Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task
Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task
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评估学生是否寻求建设性批评：平面设计任务的自动反馈系统的设计
DOI：
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发表时间：
2016
影响因子：
4.9
通讯作者：
Daniel L. Schwartz
中科院分区：
文献类型：
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作者：
M. Cutumisu;K. Blair;Doris B. Chin;Daniel L. Schwartz
我们引入了一个基于选择的评估策略，衡量学生的选择，以寻求建设性的反馈，并修改他们的工作。我们提出了一个游戏，我们设计的反馈系统，以评估学生是否选择积极或消极的反馈，并选择修改他们的海报在海报设计任务的背景下，在那里他们从反馈中学习平面设计原则。然后，我们描述了一个实证研究，抽样一百零六名学生从美国中学的反馈系统进行评估。我们做出以下贡献：（1）描述了嵌入评估游戏Posterlet中的新型反馈系统的设计和实现，（2）概述了自动分析图形设计原理以在新型海报设计领域提供上下文反馈的方法，（3）表明寻求负面反馈和修改的选择与游戏中的表现相关，最重要的是，（4）表明选择与在校成绩相关：修改的选择与在校成绩（科学和数学成绩）相关，而寻求负反馈的选择与学生先前的数学标准化分数相关。
We introduce a choice-based assessment strategy that measures students’ choices to seek constructive feedback and to revise their work. We present the feedback system of a game we designed to assess whether students choose positive or negative feedback and choose to revise their posters in the context of a poster design task, where they learn graphic design principles from feedback. We then describe an empirical study that sampled one hundred and six students from a US middle school to evaluate the feedback system. We make the following contributions: (1) describe the design and implementation of a novel feedback system embedded in an assessment game, Posterlet, (2) outline an approach to analyze graphic design principles automatically to provide contextual feedback in a novel poster design domain, (3) show that choices to seek negative feedback and to revise correlate with in-game performance, and most importantly, (4) show that choices correlate with in-school achievement: the choice to revise correlated with both in-school performance measures (Science and Mathematics grades), while the choice to seek negative feedback correlated with students’ prior standardized scores in Mathematics.