Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussion

Ruth Wylie, Michelene Chi, Robert Talbot, Erik Dutilly, Susan Trickett, Brandon Helding, Rodney D. Nielsen

Research output: Contribution to journalArticle

Abstract

The Comprehension SEEDING intervention aims to improve classroom discussion by providing real-time formative feedback to teachers based on student answers to open-ended questions. Teachers pose questions using the SEEDING system, students type responses, and the system automatically groups the responses according to semantic similarity. We describe the three features of the Comprehension SEEDING intervention: Self-Explanation, Enhanced Discussion, and Inquiry Generation and how teachers can use the system to identify misconceptions and facilitate a class discussion.

Original languageEnglish (US)
Pages (from-to)1527-1528
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue numberJanuary
StatePublished - 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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