Use of Automated Scoring and Feedback in Online Interactive Earth Science Tasks
In formative assessment, constructed response questions are typically used for scientific argumentation, but students seldom receive timely feedback while answering these questions. The development of natural language processing (NLP) techniques makes it possible for the researchers using an automated scoring engine to provide real-time feedback to students. As is true for any new technology, it is still unclear how automated scoring and feedback may impact learning in scientific argumentation.
In this study, we analyze log data to examine the granularity of students’ interactions with automated scores and feedback and investigate the association between various students’ behaviors and their science performance