Evaluating Effects of Automatic Feedback Aligned to a Learning Progression to Promote Knowledge-In-Use

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We examine the effect of an AI-based assessment system that provides individualized feedback to students’ open-ended assessment responses, like explanation and scientific models in high school physical sciences. The curriculum, assessments and feedback are consistent with a previously developed three-dimensional learning progression that describes successively more complex understandings students develop about electrical interactions. We examine the effects and interpretation of this cognitive supportive, formative feedback aligned with a learning progression.

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