出版社：International Association for Computer Information Systems
摘要：The development of increasingly sophisticated software to grade student written work (Project Essay G rade, or PEG) has created a controversy within higher education. Proponents of this technology point to virtually instant grading and feedback as well as studies that demonstrate no significant differences in grades given by the computer and faculty. However opponents contend that this software fundamentally alters the nature of the faculty-student relationship and can have long term consequences for education. This study looked at how college students perceived the value of this technology and issues they had with it. The study surveyed 684 students at four colleges and revealed that perceptions generally fell into four components; facultyrelationshipissues, grade issues, technology acceptance, and ethical/fairness considerations. Grades were the most significant perceptual concern for students. ANOVA analysis further revealed that significant variables in overall perception of PEG software included the type of institution the student attended and their experiencesin classes that utilized PEG software. Overall, students had a strong preference for faculty grading written work, although for several demographic groups there was considerable interest in PEGs.
