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Improving Teachers' Questioning Quality through Automated Feedback: A Mixed-Methods Randomized Controlled Trial in Brick-and-Mortar Classrooms. EdWorkingPaper No. 23-875

Authors :
Annenberg Institute for School Reform at Brown University
Dorottya Demszky
Jing Liu
Heather C. Hill
Shyamoli Sanghi
Ariel Chung
Source :
Annenberg Institute for School Reform at Brown University. 2023.
Publication Year :
2023

Abstract

While recent studies have demonstrated the potential of automated feedback to enhance teacher instruction in virtual settings, its efficacy in traditional classrooms remains unexplored. In collaboration with TeachFX, we conducted a pre-registered randomized controlled trial involving 523 Utah mathematics and science teachers to assess the impact of automated feedback in K-12 classrooms. This feedback targeted "focusing questions" -- questions that probe students' thinking by pressing for explanations and reflection. Our findings indicate that automated feedback increased teachers' use of focusing questions by 20%. However, there was no discernible effect on other teaching practices. Qualitative interviews revealed mixed engagement with the automated feedback: some teachers noticed and appreciated the reflective insights from the feedback, while others had no knowledge of it. Teachers also expressed skepticism about the accuracy of feedback, concerns about data security, and/or noted that time constraints prevented their engagement with the feedback. Our findings highlight avenues for future work, including integrating this feedback into existing professional development activities to maximize its effect. [This paper was written with TeachFX and financial support was provided from the Learning Agency.]

Details

Language :
English
Database :
ERIC
Journal :
Annenberg Institute for School Reform at Brown University
Publication Type :
Report
Accession number :
ED638993
Document Type :
Reports - Research<br />Tests/Questionnaires