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

Matey Yordanov; Mikhail Bychkov; Andrei Kuchma

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arXiv · 2607.23566

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

Matey Yordanov·Mikhail Bychkov·Andrei Kuchma

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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) were divided into control (N = 70, human marking) and intervention (N = 72, automated marking) groups over a 16-week term. Results indicate that the intervention group achieved a statistically significant improvement in final mock A-level marks (p < .01), scoring on average 16.8% higher than the control group. Furthermore, assessment turnaround time dropped from 11.2 days to < 0.1 days, enabling a fourfold increase in practice volume. The automated system's capacity for granular marginalia, specifically its Error Carried Forward (ECF) logic, accelerated the correction of procedural misconceptions and significantly boosted student self-efficacy. Practically, these findings validate that automated marking systems serve as high-speed formative loop accelerators, providing international schools with a highly scalable, low-cost intervention to elevate institutional exam outcomes without necessitating increases in staff headcount.

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Matey Yordanov, Mikhail Bychkov, Andrei Kuchma. 2026-07-26. The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences. https://arxiv.org/abs/2607.23566

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