A multi-dimension 14-item rating instrument grounded in formative feedback theory is developed and used to compare feedback from a multi-agent system, a single-agent system, and an instructor and shows that a multidimensional approach identifies differences in feedback quality that a single overall rating could miss.
A theoretical three-level model is developed that establishes the necessary terminology for operationalizing feedback quality in AI-generated feedback on texts and shows the strongest predictors of the quality of the feedback texts were concreteness and explanation.
Maurice Fürstenberg· Didaktik Deutsch· 0 citations
A hybrid model of feedback provision is put forward in which language instructors can leverage GenAI to support formative assessment while maintaining pedagogical oversight, and the findings offer guidance for integrating GenAI into academic writing instruction in ways that preserve instructional quality and student ag...
Although LLM-based benchmark ratings can approximate expert judgments and reduce the need for labor-intensive human triple coding, limitations remain regarding cost, genre- and task specificity, and sensitivity to text presentation and student grade level—factors that constrain immediate classroom use, particularly for...
These findings characterise the correlates of perceived usefulness and intention to use within each feedback layer, supporting human-centred designs that preserve student judgement and instructor oversight.
Pedro C. Mendonça, Filipe Quintal, Mário A. T. Figueiredo et al.· Frontiers in Education· 0 citations
Feedback in online environments can be an essential learning tool. However, prior research indicates that poorly designed feedback, particularly when punitive or generic, can undermine student motivation and self-perception (Schartel, 2012). In educational assessment, high-quality feedback can provide learners with inf...
Lucy Gitiria, A. Nasyrova, Peter Tran et al.· International journal of re...· 0 citations
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