The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences
Authors: Matey Yordanov, Mikhail Bychkov, Andrei Kuchma Abstract: Traditional human marking in upper-secondary STEM education creates a structural bottleneck that restricts the frequency of formative mock examinations. This quasi-experimental, mixed-methods longitudinal study (N = 142) investigates the efficacy of deploying a fully automated, handwritten assessment marking platform to remove this bottleneck. Students preparing for STEM … Read more