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Adaptive Grading System for Computer Literacy Learning

Development and preliminary results of an adaptive grading/learning system aimed at increasing student learning in computer literacy courses by providing immediate and customized feedback. The system utilizes technology to streamline grading processes and enhance student retention and transfer of knowledge.

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Adaptive Grading System for Computer Literacy Learning

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  1. DEVELOPMENT AND PRELIMINARY RESULTS OF AN ADAPTIVE GRADING/LEARNING SYSTEM (AGLS) Kevin Matthews Thomas Janicki University of North Carolina Wilmington

  2. Overview • Background • Literature Review • Benefits and Need • System Development • Hypothesis • Limitations • Conclusions

  3. Background • Increased need for computer literacy skills • National Science Foundation (NSF) • National Research Council (NRC) • College requirements for literacy

  4. Problems • Increased class size as budgets are cut, may lead to: • Fewer assignments • Simpler assignments • Less personalized feedback • Longer delay in returning grading • Increase plagiarism

  5. Question? How could technology assist the instructor to increase student learning in computer literacy courses?

  6. Literature review • Gain attention • Inform learner on the objective • Stimulation recall of prior learning • Presenting the stimulus • Provide learning guidance • Eliciting performance • Providing feedback • Assessing performance • Enhancing retention and transfer • *most related to success(Martin Klein, Sullivan) Nine elements that should be present in order for learning to occur (Gagne, Briggs, Wager)

  7. Behavior Learning Theory • Contiguity • Repetition • Feedback • (Gagne, Briggs, Wager)

  8. Resource Based Learning Rakes

  9. Need for automation

  10. Feedback comments/response • Using course management software • 30% of graded assignments had NO feedback • Excluded perfect score assignments • Average of 28 days to score an assignment! • Various ‘grading keys’ when done manually • These do not lead to learning

  11. Key criteria to increase learning • To be effective, the student’s response to concepts should immediately follow instruction. • Multiple assignments of similar nature should be presented repetitively to reinforce new material presented during a lesson. • Quick and customized feedback allows a student to identify correct answers and see errors in incorrect answers. • The best way to reach this goal of student success is to adopt a resource-based approach to learning.

  12. Build or ‘buy’ a solution

  13. INPUT OUTPUT Score Grading Key Correct Answers AGLS (Grading Modules) Student Files Incorrect Answers Service Requested Feedback System design

  14. Excel – alternative answers • Key (ideal) correct answer given • Student answer differs • Instructor prompted with correct answer and student answer • Instructor deems an answer as correct or incorrect • An answer is only seen once

  15. Access – naming alternative • Key (ideal) names given for tables, fields, etc. • Students may have typos or misspellings • Instructor prompted with all table names, field names, etc. • Instructor deems a name acceptable. • A penalty may be given.

  16. Hypothesis and experiment • Data Gathering • Existing grade book of feedback comments and response time • Expert panel to evaluate quality of ‘feedback comments’

  17. Hypotheses

  18. 1. Affect on Quantity of Feedback • H0 (μ1 – μ2 = 0): The use of the AGLS will not affect the amount of feedback provided to students. • H1 (μ1 – μ2 < 0): The use of the AGLS will increase the amount of feedback provided to students.

  19. 2. Affect on Quality of Feedback • H0 :The use of the AGLS will not affect the quality of feedback provided to students. • H1 : The use of the AGLS will increase the quality of feedback provided to students.

  20. 3. Affect on Response Time • H0 :The use of the AGLS will not affect the time for an assignment to be graded. • H1 (μ1 – μ2 < 0): The use of the AGLS will decrease the time for an assignment to be graded.

  21. Conclusions • The use of the AGLS will increase the amount of feedback provided to students. • The use of the AGLS will NOT affect the quality of feedback provided to students. • The use of the AGLS will decrease the time for an assignment to be graded.

  22. Limitations • Only Access and Excel 2007 • Only certain items were initially included to be graded

  23. Future work • Web Service • Refined library of assignments and correct/incorrect answers • Additional features to be graded • Testing outside of introductory computer course domain

  24. Questions

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