Semi-automated assessment: the way to efficient feedback and reliable math grading on written solutions in the digital age?

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.

Jaar van publicatie:2020

Trefwoorden:P3 Proceeding

Toegankelijkheid:Open