Exploring the contribution of online assignment submission, marking and feedback to mass higher education

This paper sets out to review the trial of an online assignment handler tool in a large business school setting and discusses how the assessment process can be enhanced (Bridge and Appleyard 2008). It examines the impact on the principal stakeholders, namely students, academics and administrators, and reflects upon its contribution to assessment standards. In an era of mass higher education, the demands of marking and providing good feedback on assignments to large numbers of students is very challenging (Hounsell and Hounsell 2007). In recent years the National Student Survey, has highlighted the importance placed on assessment and feedback by students and in turn how universities are judged in terms of their teaching (HEFCE 2009). This reinforces the findings of pedagogical research exploring the role of assessment for learning (McDowell et al 2005). Issues have been identified around the management of the marking process and the quality and legibility of feedback (Bloxham and Boyd 2007). These can be accentuated on large modules where high volumes of assignments need to be handled and handwritten feedback provided. Recent research funded by the HEA has identified the positive contribution a technology based approach can make in supporting the assessment and feedback process (Hepplestone 2009).