Towards Adaptive Systems for Automatic Formative Assessment in Virtual Learning Communities

Marchisio, Marina; Di, Luigi; Fioravera, Michele; Rabellino, Sergio

doi:10.1109/compsac.2018.00176

Cited by 7 publications

(2 citation statements)

References 12 publications

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“…Our model of automatic formative assessment allows to offer adaptive teaching Marchisio et al, 2018), to assign different activities to students according to their level and to promote engagement in Mathematics at school level . The AAS also allows you to automatically collect and analyze all students' answers, the results of the checks and the data on their execution (start, end, duration, number of attempts, etc.).…”

Section: Adaptive Teaching Formative Assessment and Feedbackmentioning

confidence: 99%

From Standardized Assessment to Automatic Formative Assessment for Adaptive Teaching

Barana

Fissore²,

Marchisio

2020

Proceedings of the 12th International Conference on Computer Supported Education

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The use of technology in education is constantly growing and can integrate the experience of school learning allowing an adaptive teaching. One of the teaching practices in which technology can play a fundamental role is the assessment: standardized, summative and formative. An Automatic Assessment System can offer fundamental support to teachers and to students, and it allows adaptive teaching: promoting practices of formative assessment, providing effective and interactive feedback, and promoting self-regulated learning. Our university has successfully developed and tested a model for automatic formative assessment and interactive feedback for STEM through the use of an Automatic Assessment System. This article presents a training course for teachers focused on the adaptation of questions designed for standardized assessment to questions for formative assessment to develop mathematical skills, problem solving and preparation for INVALSI (national standardized tests). The teachers created questions with automatic formative assessment, reflecting on how to adapt the requests to the different needs of students and how to create guided learning paths. The activities created by the teachers, their reflections on the training module and on the activity carried out with students are analyzed and discussed.

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Section: Adaptive Teaching Formative Assessment and Feedbackmentioning

confidence: 99%

From Standardized Assessment to Automatic Formative Assessment for Adaptive Teaching

Barana

Fissore²,

Marchisio

2020

Proceedings of the 12th International Conference on Computer Supported Education

Self Cite

View full text Add to dashboard Cite

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“…All the online activities, which resulted to be successful in delivering learning, have been made available to all the Italian teachers through the national project "Problem Posing and Solving", supported by the Italian Ministry of Education, where didactic methodologies and technologies as the automatic formative assessment are proposed and used by teachers supported by tutors [21]. Moreover, the results of this experimentation gave prompts to the research on adaptive assessment about which the department of Mathematics of the University of Turin is very active [31,32]. The main output of this research is the design of an automatic system that provides students with questions according to their level of competence, choosing them among a database of shared items appositely clustered.…”

Section: Main Conclusion and Implications For Research And Practicementioning

confidence: 99%

Advantages of Using Automatic Formative Assessment for Learning Mathematics

Barana

Marchisio

Sacchet

2019

Technology Enhanced Assessment

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Automatic Assessment Systems empowered by mathematical engines allow the development of online assignments for Mathematics, which goes beyond multiple-choice modality. Automatically assessed assignments, used with formative purposes, can support teaching and learning from several perspectives, such as conceptual and procedural understanding, metacognition, enactment of adaptive strategies, and teachers' management of the class. This paper reports on an experimentation where automatic assessment has been used in a blended modality according to a model of formative assessment and interactive feedback to enhance learning. The experiment involved a total number of 546 students of 8th grade in the town of Turin (Italy). The use of the automatic assessment is shown and exemplified. Data from learning tests, questionnaire and platform usage are analyzed and used to show the effectiveness of the interactive materials for enhancing mathematical understanding and self-assessment skills. Moreover, a profile of the students who did not use the online opportunities, defined as "reluctant users", is drawn and discussed.

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OntoMath$${}^{Edu}$$: A Linguistically Grounded Educational Mathematical Ontology

Kirillovich

Nevzorova

Lipachev

2020

Lecture Notes in Computer Science

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Towards Adaptive Systems for Automatic Formative Assessment in Virtual Learning Communities

Cited by 7 publications

References 12 publications

From Standardized Assessment to Automatic Formative Assessment for Adaptive Teaching

From Standardized Assessment to Automatic Formative Assessment for Adaptive Teaching

Advantages of Using Automatic Formative Assessment for Learning Mathematics

OntoMath$${}^{Edu}$$: A Linguistically Grounded Educational Mathematical Ontology

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