| 41842 |
Creator |
988e42a4ad32f24a3f8311a89515bcfc |
| 41842 |
Creator |
b04ec875477af28efb9a9ee2307d8fc4 |
| 41842 |
Creator |
ext-d940434c02150c23c7c6355f70f0c14b |
| 41842 |
Creator |
619be1161f86c71e7d5a50693d8df1f2 |
| 41842 |
Creator |
ext-7f0f6f6e021a997051cf5d2f706e2f42 |
| 41842 |
Date |
2014-11 |
| 41842 |
Date |
2014-11 |
| 41842 |
Is Part Of |
repository |
| 41842 |
abstract |
This paper reports on the SAFeSEA project (Supportive Automated Feedback for Short
Essay Answers), conducted by the Open University and Oxford University, which set
out to assist students in writing draft essays. The project explored a number of feedback
mechanisms to facilitate this process. One such mechanism was investigating how to
offer support regarding essay structure, based on the premise that a good essay is
like a good story: it needs a beginning, middle and end; the components are also well
connected and the middle section of the essay provides the evidence for the argument
progressed throughout the essay. This leads to the development of a web-based feedback
system called OpenEssayist (Whitelock, Field, Pulman, et al., 2013). In parallel with
this technical development, we also investigated whether support could be given to
students before they started writing their essays, in the form of ‘hints’. This paper
will set out the rationale behind this investigation, the context in which it was
addressed, and the conclusions we can draw to confidently assert that such a ‘feed-forward’
approach can have a statistically significant effect on students’ essay marks. |
| 41842 |
abstract |
This paper reports on the SAFeSEA project (Supportive Automated Feedback for Short
Essay Answers), conducted by the Open University and Oxford University, which set
out to assist students in writing draft essays. The project explored a number of feedback
mechanisms to facilitate this process. One such mechanism was investigating how to
offer support regarding essay structure, based on the premise that a good essay is
like a good story: it needs a beginning, middle and end; the components are also well
connected and the middle section of the essay provides the evidence for the argument
progressed throughout the essay. This leads to the development of a web-based feedback
system called OpenEssayist (Whitelock, Field, Pulman, et al., 2013). In parallel with
this technical development, we also investigated whether support could be given to
students before they started writing their essays, in the form of ‘hints’. This paper
will set out the rationale behind this investigation, the context in which it was
addressed, and the conclusions we can draw to confidently assert that such a ‘feed-forward’
approach can have a statistically significant effect on students’ essay marks. |
| 41842 |
authorList |
authors |
| 41842 |
editorList |
editors |
| 41842 |
status |
peerReviewed |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281196 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281237 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281238 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281239 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281240 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281241 |
| 41842 |
uri |
http://data.open.ac.uk/oro/document/281709 |
| 41842 |
type |
Article |
| 41842 |
type |
BookSection |
| 41842 |
label |
Whitelock, Denise ; Twiner, Alison ; Richardson, John T. E. ; Field, Debora and
Pulman, Stephen (2014). Feedback on academic essay writing through pre-emptive hints
– moving towards ‘advice for action. In: Tixeira, A. M. and Szucs, A. eds. Challenges
for Research into Open and Distance Learning: Doing Things Better – Doing Better Things.
European Distance and E-Learning Network, pp. 67–76. |
| 41842 |
label |
Whitelock, Denise ; Twiner, Alison ; Richardson, John T. E. ; Field, Debora and Pulman,
Stephen (2014). Feedback on academic essay writing through pre-emptive hints – moving
towards ‘advice for action. In: Tixeira, A. M. and Szucs, A. eds. Challenges
for Research into Open and Distance Learning: Doing Things Better – Doing Better Things.
European Distance and E-Learning Network, pp. 67–76. |
| 41842 |
Publisher |
ext-004b1f8f6fe73e46b990866e19a042da |
| 41842 |
Title |
Feedback on academic essay writing through pre-emptive hints – moving towards ‘advice
for action |
| 41842 |
Title |
Feedback on academic essay writing through pre-emptive hints – moving towards ‘advice
for action |
| 41842 |
in dataset |
oro |