Model of a Teacher Assisting Feedback Tool for Marking Free Worded Exercise Solutions
Sonja Ruda · LDV-Forum/Journal for language technology and computational linguistics · 2008
Model of a Teacher Assisting Feedback Tool for Marking Free Worded Exercise SolutionsFree worded exercise solutions involve the advantage that students entirely have to resort to their own knowledge.However, their disadvantage is that they cannot be corrected automatically -in contrast to exercises with preset solution possibilities, e.g.multiple choices.This paper outlines these two types of exercise solutions, the methods and some results of a pragmalinguistic analysis of exercise types and their solutions as well as teachers' correction actions of free worded exercise solutions.Afterwards a prototype of a feedback tool model, based on this study and assisting teachers' correction actions, will be briefly introduced. Some Problems Involved in Exercise Solving and their CorrectionTeaching and learning systems with implemented exercises can identify errors simply as formal deviations by comparing the learners' input with the solution preset by the teacher (cf.Klemm and Ruda 2003, 183-185; Klemm et al. 2004, 118-125;Narciss et al. 2004).So far texts of free worded solutions have either not been demanded or can merely be evaluated in the simplest way.The following four problems may result: