This paper presents our ideas on generating formative feedback in the Genetics Argumentation Inquiry Learning (GAIL) system. GAIL will provide undergraduate biology students with tools for constructing Toulmin-style arguments on questions in genetics. Feedback will be based in part on the output of GAIL’s argument analyzer, which will compare learner arguments to automatically constructed exper...

This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. Two aspects of knowledge work were common to the comparison and experimental classes: BKnowledge Building talk^ (KB talk) involving teacher-student discussions and the use of Knowledge Forum, an onl...

BACKGROUND UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. AIM To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. DESIGN AND SETTIN...

During two terms of a fluid power engineering course, four formative and summative course assessments, weekly e-mail feedback journals, midterm e-surveys, focus groups, and departmental student evaluation of instruction (SEI) forms, were used to assess student perceptions of their learning and the instruction methods used. The weekly e-mail feedback journals and midterm e-surveys enabled severa...

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for al...

Feedback does not always engage students. To better understand why this happens, the present study analysed Grade 2 (7- to 8-year-old) students’ experiences of formative feedback in mathematics ...