Computer-Based Assessment in Support of Productive Learner-Centered Error-Correction: What It Entails and Its Educational Potential

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: AI, Learning, and Innovation: Emerging Research in Education

Abstract

Practice with auto-provided feedback is the conventional design of computer-based assessment systems. Despite the fact that engaging students in explaining why their submitted responses are incorrect and justifying why the correct answer is correct is in accordance with the constructive educational paradigm, such an arrangement has rarely made it to online assessment systems. Hence, this study has two aims: first, to develop a productive error correction framework to support learner-centered error correction; second, to examine students’ perceived usefulness and ease-of-use of the developed framework. Based on the literature review on error correction, feedback, and error analysis, a generic six-core framework is proposed. Data from a preliminary evaluation study attested to the educational potential of the proposed productive error correction framework.

Author

• Fu-Yun Yu, National Cheng Kung University