A New Formative Assessment Technology for Reading and Writing

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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Theory into practice 2009-01, Vol.48 (1), p.44-52
Hauptverfasser: Landauer, Thomas K., Lochbaum, Karen E., Dooley, Scott
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung: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.
ISSN:0040-5841
1543-0421
DOI:10.1080/00405840802577593