Automated Assessment of Students’ Interactions with Visual Representations: A Metacognitive Perspective on Comparing Fractions.

AbstractThis study investigated students’ engagement with feedback processes in tasks of comparing fractions using visual representations. The research had two main goals. First, it used automated analysis based on student responses to explore the diversity of work methods deployed by students in completing the tasks. Second, it investigated students’ metacognitive actions as they interacted with visual representations, examining how these actions shaped their work methods. We analyzed student responses to track metacognitive actions, including planning, monitoring, and evaluating. The investigation helped explain the feedback process the students used as they engaged with the tasks and visual representations. Data were collected from 75 students aged 12–13 years. The findings provide insight into students’ effective engagement with feedback generated by an automated formative assessment platform. [ABSTRACT FROM AUTHOR]