The University of Southern Queensland (USQ) has adopted a flexibility agenda and thus, assignments in many disciplines are now submitted, marked and returned electronically. However, since some markers are more comfortable marking hardcopy assignments, electronically submitted assignments may still be printed, annotated, and the handwritten feedback scanned or typed to facilitate electronic return of assignments. The latter may limit the quantity, depth and placement of comments provided. This research focuses on a course where model answers or a standard set of comments cannot be generated and detailed individual marker feedback is required. Marking rubrics have been designed to standardize marking but in the implementation process, the level of individual feedback has deteriorated. This pilot study investigates how the feedback students have received previously when assignments were marked with typed comments, compares to this year's experience when the same marker was given a Tablet PC and was able to provide handwritten feedback.
Proceedings of 'Engineering the Curriculum', the 20th Annual Conference for the Australasian Association for Engineering Education (AAEE 2009), Adelaide, Australia, 06-09 December 2009 / Colin Kestell, Steven Grainger and John Cheung (eds.),