Traditional grading methods often result in delayed feedback and variation in student scores due to lack of set criteria. Research shows providing timely formative feedback through automated online assessment increases student test scores by 20%. Online grading tools may standardize feedback and assessment, increasing academic performance while reducing faculty grading time. This study aims to determine if online marking decreases faculty grading time and increases depth of feedback compared to traditional grading methods.

1. Bower (2005)
when faculty provided formative
feedback to the student using
automated assessment, test scores
increased by 20%
Online assessment applications
have generally been developed with clear
criteria outlining the value of increased
management of the grading process to
facilitate the feedback and timeliness of
communication from faculty to student
(Lumsden, et al., 2010;
Sadler, 2010; Wells, 2006)
(Alden, 2011; Brewer, 2004).
The move toward an increase in online
higher education had prompted the need
to effectively communicate with students
and assess their performance in new and
innovated ways
Ferguson and Tryjankowski (2009)
and Bower (2005)
providing learners with feedback in a non-
preferred method, such as text-based
summative comments, annotated
assignments, or direct communication,
significantly hindered their academic
performance
Bouck (2006)
the amount of feedback and the
timeliness of assessment are factors that
significantly affect individual student
performance and
the personal satisfaction of learners.
The traditional grading process, as
dictated by assignment submissions and
individual instructor evaluation without
set criteria, often results in faculty
boredom and leads to large variations in
student feedback along with fluctuations
in grade results.
(Anglin, et al., 2008)
Potential use of online
marking and formative
feedback tools to increase
academic performance
through” m-learning” as
platform learning.
Traditional grading delay feedback low academic performance.
Online grading rapid feedback increase academic performance.

2. Research questions
How can online
marking
decrease the
time on task for
grading
assignments?
How can online
marking increase
the depth of
feedback on the
grading of
assignments?
Methodology
(Quantitative)
experimental design
sample
measurements
Students
30 per
group
Teachers
4
Control
group
(traditional
grading)
treatment
group
(online
grading)
They have
to be
trained on
online
marking
Time-on-
Task
measure
Brooke’s
SUS
instruments
self-
reporting
instruments
Survey
&interview All data organize through
statistical processes.