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Comparing the Effect of Contextualized Versus Generic Automated Feedback on Students' Scientific Argumentation
2022
ETS Research Report Series
This study uses a computerized formative assessment system that provides automated scoring and feedback to help students write scientific arguments in a climate change curriculum. We compared the effect of contextualized versus generic automated feedback on students' explanations of scientific claims and attributions of uncertainty to those claims. Classes were randomly assigned to the contextualized feedback condition (227 students from 11 classes) or to the generic feedback condition (138
doi:10.1002/ets2.12344
fatcat:porft5zfffc3fn3trv2upr4bly