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Publikation Nr. 2506 - Details

Automated feedback at task level : error analysis or worked out examples – which type is more effective?

Pinkernell, G., Gulden, L. & Kalz, M. (2020). Automated feedback at task level : error analysis or worked out examples – which type is more effective?, In: B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht & D. Turm (Hrsg.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 (S.221-228). Essen: DuEPublico.

Sammelband

URL: https://duepublico2.uni-due.de/receive/duepublico_mods_00070767
DOI: 10.17185/duepublico/70767

Abstract
This paper reports on a small-scale quantitative study conducted in a middle school in Germanythat compared the effects of two types of feedback on reactivating procedural skills with fractions.Tasks and feedback were implemented in a STACK-based digital learning environment that allowedrandomization of numerical and graphical elements of a task as well as automated analysis ofstudent responses to each of the numerical or graphical variations of each task. Due to a small databasis, observations are statistically not verified, but nevertheless point to unexpected results:Especially low achievers seem to benefit more from the error analysis type feedback than fromfeedback that provided fully worked out solutions. If true, this result suggests that for reactivatingand practising skills, error-based feedback is more effective than worked out examples.

Attribute

Sprache:
Art der Begutachtung:	Peer Review(Single-blind peer review)
Print:	Nein
Online:	Ja, mit Open Access und CC-Lizenz
Datenmedium:	Nein