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 | |
| State | Published - 20 May 2020 |
Keywords
- automatic personal feedback
- formative assessment
- formative assessment design
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