The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences

Matey Yordanov, Mikhail Bychkov, Andrei Kuchma (2026) — Independent / school-based study. arXiv preprint (cs.CY).

📄 Full text (arXiv)

This quasi-experimental mixed-methods longitudinal study (N=142) deploys a fully automated marking pipeline for handwritten mock examinations in A-Level sciences, removing the human-marking bottleneck that normally caps the frequency of formative mocks. High-frequency, automatically-marked formative-assessment cycles were associated with improved student outcomes, providing field evidence for the pedagogical payoff of automated-grading at upper-secondary level. The handwritten-work pipeline links to llm-handwritten-math-grading and automatic-short-answer-grading, while the human-in-the-loop trade-offs echo hybrid-e-assessment-semi-automated-grading.

Related Pages

• formative-assessment

• automated-grading

• llm-handwritten-math-grading

• automatic-short-answer-grading

• hybrid-e-assessment-semi-automated-grading

Citation

APA: Matey Yordanov, Mikhail Bychkov, Andrei Kuchma (2026). The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences. arXiv:2607.23566.