Publication
Title
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques
Author
Abstract
In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a set of formulation requirements that makes feedback items significantly more reusable. A previous study found that significantly more feedback was written in the SA condition but did not investigate the content of the feedback. To address this gap, we employed a novel approach of combining text mining with qualitative methods. Results indicate similar wording and sentiments in both conditions. However, SA feedback was more elaborate yet general, focusing on major and minor strengths and deficits, while PP feedback was shorter but more concrete, emphasising main issues. Despite low feedback quality in both conditions, the statement bank led to less effective diagnostic activities, implying that teachers' careless use of statement banks, although convenient, might lead to lower-quality feedback.
Language
English
Source (journal)
British journal of educational technology. - London
Publication
London : 2024
ISSN
0007-1013
DOI
10.1111/BJET.13447
Volume/pages
(2024) , p. 1-21
ISI
001173035800001
Full text (Publisher's DOI)
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Project info
Using semi-automated feedback and assessment for mathematical proficiency: a quasi-experimental study on student learning effectiveness, reliability and time savings.
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Record
Identifier
Creation 27.02.2024
Last edited 02.04.2024
To cite this reference