Computer-based feedback in formative assessment

Kleij, Fabienne van der

doi:10.3990/1.9789036535809

Cited by 5 publications

References 146 publications

(191 reference statements)

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Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

Oinas

Ahtiainen

Vainikainen

et al. 2020

Scandinavian Journal of Educational Research

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Although technology-enhanced feedback (TEF) from teachers to pupils is given daily, little is known about pupils' thoughts about this feedback in Finland.Pupils' perceptions were studied to evaluate whether TEF support self-regulated learning, as suggested. Interviews (N=62) and questionnaires (N=132) about pupils' perceptions and emotions related to TEF were analysed. TEF, enriched with smiling emojis, is used to monitor performance and behaviour. Reported emotions varied from joy to disappointment. TEF seems to direct pupils to understand that the appropriate behaviour is one of the more desired learning goals and TEF may encourage pupils to become dependent on reassurance from teachers. To support pupils' self-regulatory skills, TEF should be developed to improve learning and support pupils' active participation on feedback as a process.

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Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

Oinas

Ahtiainen

Vainikainen

et al. 2020

Scandinavian Journal of Educational Research

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Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system

Harbusch¹,

Hausdörfer²

2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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COMPASS 3 is an e-learning system that can visualize grammar errors during sentence production in German as a first or second language. Via drag-and-drop dialogues, it allows users to freely select word forms from a lexicon and to combine them into phrases and sentences. The system's core component is a natural-language generator that, for every new word the user wishes to attach to the current string (as an extension of this string or as a replacement of a substring), checks whether this tentative attachment is grammatically well-formed or not. On this basis, the system can compute and display online the grammatical structure of input strings in the form of syntactic trees, and identify and diagnose input errors. In the following, we focus on the crucial question of how to present the feedback to the learner. We propose tutored visualizations with animations of pedagogical agents. We briefly report the results of a preliminary user evaluation study in which the participants judged the well-formedness of prefabricated input sentences. The data, collected by means of eye-tracking and a questionnaire, show that L1 learners who are exercising an unfamiliar and error-prone grammatical structure, pay due attention to, and can profit from, this type of visualized error feedback.

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A Model of Lecturer Performance Evaluation: Sustainable Lecturer Performance Mapping

Retnowati¹,

Mardapi²,

Kartowagiran³

et al. 2021

INT J INSTRUCTION

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Sustainable lecturer performance mapping needed a valid evaluation model. The absence of such a model brings about lecturer performance evaluation which was neither systematic nor sustainable. The study aimed to develop a valid and reliable model of lecturer performance evaluation. This research was a development research model. The model developed in the study has two components, namely: (1) computer application containing instrument to measure the lecturer performance, scoring guide, accomplishment criteria and their syntax; and (2) the user's guide for the application. The lecturer performance instruments were analyzed using content validity and construct validity. The instrument's content validity was proven by Aiken Formula, while the construct validity by Confirmatory Factor Analysis (CFA) and the instrument's reliability was estimated by Cronbach Alpha Formula. MANOVA was used as the hypothesis test of the implementation toward the models among the faculties. The result of trials on the model showed that all items of the instrument had met the content validity standard of 0.73, the construct of the lecturer performance instrument in learning (planning, process, and assessment) was in good categories. The results showed that the lecturer performance evaluation model was valid, reliable, and comprehensive. The results also showed that the performance of the Faculty of Math and Science lecturers in learning was the highest.

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Computer-based feedback in formative assessment

Cited by 5 publications

References 146 publications

Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system

A Model of Lecturer Performance Evaluation: Sustainable Lecturer Performance Mapping

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