References
Akin-Ibidiran T. Y., Ogunode. N. J. & Akin-Ibidiran, I. J. (2022). Analysis of factors responsible for poor curriculum implementation in tertiary institutions in Nigeria. Electronic Research Journal of Social Sciences and Humanities, 4(6), 1-11 Autolab Project (2020). Autolab Project. http://www.autolabproject.com Chowdhury, R. & Sarkar, M. (2018). Education in Bangladesh: Changing contexts and emerging realities. In R. Chowdhury, M. Sarkar, F. Mojumder, & M. M. Rashid (Eds.), Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh (pp. 1-18). Eli-Chukwu, N. C., Igbokwe, I. C. & Ifebude, D. N., (2023). Challenges confronting e- learning in higher education institutions in Nigerian amid Covid-19. Journal of Applied Research in Education, 15(1) 238 – 253. Estayan, C. N., Villaver Jr, M. T., & Abella, M. Y. (2024). Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study. Futurity Education, 4(3). 92-109. Haller, S., Aldea, A., Seifert, C. & Strisciuglio, N. (2022). Survey on automated short answer grading with deep learning: From word embeddings to transformers. Harris, D., J. (2017). Theory and principles of educational measurement. In T. Cumming & D. Miller, M. (Eds.), Enhancing Assessment in Higher Education: Putting Psychometrics to Work. Routledge. Hegarty-Kelly, E. & Mooney, A. (2021). Analysis of an automatic grading system within first year computer science programming modules. [Paper presentation]. In Proceedings of the 5th Conference on Computing Education Practice. 17–20. Jalava, N., Schrøter, J.J. & Pellas, E. (2015).Grades and rank: Impacts of non-financial incentives on test performance. Journal of Economic Behavior & Organization 115, 161-196 Ledlow, N. A. (2022). Equity in grading: Teachers’ grading practices and beliefs towards student-teacher responsibility in the classroom [Unpublished doctoral dissertation]. Western Michigan University. https://doi.org/10.28970745 Lee, A. V. Y. (2024). Staying ahead with generative artificial intelligence for learning: challenges and opportunities. Asia Pacific Journal of Education, 1-13. Magno, C. & Ouano, J. (2010). Designing written assessment for student learning. Manila: Phoenix. Mitra, J. (2023). Studying the impact of auto-graders giving immediate feedback in programming assignments. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education, 5(1), 388–394. Muath, A. Alkhalaf, A., & Hussam, A. (2019). Automated grading systems for programming assignments: A literature review DOI: 10.14569/IJACSA2019.0100328. https://www.researchgate.net>. Nurtayeva, T., Salim, M., Taha, B. T., & Khalilov, S. (2023). The influence of ChatGPT and AI Tools on the Academic Performance. Ymer digital, 22(6), 247-258 Ofor-Douglas, S. (2020). University education in Nigeria: the challenges and possible solutions. Issues, challenges and prospects of higher education in Nigeria. In Achuonye, K., Shuaibu., & S.T. George. West and Solomon Publishing Ltd. Ofor-Douglas, S. (2024). Managing university education for employability in a competitive Nigerian society. International Journal of Innovative Education Research, 12(1), 131- 141 Ogunode, N. J. & Odo, R. C (2023). Social problems in tertiary institutions. Web of sematic: Universal Journal on Innovative Education, 2(7), 112-124 Ogunode, N. J., Edinoh, K. & Okolie, R. C. (2023). Public private partnership model and implementation of tertiary education program in Nigeria. American Journal of Science on Integration and Human Development, 1(6), 1-12. Reddan, G. (2013). To grade or not to grade: Student perceptions of the effects of grading a course in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 14(4), 223-232 Røberg, K.I.K. & Helland, H. (2017). Do grades in higher education matter for labour market rewards? A multilevel analysis of all Norwegian graduates in the period 1990–2006. Journal of Education and Work, 30(4), 383 – 402 Rutner, S. M. & Scott, R. A. (2020). Use of artificial intelligence to grade student discussion boards: An Exploratory study. Information Systems Education Journal , 20(4), 4-18 Satriadi, S. Almaududi Ausat, A. M. Heryadi, D. Y. Widjaja, W. & Sari, A. R. (2022). “Determinants of entrepreneurial intention: A study on Indonesian students. Journal Ilmu Administrasidan Organisasi, 29(3), 151-165 Schneider, J. (2021). Promoting equity and mitigating bias in online grading feedback. In TCC 2021 Proceedings (pp. 44–54). University of Hawaii at Mānoa. http://hdl.handle.net/10125/81447 Schneider, J., & Hutt, E. L. (2023). Off the mark: How grades, ratings, and rankings undermine learning (but don’t have to). Harvard University Press Seldon, A. & Abidoye, O. (2018). The fourth education revolution: Will artificial intelligence liberate or infantilize humanity? University of Buckingham Press. Stepik (2020). Stepik - smart tools for IT instructors. https://stepik.org/catalog Sule, M.A., Odigwe, F.N., Okpa, O.E., Essieen, E.S., & Ushie, M.L. (2020). Institutional variables and students employability skills development in public universities in Cross Rivers and Akwa Ibom State. Nigeria. Tyner, A. & Gershenson, S. (2020). Conceptualizing grade inflation. Economics of education review, 78. https://doi.org/10.1016/j.econedurev.2020.102037 Ullah, Z., Lajis, A., Jamjoom, M., Altalhi, A., AlGhamdi, A. & Saleem, F. (2018). The effect of automatic assessment on novice programming: Strengths and limitations of existing systems. Computer Applications in Engineering Education, 26(6), 2328–2341. Uzonwune, J. O. (2019). University-industry partnership for funding of universities in South- East Nigeria. [Unpublished doctoral thesis]. University of Port Harcourt.