An automated feedback system to support student learning in writing-to-learn activities

Ye Xiong; Yi Fang Brook Wu

doi:10.1145/3330430.3333657

An automated feedback system to support student learning in writing-to-learn activities

Ye Xiong, Yi Fang Brook Wu

Informatics

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Scopus citations

Abstract

Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students’ performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors’ lecture slides and students’ writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.

Original language	English (US)
Title of host publication	Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019
Publisher	Association for Computing Machinery, Inc
ISBN (Electronic)	9781450368049
DOIs	https://doi.org/10.1145/3330430.3333657
State	Published - Jun 24 2019
Event	6th ACM Conference on Learning at Scale, L@S 2019 - Chicago, United States Duration: Jun 24 2019 → Jun 25 2019

Publication series

Name	Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019

Conference

Conference	6th ACM Conference on Learning at Scale, L@S 2019
Country/Territory	United States
City	Chicago
Period	6/24/19 → 6/25/19

All Science Journal Classification (ASJC) codes

Software
Computer Science Applications
Computer Networks and Communications
Education

Keywords

Assessment
Automatic Feedback
Writing-to-Learn

Access to Document

10.1145/3330430.3333657

Cite this

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title = "An automated feedback system to support student learning in writing-to-learn activities",

abstract = "Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students{\textquoteright} performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors{\textquoteright} lecture slides and students{\textquoteright} writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.",

keywords = "Assessment, Automatic Feedback, Writing-to-Learn",

author = "Ye Xiong and Wu, {Yi Fang Brook}",

note = "Publisher Copyright: {\textcopyright} 2019 Copyright is held by the owner/author(s).; 6th ACM Conference on Learning at Scale, L@S 2019 ; Conference date: 24-06-2019 Through 25-06-2019",

year = "2019",

month = jun,

day = "24",

doi = "10.1145/3330430.3333657",

language = "English (US)",

series = "Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019",

publisher = "Association for Computing Machinery, Inc",

booktitle = "Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019",

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Xiong, Y & Wu, YFB 2019, An automated feedback system to support student learning in writing-to-learn activities. in Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019. Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019, Association for Computing Machinery, Inc, 6th ACM Conference on Learning at Scale, L@S 2019, Chicago, United States, 6/24/19. https://doi.org/10.1145/3330430.3333657

An automated feedback system to support student learning in writing-to-learn activities. / Xiong, Ye; Wu, Yi Fang Brook.
Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019. Association for Computing Machinery, Inc, 2019. (Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - An automated feedback system to support student learning in writing-to-learn activities

AU - Xiong, Ye

AU - Wu, Yi Fang Brook

PY - 2019/6/24

Y1 - 2019/6/24

N2 - Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students’ performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors’ lecture slides and students’ writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.

AB - Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students’ performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors’ lecture slides and students’ writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.

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KW - Writing-to-Learn

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M3 - Conference contribution

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BT - Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019

PB - Association for Computing Machinery, Inc

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ER -

An automated feedback system to support student learning in writing-to-learn activities

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

Keywords

Access to Document

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