Tag: Student Assessment and Feedback
Pre-course aptitude test predicted introductory programming results moderately
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Study develops pre-course aptitude test to predict introductory programming performance and identify students needing additional support using machine learning models.
Formative assessment was associated with stronger metacognitive skills
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Formative assessment significantly predicts metacognitive skills in secondary students. A structural equation modeling study with 156 Lima students reveals strong positive associations supporting.
Student-created multiple-choice items were comparable to faculty items
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Study comparing student-created versus faculty-created multiple-choice questions reveals student items have comparable or fewer flaws, supporting learner-sourcing as effective assessment strategy.
Hybrid AI feedback prompted the most student revisions
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Semester-long trial comparing directive, metacognitive, and hybrid AI-generated feedback on 329 students’ revision behavior, confidence, and work quality in design and programming.
AI changes assessment practices in management education
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Qualitative study examining how AI technologies reshape assessment practices in management education, analyzing adoption patterns and organizational drivers across Sri Lankan institutions.
Teacher feedback improved Grade VII spelling and grammar
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in LinguisticsQuasi-experimental study examining how structured teacher feedback improves spelling accuracy and grammatical competence in Grade VII English language learners over 68 weeks.
Teacher dashboard feedback was mostly task- and process-focused
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Study of how primary teachers use adaptive learning technology dashboards to provide feedback during mathematics lessons, identifying patterns in feedback timing and types across lesson phases.
Students and faculty differed on feedback frequency and training
Quantitative analysis of feedback perceptions between veterinary students and instructors reveals significant gaps in frequency expectations, recognition abilities, and training preparedness.
Closeness lowered discomfort in peer feedback, but anonymity did not
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Study reveals how relationship closeness affects discomfort in peer feedback while maintaining consistent quality across relationship conditions in EFL peer review.
Adaptive formative assessment showed high estimation accuracy
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Formative adaptive assessment framework combining Item Response Theory-based computerized adaptive testing with Bayesian diagnostic modelling for engineering education competency assessment.
