Concept feedback in computer-graded assignments

Information technology in education has greatly enhanced feedback for students and instructors. However, the feedback for instructors has been more difficult to get as individualization of problems has evolved in sophistication and complexity to insure that students are inhibited from mindless copying other students´ work without impeding useful collaboration. This has led to a redesign of the problem coding and assessment tools in newly developed software to enable meaningful feedback. The method used and examples of concept feedback are presented and discussed.