It is well established that digital formative assessment can support student learning, for example by means of digital automatic-assessment of students' work in rich digital environments. However, at the same time self-assessment is regarded as important i -cognitive skills and to put learners in a key position where they develop responsibility and ownership of their learning. Yet, little is known about combining automatic- and selfassessment. In this pioneering research study, we investigate the interplay between automatic-assessment and self-assessment in the context of Example- Eliciting-Tasks. Based on quantitative and qualitative data we demonstrate the potentials of combining self- and automatic-assessment and outline obstacles that can inform design principles for combining both forms of assessment.
|Title of host publication||Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education|
|Editors||M. Prasitha, N. Changsri, N. Boonsena|
|Place of Publication||Khon Kaen, Thailand|
|Number of pages||10|
|State||Published - 19 Jul 2021|