This article will guide you through selecting the relevant criteria to generate automated feedback. The relevance of the criteria could depend on the type of writing assignment for which you are using Automated Feedback, or the language in which it is written. To help you decide on what will be most beneficial and appropriate, we will walk you through the function of each one.

Is the criterion you had in mind not (yet) provided? Please let us know at the end of this article so we can improve.

Choosing feedback criteria

Automated Feedback criteria that can be chosen are divided into five overarching categories, addressing the content and its structure, academic language use, formatting, citations and references, and tables and figures in a piece of academic writing. Within each section, you will find which criteria can be selected including their learning goal, description and language support.

Category 1: Content and Structure

Criterion

Learning goal

Description

Language Support

Required sections

Students learn to include all necessary sections and have sections of the appropriate length

Each section that is required within an assignment can be entered here (including a minimum and/or maximum amount of words)

International

Word count

Students learn to write work of the appropriate length

Enter a minimum or maximum amount of words that the work must contain

International

Document language

Students learn to write consistently in one language

Verifies that the document is consistently written in the same language

English, Dutch

Sentence length

Students learn to avoid using long sentences to make their writing more clear and comprehensible

Sentences longer than a certain number of words should be split into shorter sentences

International

Category 2: Academic Language

Criterion

Learning goal

Description

Language Support

Abbreviation introduction

Students learn to properly introduce the abbreviations they use

Abbreviations that are not commonly known should be introduced in brackets, e.g. NLP (Natural Language Processing)

International

Active voice

Students learn to avoid the passive voice (active voice is generally preferred)

Passive voice should be avoided and replaced with active voice

English

Formal writing style

(beta)

Students learn to follow formal, academic writing conventions

Formal writing conventions should be followed, avoiding "contractions (it's, they're)", and starting sentences with a coordinating conjunction

English

Grammar

Students learn to use proper grammar

Feedback is given when grammar mistakes are made to ensure student work is clear and comprehensible

English


Personal pronouns

Students learn to avoid first and second person pronouns

Feedback is given to reduce the use of specified (first or second) personal pronouns to ensure students' writing is objective

English

Punctuation

(beta)

Students learn to use proper punctuation

Feedback is given when punctuation mistakes are made to ensure student work is readable, clear, and fluent

International

Spelling

(beta)

Students learn to use proper spelling

Feedback is given on spelling errors to ensure students' writing is correct

English

Verb tense

(beta)

Students learn to write in the correct tense (either past or present)

Document should be written in the specified verb tense (past or present)

English

Vocabulary

Students learn to choose words appropriately for their writing

Feedback is given on the use of vocabulary based on context, collocations, and redundant and easily confused words

English

Category 3: Format

Criterion

Learning goal

Description

Language Support

Table of contents

Students learn to provide an table of contents

Ensures there is a table of contents present in the document

International

Page numbers

Students learn to use page numbers

Ensures that all the pages in the document are numbered

International

Category 4: Citing and Referencing

Criterion

Learning goal

Description

Language Support

Citation style

Students learn to use proper formatting for references according to a given citation style

Feedback is given on whether the references are written in the correct pre-defined style or are consistent throughout the document

International

Citation count of references

Students learn to use high-quality academic literature

Checks whether the citation counts (the times a reference is cited in other academic works) of listed references meet the specified requirement

International

Reference count

Students learn to refer to an appropriate amount of literature in their writing

Checks whether the document contains a specified minimum and/or maximum number of references.

International

Reference content

Students learn to provide all necessary information for references

Feedback is given when references don't contain specified elements necessary (e.g. a publication date)

International

In-text citation of references

(beta)

Students learn to cite all listed references in the body text

Feedback is given on whether all listed references are properly cited in the body text

International

Category 5: Tables and Figures

Criterion

Learning goal

Description

Language Support

Figure captions

(beta)

Students learn to properly format figures with a caption

Ensures that all figures contain an accompanying caption that describes the figure

International

Figure count

Students learn to include the appropriate number of figures

Ensures that the document contains a specified minimum and/or maximum number of figures

International

In-text citation of figures

(beta)

Students learn to refer to used figures in the body text

Ensures that all listed figures are also cited in the body text

International

Table captions

(beta)

Students learn to properly format tables with a caption

Ensures that all tables contain an accompanying caption that describes the table

International

Table count

Students learn to include the appropriate number of tables

Ensures that the document contains a specified minimum and/or maximum number of tables

International

In-text citation of tables

(beta)

Students learn to refer to used figures in the body text

Ensures that all listed tables are also cited in the body text

International

*Beta: you can learn more about this label here.

We also have a set of criteria that are in experimental phase. This means that they need to be manually enabled for you. Are you interested in trying out experimental criteria? Check out the information here and let us know

Changing feedback criteria (for teachers)

Any criterion that has been added will appear in the overview. If you’d wish to remove the criterion added, simply press the "rubbish bin" on the right. It is also possible to change the criterion that was selected by navigating to "configure".

If you decide at a later stage that you would like to make changes to the criteria you have selected, that is also possible. The new changes will automatically be visible for the students, and any work that has been uploaded will be checked again to ensure it receives feedback on the new criteria.


Do keep in mind that adjusting the criteria will mean that any objections made by students will go away.

Adding new criteria

Is there specific feedback that you would like to see but currently isn't supported by our tool? Let us know! We will continuously improve and add more criteria to increase the value for you and your students.


This concludes the Choosing the right criteria for Automated Feedback article.
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