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This study explores the effects of Electronic Peer-Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self-concept in elementary students. The EPK methodology uses a welldeveloped, synchronous computer-supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning faceto-face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off-task. The online activity type significantly influenced the online peer interactions. Students in the online peer-assisted learning group outperformed the face-to-face group on reading skills. Students learning online showed significant growth in self-concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self-concepts.

Internet technology has offered opportunities to develop ongoing assessment systems for classroom-based evaluation -on a daily basis. In this study, the researcher developed a webbased, curriculum-based measurement system with dynamic features which could generate different types of mathematics probes, track students' progress and provide diagnosed information as well as instructional suggestions for teachers. This paper explores the effects of the system on students' mathematical achievements. A total of 134 third-grade students (9-to 10-year-olds) in four classes participated. The teachers in all groups used the web-based curriculum-based measurement system with different types of curriculum-based measurement probes and growth modeling. The results indicated that the use of class-wide dynamic-growth modeling combined with mixed-type probes enabled the students to perform better than those using single-type probes. This outcome was not seen with the linear-growth modeling groups. The positive findings suggested that applying class-wide dynamic-growth modeling as well as the assessment of integrated mathematics competency in the instructional processes facilitated students' mathematics learning. Therefore, the web-based, curriculum-based measurement system was not only an assessment system, but also a tool for teachers to integrate instructional strategies based on curriculum-based measurement.

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