A New Formative Assessment Technology for Reading and Writing.
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| Title: | A New Formative Assessment Technology for Reading and Writing. |
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| Authors: | Landauer, ThomasK. (AUTHOR), Lochbaum, KarenE. (AUTHOR), Dooley, Scott (AUTHOR) |
| Source: | Theory Into Practice. Winter2009, Vol. 48 Issue 1, p44-52. 9p. 3 Black and White Photographs. |
| Subjects: | Computer assisted instruction software, Educational technology, Reading comprehension, Comprehension, Teaching aids, Reading |
| Abstract: | Advances in assessment technologies are affording teachers and students new ways to efficiently assess and track achievement while also better promoting learning. WriteToLearn is one such technology, a Web-based tool that integrates practice and assessment in reading comprehension with writing about what is learned. Based on the principle of immediate feedback, WriteToLearn is a combination of summative and formative assessment tools that seeks to encourage, instruct, and reward progress in reading and writing while it is happening. It does this by providing students with instant, computer-generated evaluations of the substantive content and expository quality of writing about what they are learning. Its real-time and long-term reports about student activity and progress give teachers and schools rich information for guiding classroom instruction and curricular decisions. This article discusses the motivation for and design of WriteToLearn, as well as studies of its accuracy, reliability, and effectiveness in the classroom. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Advances in assessment technologies are affording teachers and students new ways to efficiently assess and track achievement while also better promoting learning. WriteToLearn is one such technology, a Web-based tool that integrates practice and assessment in reading comprehension with writing about what is learned. Based on the principle of immediate feedback, WriteToLearn is a combination of summative and formative assessment tools that seeks to encourage, instruct, and reward progress in reading and writing while it is happening. It does this by providing students with instant, computer-generated evaluations of the substantive content and expository quality of writing about what they are learning. Its real-time and long-term reports about student activity and progress give teachers and schools rich information for guiding classroom instruction and curricular decisions. This article discusses the motivation for and design of WriteToLearn, as well as studies of its accuracy, reliability, and effectiveness in the classroom. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405840802577593 |
