This post was originally published on the No More Marking blog here. In my last post, I looked at the way ChatGPT’s written feedback is superficially impressive but not that helpful pedagogically. In this post, we’ll look at ways it can provide something more useful. Part of the challenge here is that providing good feedback on… Read more »
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This post was originally published on the No More Marking blog here. In my previous post, I looked at how ChatGPT can provide relatively plausible marks for pieces of writing. It can also provide written feedback, which has got everyone excited about the potential time savings. If you give ChatGPT the mark scheme and ask… Read more »
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Can artificial intelligence systems mark more accurately than humans? Definitely, and they have been able to since the 1960s. In 1968, Dr Ellis Page developed Project Essay Grade (PEG), an automated essay marking system. PEG was very reliable. If you gave it the same essay on two different days, it awarded it the same mark, which… Read more »
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Here are my slides from September 2022’s Research Ed conference, and below is a short summary. DC Research ed 2022 If you’d like to read more, take a look at my books! If you’d like to take part in any No More Marking assessments, take a look at our website and sign up for one… Read more »
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This was originally posted on the Lib Dem Teacher blog in 2015. Let’s imagine you want to teach pupils what a verb is. You give them a brief definition, and a few examples of verbs being used in sentences. Jack sprinted to the shop. She plays football every day. Trains are a type of transport.… Read more »
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This post can also be found on the No More Marking blog here. Over the last few months we have heard a lot of worries about the potential ‘learning loss’ being incurred by students who have missed several months of school. What is meant by this phrase? Let’s think of a couple of scenarios. Let’s… Read more »
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A couple of weeks ago, I ran a webinar for the Teacher Development Trust where I asked everyone which statement they agreed with most. One: The educational responses to COVID-19 have been emergency interventions with little long-term benefit. When schools return, I will go back to teaching as normal and be grateful for it. Two:… Read more »
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Suppose you have a couple of hundred words of text that you would like your students to read. Does it make a difference if they read it on paper or on a screen? Yes. In this post here, from last December, I review some of the research that shows students do worse on screen-based reading… Read more »
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Education technology is really powerful. The problem is that it is just as easy to use that power badly as to use it well. You can see this with video lessons – clearly video allows you to do all kinds of cool things, but how many of these cool things will help students to learn… Read more »
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What makes a good flashcard? Keep it really simple. Here’s what not to do. The problem with this flashcard is that it is not clear exactly what you are supposed to remember or how you can be sure if you have got right. Are you supposed to recite every word? Just identify some of the… Read more »
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