Teachers find Ecree's feedback less useful when it does not align with their typical content sequence and grading standards¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Misalignment between Ecree's feedback and teachers' typical content sequence and grading standards reduces teachers' perceived usefulness of the feedback. → Isabel Callaway 2023

Evidence¶

Isabel Callaway 2023¶

Isabel Callaway, Lindsay Fox, Megan Shoji. (2023). Implementing Ecree in the Classroom. Mathematica. https://www.mathematica.org/publications/implementing-ecree-in-the-classroom

q2 · i? · qualitative · r?

Key finding from the brief's study of Ecree in grade 8–11 ELA classrooms: "Teachers find Ecree’s feedback less useful when it does not align with their typical content sequence and grading standards."

"Teachers find Ecree’s feedback less useful when it does not align with their typical content sequence and grading standards."

Discussion¶

Related Claims¶

• Teachers reported curriculum and technical integration challenges when implementing Ecree and MI Write — related
• Teachers report ChatGPT-generated math questions misalign with grade level and topic, are unreliable or unanswerable, and cost time — related
• Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimensional tasks. — related
• LLM-generated feedback is more comprehensive in volume than human feedback but is sometimes too generic, abstract, or misaligned with the assigned grade — related
• Teachers used Ecree less than intended, and some reported they did not have enough time to learn it and integrate it with instruction — related
• Teachers found Ecree and MI Write useful for their writing instruction and for helping students improve their writing — related