Tutoria: Supporting Good Practices for Providing Written Educational Feedback
Resumo
In learning processes, feedback given by instructors is essential to guide students and help them improve from their mistakes. However, in higher education, instructors feel unable to give quality and timely feedback due to work overload and lack of time. As online classes became dominant due to the Covid 19 pandemic, and with increasing numbers of students per class, giving feedback beyond grades is even less realistic. Software tools to support feedback processes typically focus on automatic messages, which is not ideal as they lack personalization. Aligned with more recent research which suggests a broader perspective on the feedback process, we propose a software tool to help instructors construct quality written feedback efficiently. Through iterative user-centered design and applying artificial intelligence techniques, we developed functionalities that support correction of activities and allow building personalized written feedback, thus allowing instructors to give quality feedback to large groups, within realistic time frames.
Palavras-chave:
educational feedback, personalization, software tool
Referências
Barbosa, S. and Silva, B. (2010). Interação humano-computador. Elsevier Brasil
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2):151–167.
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in higher education, 38(6):698–712.
Carless, D., Salter, D., Yang, M., and Lam, J. (2011). Developing sustainable feedback practices. Studies in higher education, 36(4):395–407.
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevic, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2:100027
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevic, D. (2020). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437.
Erickson, J. A. and Botelho, A. (2021). Is it fair? automated open response grading. In International Conference on Educational Data Mining
Ferreira-Mello, R., André, M., Pinheiro, A., Costa, E., and Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6):e1332.
Freitas, E., Falcão, T. P., and Mello, R. F. (2020). Desmistificando a adoção de learning analytics: um guia conciso sobre ferramentas e instrumentos. Sociedade Brasileira de Computação.
Gulwani, S., Radicek, I., and Zuleger, F. (2014). Feedback generation for performance problems in introductory programming assignments. In Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering, pages 41–51. ACM
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112
Higgins, R., Hartley, P., and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in higher education, 6(2):269–274.
Hounsell, D. (2004). Reinventing feedback for the contemporary scottish university. In Quality Enhancement Conference on Assessment, University of Glasgow, volume 4.
Krusche, S. and Seitz, A. (2018). Artemis: An automatic assessment management system for interactive learning. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pages 284–289. ACM.
Marin, V. J., Pereira, T., Sridharan, S., and Rivero, C. R. (2017). Automated personalized feedback in introductory java programming moocs. In 2017 IEEE 33rd International Conference on Data Engineering (ICDE), pages 1259–1270. IEEE
Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199–218
Pardo, A., Dawson, S., Gasevic, D., and Siemens, G. (2019). Supporting feedback processes at scale with ontask a hands-on tutorial. In International Learning Analytics & Knowledge Conference 2019, pages 285–288. Association for Computing Machinery (ACM)
Ragupathi, K. and Lee, A. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. In Diversity and inclusion in global higher education, pages 73–95. Palgrave Macmillan, Singapore
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
Tsai, Y.-S., Mello, R. F., Jovanovic, J., and Gasevic, D. (2021). Student appreciation of data-driven feedback: A pilot study on ontask. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 511–517.
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. ERIC
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2):151–167.
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in higher education, 38(6):698–712.
Carless, D., Salter, D., Yang, M., and Lam, J. (2011). Developing sustainable feedback practices. Studies in higher education, 36(4):395–407.
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevic, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2:100027
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevic, D. (2020). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437.
Erickson, J. A. and Botelho, A. (2021). Is it fair? automated open response grading. In International Conference on Educational Data Mining
Ferreira-Mello, R., André, M., Pinheiro, A., Costa, E., and Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6):e1332.
Freitas, E., Falcão, T. P., and Mello, R. F. (2020). Desmistificando a adoção de learning analytics: um guia conciso sobre ferramentas e instrumentos. Sociedade Brasileira de Computação.
Gulwani, S., Radicek, I., and Zuleger, F. (2014). Feedback generation for performance problems in introductory programming assignments. In Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering, pages 41–51. ACM
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112
Higgins, R., Hartley, P., and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in higher education, 6(2):269–274.
Hounsell, D. (2004). Reinventing feedback for the contemporary scottish university. In Quality Enhancement Conference on Assessment, University of Glasgow, volume 4.
Krusche, S. and Seitz, A. (2018). Artemis: An automatic assessment management system for interactive learning. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pages 284–289. ACM.
Marin, V. J., Pereira, T., Sridharan, S., and Rivero, C. R. (2017). Automated personalized feedback in introductory java programming moocs. In 2017 IEEE 33rd International Conference on Data Engineering (ICDE), pages 1259–1270. IEEE
Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199–218
Pardo, A., Dawson, S., Gasevic, D., and Siemens, G. (2019). Supporting feedback processes at scale with ontask a hands-on tutorial. In International Learning Analytics & Knowledge Conference 2019, pages 285–288. Association for Computing Machinery (ACM)
Ragupathi, K. and Lee, A. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. In Diversity and inclusion in global higher education, pages 73–95. Palgrave Macmillan, Singapore
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
Tsai, Y.-S., Mello, R. F., Jovanovic, J., and Gasevic, D. (2021). Student appreciation of data-driven feedback: A pilot study on ontask. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 511–517.
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. ERIC
Publicado
16/11/2022
Como Citar
PONTUAL FALCÃO, Taciana; OLIVEIRA, Verenna; SOUZA, Samuel; FIORENTINO, Giuseppe; RODRIGUES NETO, José; GALDINO, João Victor; ALVES, Gabriel; FERREIRA MELLO, Rafael.
Tutoria: Supporting Good Practices for Providing Written Educational Feedback. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 668-679.
DOI: https://doi.org/10.5753/sbie.2022.225074.
