Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task

Autor/inn/en	Cutumisu, Maria; Blair, Kristen P.; Chin, Doris B.; Schwartz, Daniel L.
Titel	Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task
Quelle	In: International Journal of Artificial Intelligence in Education, 27 (2017) 3, S.419-447 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-016-0137-5
Schlagwörter	Student Evaluation; Feedback (Response); Games; Task Analysis; Middle School Students; Design; Graphic Arts; Revision (Written Composition); Science Achievement; Mathematics Achievement; Standardized Tests; Scores; Correlation; Learning Strategies + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Game; Spiel; Spiele; Aufgabenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Grafik; Grafisches Gestaltung; Korrektur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	We introduce a choice-based assessment strategy that measures students' choices to seek constructive feedback and to revise their work. We present the feedback system of a game we designed to assess whether students choose positive or negative feedback and choose to revise their posters in the context of a poster design task, where they learn graphic design principles from feedback. We then describe an empirical study that sampled one hundred and six students from a US middle school to evaluate the feedback system. We make the following contributions: (1) describe the design and implementation of a novel feedback system embedded in an assessment game, Posterlet, (2) outline an approach to analyze graphic design principles automatically to provide contextual feedback in a novel poster design domain, (3) show that choices to seek negative feedback and to revise correlate with in-game performance, and most importantly, (4) show that choices correlate with in-school achievement: the choice to revise correlated with both in-school performance measures (Science and Mathematics grades), while the choice to seek negative feedback correlated with students' prior standardized scores in Mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01