July 9, 2024
College of Charleston [Case Study]
In Professor Anderson’s upper-class advertising course, student teams worked on experiential learning projects with real clients. She noticed that some student teams felt overwhelmed because a large portion of the project was due at the end. In the Spring 2024 term, Kelley wanted to shift towards a more iterative and feedback-oriented approach. Instead of a single submission at the end, Kelley wanted to implement more formative learning opportunities by splitting the project into several components. However, her capacity to provide feedback was limited. Professor Anderson was intrigued by the possibility of incorporating TimelyGrader, an AI-assisted feedback and grading tool, to help her with providing more feedback. She piloted TimelyGrader in the Spring 2024 term to evaluate its effectiveness in providing students with formative feedback and assisting her in the grading process. Her decision to implement TimelyGrader stemmed from a desire to enhance student learning and ensure all students benefited from her feedback.
