A New Formative Assessment Technology for Reading and Writing

Landauer, Thomas K.; Lochbaum, Karen E.; Dooley, Scott

doi:10.1080/00405840802577593

Cited by 25 publications

(14 citation statements)

References 6 publications

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“…are used to design our system. (Crisp & Ward, 2008;Hsu et al, 2011;Landauer, Lochbaum, & Dooley, 2009;Pacheco-Venegas et al, 2015;Rodrigues & Oliveira, 2014;Wang, 2008Wang, , 2010. Crisp and Ward (2008) developed Pedagogical Psychology Computer Assisted Assessment (PePCAA) system to facilitate understanding of pedagogical psychology.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Hsu et al (2011) developed Edu-miner system by utilizing a series of text mining techniques to evaluate learner's performance. Landauer et al (2009) developed Write-ToLearn formative assessment tool to monitor progress in reading and writing. Pacheco-Venegas et al (2015) developed MathDIP to provide automatic evaluation and feedback during problem solving in mathematics.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System

Bhagat¹,

Subheesh²,

Bhattacharya³

et al. 2019

Preprint

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With the rapid development of technology, incorporation of Information Communication Technology (ICT) for formative assessment purpose has been increasing over the past decade. This article describes the design and development of identification of students' misconceptions in an individualized learning environment (iSMILE) system that includes accommodations for students’ misconceptions in order to improve student’s conceptual understanding and finally learning outcome. The assessment process is carried out by preparing two-level multiple-choice questions. Misconceptions are identified for each instructional objective to make a root question and linked questions. Depending on the answers provided by the student in first level, the linked questions are given to get more information regarding the misconception. Based on the first and second level answers of students, feedbacks are provided with the misconception identified. One of the most important differences of our iSMILE system, with respect to the other developed systems, is the inclusion of misconception based feedback. The iSMILE system has been developed by using open source ICT tools (like MySQL, Apache, etc.) which make the system free of cost and accessible and editable by any instructor from anywhere and at any time.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System

Bhagat¹,

Subheesh²,

Bhattacharya³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…WriteToLearn is a particularly good example of a student-centered assessment technology with strong research support. WriteToLearn promotes reading comprehension and writing skills by providing students with immediate, individualized feedback (Landauer, Lochbaum, & Dooley 2009). The program, designed for students in grades 4 through 12, has two components: Summary Street, where students read and summarize articles or book excerpts; and the Intelligent Essay Assessor, where students write topicprompted essays.…”

Section: A N E X a M P L E O F A S T U D E N T-c E N T E R E D A S S mentioning

confidence: 99%

Restorative Assessment: Strength-Based Practices That Support All Learners

Greenstein¹

2018

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Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student's needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student's experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery. Despite growing interest in student-centered approaches to learning, educators have few places to which they can turn for a comprehensive accounting of the key components of this emerging field. With funding from the Nellie Mae Education Foundation, Jobs for the Future asked nine noted research teams to synthesize existing research in order to build the knowledge base for student-centered approaches to learning and make the findings more widely available. The topic of this paper, as with each in the series, was selected to foster a deeper, more cohesive, research-based understanding of one or more core elements of student-centered approaches to learning. The authors in this series: synthesize and analyze existing research in their areas; identify what is known and where gaps remain related to student-centered approaches to learning; and discuss implications, opportunities, and challenges for education stakeholders who put students at the center. The authors were asked to consider the above definition of student-centered approaches, but were also encouraged to add, subtract, or critique it as they wished. The authors were not asked explicitly to address the Common Core State Standards. Nevertheless, the research proceeded as discussions of the Common Core were unfolding, and several papers draw connections with that work. The thinking, learning, and teaching required for all students to reach the promised outcomes of the Common Core provide a backdrop for this project. The ...

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“…Technology can provide efficient means to provide feedback to students (Grimes & Warschauer, 2010;Horkay, Bennett, Allen, Kaplan & Yan, 2006;Krucli, 2004;Landauer, Lochbaum & Dooley, 2008). Researchers found automated scoring machines provided a computerized way to provide student feedback but viewed it as progress monitoring or informal assessment or as a second assessment versus replacing the instructor in the process.…”

Section: Technology For Feedbackmentioning

confidence: 99%

Technology and Secondary Writing: A Review of the Literature

Blankenship

Margarella

2014

CONTEMP EDUC TECHNOL

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This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing instruction, it was found that researchers often focused on a third space (Bhabha, 1994) where writing can take place in meaningful ways. Also, technology often served as a motivator during the instructional process of writing and worked to engage students in varied lessons. Finally, researchers found an increase in the amount of writing for secondary students when technology was introduced into the instructional classroom. Within writing assessment, the research focused on special populations including special education students, minorities, economically disadvantaged and English language learners. Next, technology served as a motivator in both the instruction and assessment of writing and tended to be a factor that increased writing assessment scores. Finally, researchers posit technology can be used to allow teachers to give effective and efficient feedback through the instructional and assessment cycles and tended to increase student assessment scores. These themes emerged across all articles reviewed and truly demonstrate where writing with technology research has occurred in the secondary classroom.

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A New Formative Assessment Technology for Reading and Writing

Cited by 25 publications

References 6 publications

The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System

The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System

Restorative Assessment: Strength-Based Practices That Support All Learners

Technology and Secondary Writing: A Review of the Literature

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