Corrective feedback and its implications on students’ confidence-based assessment

Students\u2019 confidence about their knowledge may yield high or low discrepancy in contrast to actual performance. Therefore, investigating students\u2019 behavior towards corrective feedback (received after answering a question) becomes of particular interest. We conducted three experimental sessions with 94 undergraduate students using a computer-based assessment system wherein students specified confidence level (as high or low) with each submitted response. This research study exploits their logged data to provide analyses of: (1) students\u2019 behaviors towards corrective feedback in relation to their confidence (about his/her answers), and, (2) impact of seeking corrective feedback on student\u2019s subsequent attempt. In conformance with previous studies, we determine that students tend to overestimate their abilities. Data analysis also shows a significant difference infv students\u2019 feedback seeking behavior with respect to distinct confidence-outcome categories. Interestingly, feedback seeking was predicted by (student) response\u2019s outcome irrespective of its related confidence level, whereas, feedback reading time shows dependency on the confidence level. Our most important finding is that feedback seeking behavior shows a positive impact on students\u2019 confidence-outcome category in the next attempt. Different possibilities for utilizing these results for future work and supporting adaptation based on students\u2019 needs are discussed in the conclusions

A Socratic Tutor for Source Code Comprehension

Reported here are the findings of a comparative study on the effects of using a Socratic Intelligent Tutoring System for source code comprehension and learning computer programming. The result shows there are significant differences between the two groups where students who used Socratic Tutor ITS improved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improved their confidence level by 13%. Furthermore, the result of the Pearson product-moment correlation coefficient shows a positive correlation (r = 0.68) between feedback from the ITS and learning gain