Novel Grading Tool Based on Open Source Software; Examining Grading Software Efficacy for Project-Based Deliverables in Higher Education

Further integration of technology within higher education has resulted in non-traditional assignments that current grading tools do not fully support. These non-traditional assignments may include Project-Based Learning (PBL) or Model-Eliciting Activities (MEAs) used in individual and group assessments, commonly used in engineering and design-based courses. To address the issue of evaluating non-traditional assignments, a novel tool is in development to assist instructors and grading teams with evaluating online deliverables. The tool is built upon existing annotation technology, Hypothes.is, and incorporates grading elements, such as custom rubrics, grade annotations containing point deductions and textual feedback, and an assignment release feature that prevents students from viewing annotations before final grade review. Considering that hands-on, project-based assessment is shown to improve learning and provide students with problem-solving experience, it is important to understand the relationship between this technology and higher education courses. This technology is capable of providing within- context and timely feedback for online projects and deliverables and would serve as the primary resource for students to improve their projects. Thus, it is imperative that the tool serves as an effective means of communication from graders to students for feedback and grades, and from student to grader for clarification and regrade requests.