Year: 2015
Type: conference-paper
Abstract: Assessing essays and providing feedback to learners is undoubtedly a daunting, time \nconsuming task for language teachers especially for formative assessment. Formative \nassessment requires feedbacks that indicate learning gaps that inform ideas for further \nimprovement. Although providing high quality feedback is important, teachers are \noften in dilemma to beat the deadline and hold accountable to huge class size despite \nthe need for iterative and frequent practice. The laboriousness of essay marking often \nlimits the occurrence of essay writing in classroom. A possible solution is to make use \nof an Automated Essay Scorer (AES) system that could score and generate feedback \nimmediately. The purpose of this paper is to review on the importance of feedback \nand the feasibility of adopting an automated mechanism to help Malaysian English \nteachers to mark essays and provide feedbacks instantly. Features of good feedback, \ncommercially available AES, reasons in favour of automated feedback based on the \nMalaysian context and some limitations of the system are examined. Our findings \nsuggest that relevant and effective automated feedback mechanism can be possible \nthrough home-grown AES supplemented with properly phrased feedbacks. It can lead \nto self-regulated learning that empowers them for sustainable development. It is a \nlaborious but attainable task with the cooperation and supports all parties. Hence, \nintroducing Automated Essay Scoring Feedback (AESF), a home-grown AES is a \nfeasible and highly anticipated tool for the Malaysian classroom.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2341203947