Effects of Scenario-Based Assessment on Students' Writing Processes

Autor/inn/en	Guo, Hongwen; Zhang, Mo; Deane, Paul; Bennett, Randy E.
Titel	Effects of Scenario-Based Assessment on Students' Writing Processes
Quelle	In: Journal of Educational Data Mining, 12 (2020) 1, S.19-45 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Guo, Hongwen) ORCID (Bennett, Randy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-2100
Schlagwörter	Instructional Effectiveness; Vignettes; Writing Processes; Learning Analytics; Keyboarding (Data Entry); Essays; Editing; Short Term Memory; Writing Instruction; Summative Evaluation; Writing Evaluation; Middle School Students; Grade 8; Scores; Psychometrics; Cognitive Processes; Test Construction; Data Collection; New Jersey; Delaware; West Virginia; South Carolina; Alabama; Minnesota; South Dakota; Utah + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Texterfassung; Essay; Aufsatzunterricht; Redaktion; Textbearbeitung; Kurzzeitgedächtnis; Schreibunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Psychometry; Psychometrie; Cognitive process; Kognitiver Prozess; Testaufbau; Data capture; Datensammlung; South-Dakota
Abstract	This study investigates the effects of a scenario-based assessment design on students' writing processes. An experimental data set consisting of four design conditions was used in which the number of scenarios (one or two) and the placement of the essay task with respect to the lead-in tasks (first vs. last) were varied. Students' writing processes on the essay task were recorded using keystroke logs. Each keystroke action was classified into one of four writing states: planning, text production, local edit, or jump edit, and a semi-Markov model was fit to the data. Results showed that the single-scenario and essay-last design encouraged fewer but longer editing states compared to the alternative designs. Additionally, this task ordering appeared to have enabled more fluent and efficient text production when paired with a single scenario. These results seem explainable from cognitive writing theory, particularly with respect to working memory load. Limitations and future directions for research are also discussed. (As Provided).
Anmerkungen	International Educational Data Mining. e-mail: jedm.editor@gmail.com; Web site: http://jedm.educationaldatamining.org/index.php/JEDM
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01