Title
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Semi-automated assessment: the way to efficient feedback and reliable math grading on written solutions in the digital age?
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Author
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Abstract
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Process-oriented feedback is powerful in math teaching yet highly labour-intensive. As a consequence, digital assessment with fully-automated feedback has received much attention. Despite this, digital assessment faces shortcomings concerning students’ input: it only reads specifically-formatted answers, and learners solve higher-order questions more naturally when using paper-and-pencil. Therefore, we investigated the use of a semi-automated assessment (SA) method in which teachers write atomic feedback that can easily be reused for multiple students. SA is implemented in Moodle. During a lab study (n = 1800 corrections), we examined (1) whether SA saves time; (2) whether SA delivers more reliable scores compared to handwritten assessment; and (3) how teachers perceive SA. Mixed effect models were used for data analysis. |
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Language
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English
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Source (book)
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Mathematics Education in the Digital Age (MEDA): proceedings of the 10th ERME Topic Conference (MEDA 2020), 16-18 september, 2020, Linz, Austria / Ana Donevska-Todorova [edit.]; et al.
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Publication
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Linz
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Johannes Kepler University
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2020
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ISBN
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978-3-9504630-5-7
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Volume/pages
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p. 393-400
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Full text (open access)
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