Atomic, reusable feedback: a semi-automated solution for assessing handwritten tasks? A crossover experiment with mathematics teachers.

Abstract

Feedback has been recognized as a crucial element in the learning and teaching process. Although teachers know and accept this, they are not always eager to engage in this tedious and time-consuming activity. This study investigates how computers can work together with teachers to make the process of giving feedback more efficient by introducing a semi-automated approach (SA) with reusable feedback: when a teacher writes feedback for a student, the computer saves it, so it can be reused when following students make similar mistakes. We devised the concept of atomic feedback, a set of form requirements that could enhance feedback's reusability. To write atomic feedback, teachers have to identify the independent errors and write brief feedback items for each separate error. Our SA approach with reusable feedback was implemented in Moodle. During a crossover experiment with math teachers (n = 36 + 9 in pilot study), we examined (1) whether SA saves time or changes the amount of feedback, as compared to traditional, paper-based correction work, (2) the extent to which the feedback was atomic, (3) whether atomic feedback enhances the reusability of feedback and (4) how teachers used and perceived the SA system. In light of the results, which suggest that atomic feedback is indeed reusable, we propose formal requirements for writing reusable feedback. Nevertheless, teachers did not save time using the SA system, but they provided significantly more feedback.