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Comparing Reusable, Atomic Feedback with Classic Feedback on a Linear Equations Task Using Text Mining and Qualitative Techniques
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Filip Moons; Alexander Holvoet; Katrin Klingbeil; Ellen Vandervieren – British Journal of Educational Technology, 2024
In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a…
Descriptors: Feedback (Response), Equations (Mathematics), Written Language, Mathematics Teachers