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September 2012 | Volume 70 | Number 1 Feedback for Learning Pages 71-74
T. Philip Nichols
When feedback is reduced to a number, teachers must find ways to provide more meaningful and nuanced responses.
"What seems to be the problem?"
"It's my father."
"What is wrong with your father?"
"Nothing's wrong with him—I'm just angry at him."
"Why do you say you are angry at him?"
A half-century ago, a conversation like this unfolded on a college campus. This may not seem extraordinary, but given the circumstances, it was. This particular interaction occurred in a computer lab. And the "person" asking the questions was a computer named ELIZA.
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September 2012Feedback for Learning
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