ERIC Number: EJ1148536
Record Type: Journal
Publication Date: 2017-Sep
Abstractor: As Provided
Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task
Cutumisu, Maria; Blair, Kristen P.; Chin, Doris B.; Schwartz, Daniel L.
International Journal of Artificial Intelligence in Education, v27 n3 p419-447 Sep 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1228831