Designing online formative assessment that promotes students' reasoning processes

Raz Harel; Shai Olsher; Michal Yerushalmy

doi:10.17185/duepublico/70762

Designing online formative assessment that promotes students' reasoning processes

Raz Harel, Shai Olsher, Michal Yerushalmy

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Conference 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 language	English
Title of host publication	Proceedings of the 14th International Conference on Technology in Mathematics Teaching - ICTMT 14
Editors	B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht, D. Thurm
Place of Publication	Essen, Germany
Pages	181-188
Number of pages	8
DOIs	https://doi.org/10.17185/duepublico/70762
State	Published - 20 May 2020

Keywords

automatic personal feedback
formative assessment
formative assessment design

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10.17185/duepublico/70762

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Harel, R., Olsher, S., & Yerushalmy, M. (2020). Designing online formative assessment that promotes students' reasoning processes. In B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht, & D. Thurm (Eds.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching - ICTMT 14 (pp. 181-188). https://doi.org/10.17185/duepublico/70762

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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.",

keywords = "automatic personal feedback, formative assessment, formative assessment design",

author = "Raz Harel and Shai Olsher and Michal Yerushalmy",

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doi = "10.17185/duepublico/70762",

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Harel, R, Olsher, S & Yerushalmy, M 2020, Designing online formative assessment that promotes students' reasoning processes. in B Barzel, R Bebernik, L Göbel, M Pohl, H Ruchniewicz, F Schacht & D Thurm (eds), Proceedings of the 14th International Conference on Technology in Mathematics Teaching - ICTMT 14. Essen, Germany, pp. 181-188. https://doi.org/10.17185/duepublico/70762

Designing online formative assessment that promotes students' reasoning processes. / Harel, Raz; Olsher, Shai ; Yerushalmy, Michal.
Proceedings of the 14th International Conference on Technology in Mathematics Teaching - ICTMT 14. ed. / B. Barzel; R. Bebernik; L. Göbel; M. Pohl; H. Ruchniewicz; F. Schacht; D. Thurm. Essen, Germany, 2020. p. 181-188.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - 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.

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Designing online formative assessment that promotes students' reasoning processes

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Keywords

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