The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences
arXiv:2607.23566v1 Announce Type: cross 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 A-levels (Mathematics, Further Mathematics, Biology, Chemistry, Physics) wer
Record details
Published: 28 July 2026
Source: arXiv cs.CY
Category: Research
Topics: Children & education · Finance, VC & PE · Biotech
Retrieved: 28 July 2026
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ethics.ai (28 July 2026), “The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences,” evidence record 13801, https://ethics.ai/record/13801 (originally published by arXiv cs.CY).
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