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An adapted Primary 3/4 English Stimulus-Based Conversation (SBC) lesson explored the use of ShortAnsFA with Rubrics — a feature in SLS that provides students with automated feedback on their written responses.
How did we use ShortAnsFA with Rubrics in SBC?
Students were asked to respond in writing to a given stimulus (see below). They answered the questions and prompts using the TREES strategy, completing each task twice — once independently, without the rubrics, and a second time after reviewing the feedback and rubrics. This process was repeated for all three SBC questions. Below is the lesson flow:
TREES Strategy
The TREES Strategy is a content generation and organisation strategy that helps students structure their ideas clearly in written and oral responses. It stands for Thought, Reason, Example or Experience, and Example, guiding students to develop well-supported and coherent answers.
Step 1: Look at the picture and answer the question and prompts using the TREES strategy.
Step 2: Attempt the question and submit their response
Step 3: Read the feedback and rubrics.
Step 4: Reattempt the question after feedback.
*Underlined are the improvements made after feedback.
Step 5: Receive final feedback and score.
Step 6: Move on from the question and repeat the process.
Final Thoughts on ShortAnsFA with Rubrics
Final Thoughts on ShortAnsFA with Rubrics
Using ShortAnsFA, students were given space to clarify their thoughts, test their ideas, and make immediate improvements. The tool acted as a content and language booster, supporting students in shaping stronger, coherent, and polished responses before they spoke. It helped them not only develop their ideas, but also improve how they expressed them.
However, the AI feedback wasn’t always accurate or consistent. Some of the challenges observed included:
Misaligned scoring: Responses were sometimes rated lower or higher than expected.
Vague explanations: The feedback were sometimes too vague or general for students to work on.
*To prevent mismatch in response and rubric, rubrics were adjusted to reflect the possible answers relevant to the picture and provide clearer guidance to students.
We could consider...
Use it as a drafting and reflection tool, not a final assessment.
Model how to interpret and act on feedback — including areas where AI may be off.
Pair with ITT which allows students to reflect on their responses and engage in peer feedback.
Reframe it as practice space, giving students time to test and refine their responses before presenting orally.
When combined with intentional teaching strategies, it shows potential support oracy development. It gives students more opportunities to build confidence, strengthen their content, and improve their language.
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