Organizing Peer Correction in Tertiary STEM Education: An Approach and its Evaluation

Heller, Niels; Bry, François

doi:10.3991/ijep.v9i4.10201

Cited by 7 publications

(5 citation statements)

References 31 publications

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“…While the STEM Education approach is successful in integrating disciplines in the areas of science and mathematics (Heller & Francois, 2019), it struggles to do so in the areas of language and the arts despite being independent of content. Adjustments were made to overcome the difficulty and the STEAM education approach is being developed to add the element of arts to it so that it does not only integrate science subjects.…”

Section: Discussionmentioning

confidence: 99%

STEM Literacy of Students in Vocational Education

Wannapiroon

Nilsook

Techakosit

et al. 2021

IJTES

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Knowledge of all disciplines is more or less equally important and crucial but, in education management, it is important to integrate disciplines so that the knowledge is useful and can be applied to create new things, solve problems and prevent future threats. STEM education for vocational student is not only a trend in education, but also an instructional approach that focuses on students and will lead to sustainable knowledge and learning. This research studied documents that explored the importance of STEM literacy for vocational school students in Thailand. Vocational education must be aligned with Thailand 4.0 and Industrial 4.0 models, and thus vocational schools must adjust their learning approach to be aligned with the Education 4.0 model. As vocational school students will be valuable to the development of the country, STEM literacy must be integrated into a project-based learning model which is a teaching approach for creating invention and innovation. The result of the study shows that STEM literacy for Thai vocational education consists of six components: identifying a STEM problem, exploring and acquiring new knowledge, applying STEM concepts, solving the STEM problem, communicating STEM information and making a STEM decision. The aforementioned components can be used to create a STEM literacy evaluation form for vocational school students.

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Section: Discussionmentioning

confidence: 99%

STEM Literacy of Students in Vocational Education

Wannapiroon

Nilsook

Techakosit

et al. 2021

IJTES

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“…The overall accuracy of GPT-3.5 (73%) seems to be in line with comparable research on Python tasks (57 to 79%) [24] and to be comparable with student peer reviews where partial incorrect feedback in approx. 14% of the cases [5] or an accuracy of 64% [6] have been reported.…”

Section: Quality Of Gpt-35 In Determining the Submissions' Correctnessmentioning

confidence: 96%

“…Still, incorrect feedback should be avoided, if possible, to prevent confusing novices. For peer reviews, often very short feedback is reported (e.g., median 13-14 words [5,6]). Here GPT-3.5 provides significantly longer feedback with a median of 82 words.…”

Section: Characterization Of the Generated Feedback By Gpt-35mentioning

confidence: 99%

“…However, introductory courses are frequently characterized by large class sizes with several hundred students, making manual teacher corrections for timely feedback impractical due to resource limitations [3]. Crowdsourcing feedback through peer review has limitations, relying on the motivation and expertise of participating students [4][5][6]. Many e-assessment systems have been developed to (semi-)automatically assess students' submissions and provide feedback [7].…”

Section: Introductionmentioning

confidence: 99%

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AI-Enhanced Auto-Correction of Programming Exercises: How Effective is GPT-3.5?

Azaiz,

Deckarm,

Strickroth

2023

Int. J. Eng. Ped.

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Timely formative feedback is considered as one of the most important drivers for effective learning. Delivering timely and individualized feedback is particularly challenging in large classes in higher education. Recently Large Language Models such as GPT-3 became available to the public that showed promising results on various tasks such as code generation and code explanation. This paper investigates the potential of AI in providing personalized code correction and generating feedback. Based on existing student submissions of two different real-world assignments, the correctness of the AI-aided e-assessment as well as the characteristics such as fault localization, correctness of hints, and code style suggestions of the generated feedback are investigated. The results show that 73% of the submissions were correctly identified as either correct or incorrect. In 59% of these cases, GPT-3.5 also successfully generated effective and high-quality feedback. Additionally, GPT-3.5 exhibited weaknesses in its evaluation, including localization of errors that were not the actual errors, or even hallucinated errors. Implications and potential new usage scenarios are discussed.

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“…The benefits of peer review in STEM education are well documented (Heller & Bry, 2019; Li et al 2020; Topping, 2009). In the case of the video assignment, it can help students to narrow their focus or flesh out ideas.…”

Section: Lessons Learnedmentioning

confidence: 99%

Invertebrate Film Festival: Science, creativity, and flexibility in a virtual teaching environment

Schulze

Hajduk

Hannon

et al. 2021

Invertebrate Biology

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We implemented a new video project in a marine invertebrate zoology undergraduate class. The project required students to produce 3–5 min videos about a particular invertebrate or any aspect of invertebrate biology they were interested in. The development of this assignment was prompted by the limitations for lab activities due to COVID‐19 and three short‐term campus closures in response to threats of inclement weather. This assignment can be completed individually on a flexible schedule, without physical access to campus, and culminates in an Invertebrate Film Festival during the last lab period. The project was assigned at the start of the term with only minimal instructions to promote creativity. Students completed the project over the course of the 14‐week semester, with several checkpoints, most notably a peer review of the movie script 2 weeks prior to the due date. To support the video production, students were encouraged to attend workshops and schedule individual tutoring sessions offered by the Studio in the campus's Center for Academic Learning Support. Surveys at the beginning and the end of the semester revealed that the perception of the video project was overall positive, although some students were apprehensive in the beginning. Video topics, techniques, and software used by students varied widely, but overall the video quality exceeded our expectations. Many students took pride in their videos and agreed to make them available as supplementary material for this article. If we repeat this assignment in future semesters, we will streamline the peer review process and possibly offer short video tutorials for video‐editing software.

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Organizing Peer Correction in Tertiary STEM Education: An Approach and its Evaluation

Cited by 7 publications

References 31 publications

STEM Literacy of Students in Vocational Education

STEM Literacy of Students in Vocational Education

AI-Enhanced Auto-Correction of Programming Exercises: How Effective is GPT-3.5?

Invertebrate Film Festival: Science, creativity, and flexibility in a virtual teaching environment

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