Nigel Penna
Biographic Data
| ID | 8902142 |
|---|---|
| NAME | Nigel Penna |
| GIVEN NAMES | Nigel |
| FAMILY NAME | Penna |
| SIGNATURE | PENNA N |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-6719-1978 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Automated marking of longer computational questions in engineering subjects
E-assessments are becoming increasingly common and progressively more complex. Consequently, how these longer, more complex questions are designed and marked is imperative. This article uses the NUMBAS e-assessment tool to investigate the best practice for creating longer questions and their mark schemes on surveying modules taken by engineering students at Newcastle University. Automated marking enables calculation of follow through marks when i…
A robust approach for mapping group marks to individual marks using peer assessment
Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s, various mapping methods that use self- and peer ratings have been developed. They are based on (normalis…
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A robust approach for mapping group marks to individual marks using peer assessment
Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s, various mapping methods that use self- and peer ratings have been developed. They are based on (normalis…
Automated marking of longer computational questions in engineering subjects
E-assessments are becoming increasingly common and progressively more complex. Consequently, how these longer, more complex questions are designed and marked is imperative. This article uses the NUMBAS e-assessment tool to investigate the best practice for creating longer questions and their mark schemes on surveying modules taken by engineering students at Newcastle University. Automated marking enables calculation of follow through marks when i…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Artificial Intelligence (1 work) · Educational Technology and Assessment (1 work) · Engineering Education and Curriculum Development (1 work) · Epistemology (1 work) · Evaluation of Teaching Practices (1 work) · Group work (1 work)