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A New Formative Assessment Technology for Reading and Writing.

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Title: A New Formative Assessment Technology for Reading and Writing.
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]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A New Formative Assessment Technology for Reading and Writing.
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  Data: <searchLink fieldCode="AR" term="%22Landauer%2C+ThomasK%2E%22">Landauer, ThomasK.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lochbaum%2C+KarenE%2E%22">Lochbaum, KarenE.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dooley%2C+Scott%22">Dooley, Scott</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Winter2009, Vol. 48 Issue 1, p44-52. 9p. 3 Black and White Photographs.
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  Data: <searchLink fieldCode="DE" term="%22Computer+assisted+instruction+software%22">Computer assisted instruction software</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
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  Data: 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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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405840802577593
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        Text: English
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      – SubjectFull: Computer assisted instruction software
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Reading comprehension
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      – SubjectFull: Comprehension
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      – SubjectFull: Teaching aids
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      – SubjectFull: Reading
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      – TitleFull: A New Formative Assessment Technology for Reading and Writing.
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              Text: Winter2009
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