Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Debuse, Justin C. W.; Lawley, Meredith

doi:10.1111/bjet.12232

Cited by 44 publications

(39 citation statements)

References 15 publications

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“…Consistent with prior research on automated guidance (e.g., Debuse & Lawley, ; Roll, Aleven, McLaren, & Koedinger, ), the results suggest that both reflective and directive automated guidance contributed to student learning, yet we found that reflective automated guidance was significantly more effective than directive automated guidance in supporting students in distinguishing among multiple energy ideas during the concept diagram activity. Reflective guidance prompted students to go back to a relevant visualization step where they could gather helpful information, diagnose gaps in their understanding, and use information in the unit to increase the coherence of their diagrams.…”

Section: Discussionsupporting

confidence: 88%

Designing automated guidance for concept diagrams in inquiry instruction

Ryoo

Linn

2016

J Res Sci Teach

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Advances in automated scoring technologies have the potential to support student learning during inquiry instruction by providing timely and adaptive guidance on individual students' responses. To identify which forms of automated guidance can be beneficial for inquiry learning, we compared reflective guidance to directive guidance for student-generated concept diagrams in web-based inquiry instruction. Eleven intact classes were randomly assigned to either a reflective guidance or a directive guidance condition. After creating a concept diagram showing energy flow in life science during the inquiry instruction, the directive group was told specific ways to improve their diagram, while the reflective group was told to revisit a relevant visualization step to locate useful information. The results from the concept diagrams, as well as individual tests, show that both forms of automated guidance helped students add target energy concepts, but reflective guidance was significantly more effective than directive guidance in improving students' coherent understanding of how energy flows in life science. Analyses of log data revealed that the reflective group was more likely to revisit the visualization step as suggested in the guidance, which significantly enhanced student learning. Detailed analyses suggest that revisiting relevant materials to find useful information challenged students to identify gaps in their understanding and distinguish among multiple ideas. This study shows the value of designing reflective automated guidance for helping students engage in evidence-gathering practices and enhance their understanding of scientific concepts. The findings suggest promising directions for the design of automated adaptive guidance to support complex science learning. # 2016 Wiley Periodicals, Inc. J Res Sci Teach

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Section: Discussionsupporting

confidence: 88%

Designing automated guidance for concept diagrams in inquiry instruction

Ryoo

Linn

2016

J Res Sci Teach

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“…"SuperMarkIt" [29] can be seen as an enhanced version of the "Electronic Feedback" software. It is a standalone software, independent of MS Office products, and composes the feedback message out of previously defined text-templates.…”

Section: Transferring Scores Into Automated Feedbackmentioning

confidence: 99%

Translating Numbers into Feedback: Providing Students with Automatically Generated Feedback

Hedtrich¹,

Graulich²

2018

EDUCATION

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Universities nowadays are confronted with the challenge of offering students sufficient formative feedback about their learning progress. Undergraduates in particular struggle in this almost impersonal learning situation, in contrast to their experience at school. Web-based trainings often do not allow a comparable formative feedback from a teacher, as current Learning Management Systems only offer basal feedback mechanisms. The Learning Management System Analyzation Kit and the Easy Snippet Feedback Edit are software tools that have been developed to overcome this shortcoming. The intuitive design of the software allows teachers to develop small feedback generating programs, which use the educational data of EDM solutions, raw data of the LMS, or just teachers' individual records to compose individual formative feedback messages for all students. Initial evaluations show that students appreciate this new type of feedback, and that even inexperienced users can easily operate the software.

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“…To fully take advantage of the feedback for learning, the teacher needs time to design their courses and to design how assessment and feedback will contribute to learning. This may take more time to plan, and time for teachers is not easy to find when the emphasis is on improving quality while reducing costs and time available for marking (Beaumont, O’Doherty, & Shannon, ; Debuse & Lawley, ; Farrell & Rushby, ).…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?

ElShaer¹,

Casanova²,

Freestone³

et al. 2019

Brit J Educational Tech

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Feedback on student work is a key mechanism for improving learning in higher education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n = 1017) across different courses from a post‐1992 university in the UK were surveyed and categorised into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices. The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback.

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Benefits and drawbacks of computer‐based assessment and feedback systems: Student and educator perspectives

Cited by 44 publications

References 15 publications

Designing automated guidance for concept diagrams in inquiry instruction

Designing automated guidance for concept diagrams in inquiry instruction

Translating Numbers into Feedback: Providing Students with Automatically Generated Feedback

Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?

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