Effects of structure strategy instruction delivered to fifth-grade children using the Internet with and without the aid of older adult tutors.

Meyer, Bonnie J. F.; Middlemiss, Wendy; Theodorou, Eleni; Brezinski, Kristen L.; McDougall, Janet; Bartlett, Brendan John

doi:10.1037/0022-0663.94.3.486

Cited by 81 publications

(90 citation statements)

References 32 publications

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“…The CBAL initiative builds upon the principles of evidence-centered design (Mislevy, Steinberg, & Almond, 2003), which posit that test design should start with an explicit model of what students know and can do (the student model or competency model) directly linked to evidence about student performance. This linkage is enforced by an evidence model, which explicitly identifies what evidence particular classes of tasks will provide about particular competencies.…”

Section: Cognitively Based Assessment Of For and As Learning: The Cmentioning

confidence: 99%

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Deane

Quinlan

Kostin

2011

ETS Research Report Series

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ETS has recently instituted the Cognitively Based Assessments of, for, and as Learning (CBAL) research initiative to create a new generation of assessment designed from the ground up to enhance learning. It is intended as a general approach, covering multiple subject areas including reading, writing, and math. This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning.Key words: writing assessment, CBAL, automated scoring ii (2008) Context and PurposeIn practice, assessment design involves complex tradeoffs. For instance, many testing programs assess writing directly by administering generic prompts under strict time limits. This type of assessment has gained in popularity relative to indirect measures of writing skill in response to the concern that writing should be assessed by actually requiring students to write, but it has been criticized as encouraging simplistic, formulaic approaches to instruction that fail to develop the complex skills students need to learn in order to become effective writers (Hillocks, 1987(Hillocks, , 2002. Portfolio-based writing assessment may encourage richer, more appropriate forms of instruction, but it raises issues of reliability and validity. Automated scoring methods have been introduced and advanced as instructional aids, but they have been criticized as focusing attention too much on mechanical correction of errors rather than encouraging critical engagement with content. In other words, it is no simple matter to design summative assessments that are truly tests worth teaching to (Shepard, 2002). Success in creating tests that truly encourage learning will require a complex, sustained effort that takes into account an extraordinary range of elements, including at least the following:• the cognitive and instructional literatures that define what students learn and how they best learn it• psychometric constraints on effective assessment• institutional and public policy constraints that ultimately determine test feasibility ETS has recently instituted a research initiative, Cognitively Based Assessments of, for, and as Learning (CBAL), intended to address this problem and create a new generation of assessment designed from the ground up to enhance learning. It is intended as a general approach, covering multiple subject areas including reading, writing, and math (see Bennett & Gitomer, 2009). This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning. The role of automated scoring for CBAL cannot be discussed, however, without an in-depth presentation of the CBAL initiative.This presentation occupies section 1.2, after which section 1.3 examines the role of automated scoring within this philosophy. The remaining sections of th...

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Section: Cognitively Based Assessment Of For and As Learning: The Cmentioning

confidence: 99%

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Deane

Quinlan

Kostin

2011

ETS Research Report Series

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“…Other studies (e.g., Jordan et al, 2000) have included a focus on vocabulary instruction as a lever for improving students' assessed comprehension. Of those studies that target global comprehension directly, the emphasis is generally on explicit teaching of comprehension strategies such as summarization, question generation and/or specific kinds of comprehension-related tasks, such as locating the main idea of a passage or making inferences about textual meaning (Brown et al, 2005;Leslie & Allen, 1999;O'Connor et al, 2002;Johnson-Glenberg, 2000;Lubliner, 2004;Mason, 2004;Meyer et al, 2002;McGee & Johnson, 2003). We were not able to locate intervention studies that provided opportunities for students to explore textual meaning through authentic, contingent, open dialogue.…”

Section: Intervention Studies Targeting Assessed Comprehensionmentioning

confidence: 94%

A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction

Aukerman¹,

Martin²,

Gargani³

et al. 2016

L1 Educational Studies in Language and Literature

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This randomized control trial evaluated the impact of dialogically organized reading instruction provided twice per week over six months in small-group settings to fifth grade students, primarily English learners, assessed as needing additional support in comprehension development. Our dialogically organized instruction treatment, which we call Shared Evaluation Pedagogy (SHEP), was premised on: a) instigating dialogue about text, b) probing student thinking, and c) eschewing teacher evaluation. The 22 students in the SHEP treatment group demonstrated statistically significantly greater gains on near-term, researcher-administered measures of comprehension and decoding than did the 41 students in the control group. Treatment students also outperformed control students on two measures on the California Achievement Test 6 administered one year later-spelling (statistically significant) and reading (large enough to be practically significant, but not statistically significant). We close by arguing there are strong pedagogical reasons for shifting the prevailing reading comprehension intervention paradigm toward dialogically organized forms of instruction that invite students to think and reason with one another about texts.

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“…grandchildren, school pupils, college students) help older people to use ICTs and in exchange older people share some of their life experiences/skills are reported to have a positive impact on the older participants' selfefficacy (Meyer et al, 2002) and competency levels (McPake et al, 2005;Kenner et al, 2008). However this type of support is not without its disadvantages: it may not always to be available in a timely or appropriate way; some 'helpers' (especially grandchildren) tended to perform operating procedures too fast for the older learner to follow.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of a social context for ICT learning and support in reducing digital inequalities for older ICT users

Damodaran

Sandhu

2016

IJLT

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This paper examines the key role of formal and informal social support in reducing digital inequalities by enabling the digital participation of older people. It is based primarily on research conducted on the (anonymised) project in the UK over a four year period working with over 1000 older people using mixed research methods within a participative framework. It is further informed by other studies. The rich, multi-faceted evidence reveals on the one hand the extensive learning and support needs and requirements of older users of information and communication technologies (ICTs) and, on the other, the dearth of reliable and on-going support provision. ICT learning and support in the UK relies primarily on the goodwill of friends and family and on the availability of staff and volunteers in community venues, such as public libraries. Arrangements are often ad hoc and variable in quality and reliability. In a facilitated workshop, the learning and ICT support needs of older people and their preferred forms of provision were documented and deliberated. This generated a clear set of user requirements. To meet these requirements a proposition for community-based ICT support provision has been developed and refined. The paper concludes with consideration of this proposition which offers a powerful way to reduce the widespread digital inequalities among older people.

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Effects of structure strategy instruction delivered to fifth-grade children using the Internet with and without the aid of older adult tutors.

Cited by 81 publications

References 32 publications

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

Automated Scoring Within a Developmental, Cognitive Model of Writing Proficiency

A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction

The role of a social context for ICT learning and support in reducing digital inequalities for older ICT users

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