Personalised Feedback on Assessment | Teaching and Learning Centre, Lingnan University

Teaching and
Learning Centre

GAAS (Personalised Feedback on Assessment)

The Generative AI Assessment System (GAAS) is a game-changer that accelerates student‑centred learning by providing timely and consistent feedback, enhancing student learning outcomes and experience, and transforming assessment design in the AI era. (Patent No. HK30130142)

51st International Exhibition of Inventions Geneva

51st International Exhibition of Inventions Geneva

Bronze Medal

5th Asia Exhibition of Innovations and Inventions

5th Asia Exhibition of Innovations and Inventions

Bronze Medal

Student-Centred

Student-Centred

The GAAS platform, developed by Lingnan University, is designed with a strong student-centred focus, prioritising personalised learning experiences and active engagement. It empowers students to take ownership of their learning by providing real-time feedback that supports critical thinking and learning enhancement. By placing students at the heart of the platform, GAAS fosters a supportive environment that enhances motivation and skill development throughout their academic journey.

Impact on Student Learning

Impact on Student Learning

GAAS enhances student learning by enabling teachers to provide timely and personalised feedback on assignments and essays. This targeted feedback supports students in refining their critical thinking and writing skills, thereby promoting deeper engagement with course material. By facilitating more responsive and customised guidance, GAAS helps prepare students to navigate the complexities of the modern digital landscape while encouraging the ethical and responsible use of technology. Ultimately, this approach enriches the learning experience and equips students with essential skills for future academic and professional success.

Click Here to Use GAAS

References:

Selwyn, N. (2022). Education and technology: key issues and debates (3rd ed.). Bloomsbury Academic.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462