Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests

Franck Silvestre (1, 2, 3) , Philippe Vidal (3, 2) , Julien Broisin (3, 4, 2)

1 UT Capitole - Université Toulouse Capitole
2 IRIT-TALENT - Teaching And Learning Enhanced by Technologies
3 IRIT-SIERA - Service IntEgration and netwoRk Administration
4 UT3 - Université Toulouse III - Paul Sabatier

Our previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course.

Mots clés: Peer-assessment; Reflexive learning; Quality of feedback; Interactive questions; Socio-cognitive conflict

Domaines: Environnements Informatiques pour l'Apprentissage Humain

Franck Silvestre, Philippe Vidal, Julien Broisin. Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests. 10th European Conference on Technology Enhanced Learning (EC-TEL 2015), Sep 2015, Toledo, Spain. pp. 339-351. ⟨hal-01363369⟩