ABSTRACT
Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students' performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors' lecture slides and students' writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.
- Zinsser, W.K., Writing to learn. 1989: Harper & Row New York.Google Scholar
- Foltz, P.W. and M. Rosenstein, Analysis of a large-scale formative writing assessment system with automated feedback, in Proceedings of the Second ACM Conference on Learning at Scale. 2015, ACM: Vancouver, BC, Canada. p. 339--342. Google ScholarDigital Library
- Villalon, J., et al. Glosser: Enhanced feedback for student writing tasks. in 2008 Eighth IEEE International Conference on Advanced Learning Technologies 2008. Santander, Cantabria: IEEE. Google ScholarDigital Library
- Black, P. and D. Wiliam, Assessment and classroom learning. Assessment in Education, 1998. 5(1): p. 7--74.Google Scholar
- Villalon, J. and R.A. Calvo, Concept maps as cognitive visualizations of writing assignments. Educational Technology & Society, 2011. 14(3): p. 16--27.Google Scholar
- Atapattu, T., K. Falkner, and N. Falkner, Acquisition of triples of knowledge from lecture notes: A natural language processing approach, in Proceedings of the 7th International Conference on Educational Data Mining. 2014: London, United Kingdom. p. 193--196.Google Scholar
- Atapattu, T., K. Falkner, and N. Falkner. Automated extraction of semantic concepts from semi-structured data: Supporting computer-based education through the analysis of lecture notes. in Database and Expert Systems Applications. 2012. Springer.Google ScholarCross Ref
- Atapattu, T., K. Falkner, and N. Falkner. Evaluation of concept importance in concept maps mined from lecture notes: computer vs human. in Proceedings of the 6th International Conference on Computer Supported Education. 2014. Barcelona, Spain. Google ScholarDigital Library
- Villalon, J., R.A. Calvo, and R. Montenegro. Analysis of a gold standard for concept map mining -- how humans summarize text using concept maps. in Proceedings of the Fourth International Conference on Concept Mapping. 2010. Viña del Mar, Chile.Google Scholar
- Hao, J.-X., A. Yan, and R. Chi-Wai. A semantic analysis method for concept map-based knowledge modeling. in Proceedings of the First International Conference on E-Business Intelligence (ICEBI2010). 2010. Yunnan, China: Atlantis Press.Google ScholarCross Ref
- Manning, C.D., et al. The stanford corenlp natural language processing toolkit. in Proceedings of 52nd Annual Meeting of the Association for Computational Linguistics: System Demonstrations 2014. Baltimore, Maryland Association for Computational LinguisticsGoogle ScholarCross Ref
- Floyd, R.W., Algorithm 97: shortest path. Communications of the ACM, 1962. 5(6): p. 345. Google ScholarDigital Library
Index Terms
- An Automated Feedback System to Support Student Learning in Writing-to-Learn Activities
Recommendations
Write-and-learn: promoting meaningful learning through concept map-based formative feedback on writing assignments
LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge ConferenceA primary goal of higher education is to promote meaningful learning: the delivery of core academic content to students in innovative ways that allow them to learn and then apply what they have learned. As a pedagogical strategy, Writing-to-Learn (WTL) ...
Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course
LAK2023: LAK23: 13th International Learning Analytics and Knowledge ConferenceWriting-to-learn (WTL) pedagogy supports the implementation of writing assignments in STEM courses to engage students in conceptual learning. Recent studies in the undergraduate STEM context demonstrate the value of implementing WTL, with findings that ...
Formative assessment in b-learning: effectively monitoring students learning
TEEM '14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing MulticulturalityOne of the objectives of Higher Education is the development of learner autonomy so that students can become effective and efficient learners, with the capability for lifelong learning and for actively engage in the development of a knowledge society. ...
Comments