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DEVELOPMENT AND PRELIMINARY RESULTS OF AN ADAPTIVE GRADING/LEARNING SYSTEM (AGLS)

DEVELOPMENT AND PRELIMINARY RESULTS OF AN ADAPTIVE GRADING/LEARNING SYSTEM (AGLS). Kevin Matthews Thomas Janicki University of North Carolina Wilmington. Overview. Background Literature Review Benefits and Need System Development Hypothesis Limitations Conclusions. Background.

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DEVELOPMENT AND PRELIMINARY RESULTS OF AN ADAPTIVE GRADING/LEARNING SYSTEM (AGLS)

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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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