Please use this identifier to cite or link to this item:
Title: Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussion
Authors: Wylie, Ruth
Chi, Michelene T. H.
Talbot, Robert
Dutilly, Erik
Trickett, Susan
Helding, Brandon
Nielsen, Rodney D.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Wylie, R., Chi, M. T., Talbot, R., Dutilly, E., Trickett, S., Helding, B., & Nielsen, R. D. (2014). Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussion. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1527-1528.
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.
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
1527-1528.pdf267 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.