scholarly journals Formative Assessment Visual Feedback in Computer Graded Essays

10.28945/2843 ◽  
2005 ◽  
Author(s):  
Robert Williams ◽  
Heinz Dreher
Keyword(s):  
Computer Graphics ◽  
Formative Assessment ◽  
Visual Feedback ◽  
Grading System ◽  
Essay Grading

In this paper we discuss a simple but comprehensive form of feedback to essay authors, based on a thesaurus and computer graphics, which enables the essay authors to see where essay content is inadequate in terms of the discussion of the essay topic. Concepts which are inadequately covered are displayed for the information of the author so that the essay can be improved. The feedback is automatically produced by the MarkIT Automated Essay Grading system, being developed by Curtin University researchers.

scholarly journals Educational Effect on Tooth Preparation of Visual Feedback using Computer Graphics

2009 ◽  
Vol 1 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Toshinobu Abe ◽  
Yayoi Okuyama ◽  
Shin Kasahara ◽  
Kohei Kimura
Keyword(s):  
Computer Graphics ◽  
Visual Feedback ◽  
Tooth Preparation

scholarly journals Replacing the Traditional Grading System with a System Emphasizing Student-facing Formative Assessment: A Mixed Method Study in Ninth Grade Mathematics Classrooms

2021 ◽  
Author(s):  
Steven Kramer ◽  
Michael A. Posner ◽  
Nancy Lawrence ◽  
Kathleen Krier ◽  
Jennifer Roemer ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Peer Interactions ◽  
Intrinsic Value ◽  
Ninth Grade ◽  
Grading System ◽  
Standard Deviation Increase ◽  
Teacher Interviews ◽  
Traditional Grading ◽  
Mathematics Classrooms ◽  
Geometry Learning

We investigated the effects of replacing the traditional summative grading system with a system based on student-facing formative assessment: providing students feedback on their learning and opportunities to respond to the feedback; and basing final grades on learning students can demonstrate by the end of the marking period. Our mixed-methods study in ninth grade mathematics classrooms included a Cluster RCT, teacher interviews, and student surveys. We found a 0.31 standard deviation increase in algebra/geometry learning and positive impacts on students’ growth mindset, mastery goals, and peer interactions. The program did not impact students’ confidence, intrinsic value, or enjoyment of mathematics, but students with higher scores on these constructs benefitted more from the program than did students with lower scores.

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