Assessment System (CAFAS) 72
Grade and Mark for Assignment 1Grade and Mark for Assignment 2Grade and Mark for Assignment 3… up to a maximum of 10 Assignments.Final Grade and Mark (sums all marks taking into account the weightings foreach assignment).Resorting the data e.g. by clicking on column headers is essential.Print Preview: ability to preview a Form before it is used for assessment andagain when the Form has been completed and is ready to email to students.Export to other formats: the ability to export the Form as shown in the PrintPreview is necessary so that the Form can be incorporated into otherdocuments such as UniSA’s Course Information Booklet – it is mandatory thatFeedback Forms be included in Course Information Booklets. The ability toembed the Form in a Word document or the ability to create a PDF file wouldsatisfy this specification – other methods may exist (Save CompleteWebpage?).Dissemination: students need to be alerted when their Feedback andAssessment Form has been completed and is ready for them to view. An emailwhich contains either a hyperlink to a website (which automatically displays theform) or an attached file is suggested as possible options. Ultimately thestudent needs to be able to view and print the form with a minimum of efforte.g. fewer than 3 clicks.Print Hardcopy: staff and students need to be able to print the forms. Staffneed to be able to print the uncompleted form and the completed form, andstudents need to be able to print the form that is emailed to them.Zoomability: to ensure that the system is accessible to students and staff it isnecessary that a degree of zoomability is possible. Hence staff will be able toincrease the font sizes of the Graphics User Interface and likewise students willbe able to increase the font sizes of the Feedback Form that they receive.Moderation Function: it is highly desirable that a system exists whereby thecourse coordinator can review the results from various tutors and thenmoderate the grades awarded by the tutors to a particular cohort of students.For example if each Feedback Form were to include a section called“Moderation” which was a simple Slider bar which indicated how much (interms of a marks) the course coordinator had adjusted the grade.Formative Feedback Only function: ability to turn off Slider bars (markallocation) to ensure that comment only feedback (formative) can be given.Ideally the ability to turn them back on would be great!33332Computer Aided Feedback & Assessment System (CAFAS) 73
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Report - 2010COMPUTER AIDED FEEDBAC
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1.0 Executive SummaryThe primary ob
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2.0 OutcomesAs stated in the origin
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more understandable to the user. Cu
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later (in conjunction with formativ
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Generic descriptors of the institut
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At the conclusion of the assessment
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Thus there is the potential to buil
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institution.Product Collate researc
Page 22 and 23: A presentation at the ALTC Assessme
Page 24 and 25: These adjustments to the approach e
Page 27 and 28: Overall there were eight different
Page 29 and 30: CAFAS 7 . The students appreciated
Page 31 and 32: difficulties described previously,
Page 33 and 34: ALTC funded project), demonstrated
Page 35 and 36: grades based on their professional
Page 37 and 38: Quantification of the Programming T
Page 39 and 40: to the academic when designing a fe
Page 41 and 42: The staged trials of the system wer
Page 43 and 44: Colleagues from the Queensland Univ
Page 45 and 46: within the timeframe and the availa
Page 47 and 48: Assessment, University of South Aus
Page 49 and 50: 3. Installation of SoftwareWith ref
Page 51 and 52: If you have any comments or suggest
Page 53 and 54: e.g. Literature Review - Assignment
Page 55 and 56: to students to inform them of their
Page 57 and 58: Computer Aided Feedback & Assessmen
Page 59 and 60: Appendix D - Staff Questionnaire Re
Page 65 and 66: Appendix E - Comments Database Scre
Page 67 and 68: Appendix G - System SpecificationsC
Page 69 and 70: Specifications - Slider & RubricImp
Page 71: possibility of including hyperlinks
Page 75: Fig 4Building on the previous asses
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