How Common are Common Wrong Answers? Crowdsourcing Remediation at Scale
How Common are Common Wrong Answers? Crowdsourcing Remediation at Scale
复制标题
常见错误答案有多常见？
DOI：
10.1145/3573051.3593390
复制
发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Heffernan, Neil T.
中科院分区：
文献类型：
--
作者：
Gurung, Ashish;Baral, Sami;Lee, Morgan P.;Sales, Adam C.;Haim, Aaron;Vanacore, Kirk P.;McReynolds, Andrew A.;Kreisberg, Hilary;Heffernan, Cristina;Heffernan, Neil T.
解决数学问题在认知上是复杂的，涉及策略制定，解决方案开发和学习概念的应用。然而，学生的知识差距或概念掌握薄弱可能会导致错误。教师在预测和解决这些直接影响学习成果的困难方面发挥着至关重要的作用。然而，先发制人地识别导致错误的误解可能具有挑战性。这项研究利用历史数据，以帮助教师认识到常见的错误，并通过反馈解决知识的差距。我们对2015-2020学年6、7和8年级的两门课程（说明性数学和EngageNY）的不正确答案进行了纵向分析。尽管学生和教师人数不同，我们发现5年来一致的错误。基于这些常见错误答案（CWAs），我们设计了一个众包平台，为教师提供常见错误答案反馈（CWAF）。本文报告了一项体内随机研究，测试CWAF在两种情况下的有效性：下一个问题的正确性内的技能和下一个问题的正确性内的分配，无论技能。我们发现，收到CWAF导致一个显着增加连续的问题内的技能的正确性。然而，效果是不显着的所有连续的问题内分配，无论相关的技能。本文探讨了可扩展方法在识别常见错误答案（CWAs）方面的潜力，以及众包CWAF的使用如何通过补救来增强学生的学习。
Solving mathematical problems is cognitively complex, involving strategy formulation, solution development, and the application of learned concepts. However, gaps in students' knowledge or weakly grasped concepts can lead to errors. Teachers play a crucial role in predicting and addressing these difficulties, which directly influence learning outcomes. However, preemptively identifying misconceptions leading to errors can be challenging. This study leverages historical data to assist teachers in recognizing common errors and addressing gaps in knowledge through feedback. We present a longitudinal analysis of incorrect answers from the 2015-2020 academic years on two curricula, Illustrative Math and EngageNY, for grades 6, 7, and 8. We find consistent errors across 5 years despite varying student and teacher populations. Based on these Common Wrong Answers (CWAs), we designed a crowdsourcing platform for teachers to provide Common Wrong Answer Feedback (CWAF). This paper reports on an in vivo randomized study testing the effectiveness of CWAFs in two scenarios: next-problem-correctness within-skill and next-problem-correctness within-assignment, regardless of the skill. We find that receiving CWAF leads to a significant increase in correctness for consecutive problems within-skill. However, the effect was not significant for all consecutive problems within-assignment, irrespective of the associated skill. This paper investigates the potential of scalable approaches in identifying Common Wrong Answers (CWAs) and how the use of crowdsourced CWAFs can enhance student learning through remediation.
登录
查看更多内容
DOI：
10.1207/s15516709cog0202_4
发表时间：
1978-04
期刊：
Cogn. Sci.
影响因子：
--
作者：
J. Brown;R. Burton
通讯作者：
J. Brown;R. Burton
UpGrade：寻找学生开放式解决方案以创造可扩展的学习机会
DOI：
10.1145/3330430.3333614
发表时间：
2019
期刊：
Proceedings of the Sixth (2019
影响因子：
--
作者：
Wang, Xu;Talluri, Srinivasa Teja;Rose, Carolyn;Koedinger, Kenneth
通讯作者：
Koedinger, Kenneth
识别、探索和补救：教师可以预测常见的错误答案吗？
DOI：
10.1145/3576050.3576109
发表时间：
2023
期刊：
LAK2023: LAK23: 13th International Learning Analytics and Knowledge Conference
影响因子：
--
作者：
Gurung, Ashish;Baral, Sami;Vanacore, Kirk P.;Mcreynolds, Andrew A.;Kreisberg, Hilary;Botelho, Anthony F.;Shaw, Stacy T.;Hefferna, Neil T.
通讯作者：
Hefferna, Neil T.
影响因子：
5.6
作者：
Thomas T. Hills
通讯作者：
Thomas T. Hills
利用自然语言处理支持学生数学开放式回答的自动评估和反馈
影响因子：
5
作者：
Botelho, Anthony;Baral, Sami;Erickson, John;Benachamardi, Priyanka;Heffernan, Neil
通讯作者：
Heffernan, Neil