Designing online formative assessment that promotes students' reasoning processes

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Automated online formative assessment of students' work in a rich digital environment has the potential to support and develop students' reasoning process. Previous studies have presented the challenge of designing e-tasks. Here we focus on the challenge of designing a personal online formative assessment that supports the students' reasoning process. A common type of online formative assessment is elaborated feedback. We provide a design principle for elaborated online feedback of students' work on an online example-eliciting task (EET) using the Seeing the Entire Picture (STEP) platform. We demonstrate two cases of attribute isolation elaborated feedback (AIEF) design, and the case of a pair of students who used the AIEF to support their reasoning process.
Original languageEnglish
Title of host publicationProceedings of the 14th International Conference on Technology in Mathematics Teaching - ICTMT 14
EditorsB. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht, D. Thurm
Place of PublicationEssen, Germany
Pages181-188
Number of pages8
DOIs
StatePublished - 20 May 2020

Keywords

  • automatic personal feedback
  • formative assessment
  • formative assessment design

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