TEACHERS’ CORRECTION ACTIONS OF FREE WORDED EXERCISE SOLUTIONS FOR MODELING A TEACHER ASSISTING FEEDBACK TOOL
Chemnitz University of Technology (GERMANY)
About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
Abstract:A major advantage of tasks which require free worded exercise solutions is that self worded answers offer a considerably high learning effect since students entirely have to resort to their own knowledge. This is due to the non-existence of possible solutions like given in multiple choice tasks. Moreover free worded exercise solutions cannot be corrected automatically, in contrast to exercises with preset solution possibilities. This means a higher effort on part of the teacher when correcting the tasks. The advantages of tasks of free text construction are to be linked with those processed by the computer in a teacher assisting feedback tool. For its modeling teachers’ correction actions of free worded exercise solutions are analyzed with a pragmalinguistic method. With the feedback tool the teacher is prompted to thoroughly study the different answer possibilities in advance, thus having more time afterwards to deal with the problematic and vague solution attempts.
Keywords: Teacher assisting feedback tool, correction actions, free worded exercise solutions, e-learning.