Formative assessment is a practice aimed to enhance teaching and learning and to develop self-regulation. Among the strategies for activating formative assessment, the provision of feedback is one of the most studied: good feedback helps close the gap between actual and desired performance and it promotes selfregulation. Automatic Assessment Systems can improve the practice of formative assessment, especially for the immediacy of feedback and the flexible solutions for questioning. In this context, the Department of Mathematics of the University of Turin has developed a model for automatic formative assessment using an automatic assessment system suitable for STEM disciplines. The key features of the model, grounded on the models from the literature, are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and contextualization. These are detailed and discussed through evidence gained from three experimentations, involving the total number of 553 students. In particular, it emerges that the use of interactive feedback ensures that students process the information from the feedback and use it to improve their performance, thus solving the major problem raised in the literature that feedback are not useful when students do not read them.

A model of formative automatic assessment and interactive feedback for STEM

Alice Barana;Alberto Conte;Michele Fioravera;Marina Marchisio;Sergio Rabellino
2018

Abstract

Formative assessment is a practice aimed to enhance teaching and learning and to develop self-regulation. Among the strategies for activating formative assessment, the provision of feedback is one of the most studied: good feedback helps close the gap between actual and desired performance and it promotes selfregulation. Automatic Assessment Systems can improve the practice of formative assessment, especially for the immediacy of feedback and the flexible solutions for questioning. In this context, the Department of Mathematics of the University of Turin has developed a model for automatic formative assessment using an automatic assessment system suitable for STEM disciplines. The key features of the model, grounded on the models from the literature, are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and contextualization. These are detailed and discussed through evidence gained from three experimentations, involving the total number of 553 students. In particular, it emerges that the use of interactive feedback ensures that students process the information from the feedback and use it to improve their performance, thus solving the major problem raised in the literature that feedback are not useful when students do not read them.
2018 IEEE 42nd Annual Computer Software and Applications Conference (COMPSAC 2018)
Tokyo
23-27 luglio 2018
Proceedings of 2018 IEEE 42nd Annual Computer Software and Applications Conference
IEEE Computer Society Conference Publishing Services (CPS)
1
1016
1025
978-1-5386-2666-5
automatic assessment, formative assessment interactive feedback, self-regulation, STEM learning
Alice Barana, Alberto Conte, Michele Fioravera, Marina Marchisio, Sergio Rabellino
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1670000
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