{
  "id": 13801,
  "url": "https://arxiv.org/abs/2607.23566",
  "title": "The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences",
  "summary": "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",
  "authors": "Matey Yordanov, Mikhail Bychkov, Andrei Kuchma",
  "category": "research",
  "topics": "children-education,finance-investment,biotech",
  "orgs": null,
  "regions": null,
  "published_at": "2026-07-28T04:00:00.000Z",
  "fetched_at": "2026-07-28T05:10:12.325Z",
  "source_slug": "arxiv-cscy",
  "source_name": "arXiv cs.CY",
  "source_homepage": "https://arxiv.org/list/cs.CY/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/13801",
  "original_url": "https://arxiv.org/abs/2607.23566",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}