Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry
Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry
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使用学生作文自动评分来支持教师在课堂探究中的指导
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Linn
中科院分区：
文献类型：
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作者：
Libby F. Gerard;M. Linn
学生写的关于一个探究主题的论文的计算机评分可以用来诊断学生的进步，提醒教师努力学习的学生，并生成自动指导。我们确定了有希望的方法，让教师为自动化指导增加价值，以改善学生的学习。2所学校的3名教师和386名学生参加了此次活动。我们从学生的进步、对教师如何与学生互动的观察以及教师的反应中吸取证据。研究结果表明，对教师的警告促使师生之间就光合作用中的能量展开了丰富的对话。在一所学校，自动指导加教师指导的组合比两轮个性化的自动指导对学生科学学习更有效。在另一所学校，两种方法的学习效果相同。这些发现建议将自动指导和教师指导相结合，以支持学生在探究过程中修改解释，并建立对科学的综合理解。
Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher–student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.