Automated Grading and Feedback Systems: Reducing Teacher Workload and Improving Student Performance

Abstract

With rising expectations on teacher workload as a result of grading and providing feedback
the innovative use of automated grading is a possible solution. Such systems are designed to
make grading systems more efficient in the same regard as increasing students’ interest. In this
research, the effect of automated grading and feedback on the reduction of teacher burden and
enhancement of students’ performance is critically analyzed, and recommendations, based on
the findings of this study, for educators, as well as policymakers, implementing the technologies
will be provided. An exploratory technique was followed for the study and both quantitative
data were collected through classroom observation both prior to as well as post integration of
automated grading systems. For instance, the teacher grading hours and the percentage of the
students completing the assignments were included as main measures besides the classroom
participation rate. The results present a clear picture of the fact that grading time reduces and
was found to have reduced from 15hrs per week to 9.75hrs per week – a reduction of 35%.
Also, there was a significant enhancement in students’ interaction; while assignment
submission rates went up from 70% to 88% and class contribution from 65% to 81%. The use
of automated grading and feedback systems is the utilization of the best strategies because it
relieves the teacher of so much work as well as makes the students be more focused and
interested in their work. These studies should be seen as an opportunity for the development
and implementation of such technologies because of the demonstrated ability of the given
technologies to change the practices of education and enhance learning achievement.