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

This project builds on existing work on three-dimensional learning progressions in high school physical sciences to develop an artificial intelligence supported scoring system for student text and models. These tools will be used to support learning of electrical forces in an integrated curriculum with real-time feedback on formative assessment items. We report on early attempts to design coding rubrics for automatic scoring of explanations and modeling responses and outcomes of developing text classification models.