Themes >

Errors and feedback

Code	Question	Contributors
Student errors
Q1	What common errors do students make when answering online assessment questions?
Q2	Do the errors students make in e-assessments differ from those they make in paper-based assessments?
Q3	What are the approaches to detecting and feeding back on students’ errors?
Feedback design
Q4	How can content-specific features of provided feedback, for instance explanations with examples versus generic explanations, support students' learning?
Q5	What are the linguistic features of feedback that help students engage with and use feedback in an online mathematical task at hand and in future mathematical activities?
Q6	What difficulties appear when designing e-assessment tasks that give constructive feedback to students?
Emulating teacher feedback
Q7	How can feedback that is dynamically tailored to the student’s level of mathematical expertise help a student use feedback on mathematical tasks effectively?
Q8	How useful for students’ long-term learning is feedback that gives a series of follow-up questions, from a decision tree, versus a single terminal piece of feedback?
Q9	What are the relative benefits of e-assessment giving feedback on a student’s set of responses (e.g. “two of these answers are wrong – find which ones and correct them”), rather than individual responses separately?
Optimising feedback efforts
Q10	Under what circumstances is diagnosing errors worth the extra effort, as compared with generally addressing errors known to be typical?
Q11	What are the relative merits of addressing student errors up-front in the teaching compared with using e-assessment to detect and give feedback on errors after they are made?
Q12	In what circumstances is instant feedback from automated marking preferable to marking by hand?