Model of a Teacher Assisting Feedback Tool for Marking Free Worded Exercise Solutions

Abstract

Free worded exercise solutions involve the advantage that students entirely have to resort to their own knowledge. However, their disadvantage is that they cannot be corrected automatically – in contrast to exercises with preset solution possibilities, e.g. multiple choices. This paper outlines these two types of exercise solutions, the methods and some results of a pragmalinguistic analysis of exercise types and their solutions as well as teachers’ correction actions of free worded exercise solutions. Afterwards a prototype of a feedback tool model, based on this study and assisting teachers’ correction actions, will be briefly introduced.