The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

Faber, Janke M.; Visscher, Arend J.

doi:10.1016/j.compedu.2018.03.008

Cited by 30 publications

(18 citation statements)

References 29 publications

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“…We identified only seven studies (Borman, Benson, and Overman 2009;Deault, Savage, and Abrami 2009;Faber and Visscher 2018;Mitchell and Fox 2001;Rouse and Krueger 2004;Wijekumar, Meyer, and Lei 2012;Wijekumar et al 2014) within the developed world exclusively examining reading and spelling programs. Of these, two evaluated Fast ForWord, a program initially designed for students with particular learning disabilities (Rouse and Krueger 2004;Borman, Benson, and Overman 2009), but that has been, in some cases, marketed and used to cope with broader reading challenges.…”

Section: Experimental Evidencementioning

confidence: 99%

Upgrading Education with Technology: Insights from Experimental Research

Escueta¹,

Nickow²,

Oreopoulos³

et al. 2020

Journal of Economic Literature

110

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In recent years, there has been widespread interest around the potential for technology to transform learning. As investment in education technology continues to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to online courses to text message reminders to submit financial aid forms. Amid the excitement, it is important to step back and understand how technology can help—or in some cases hinder—learning. This review article synthesizes and discusses rigorous evidence on the effectiveness of technology-based approaches to education in developed countries and outlines areas for future inquiry. In particular, we examine randomized controlled trials and regression discontinuity studies across the following categories of education technology: (i) access to technology, (ii) computer-assisted learning, (iii) technology-enabled behavioral interventions in education, and (iv) online learning. We hope this synthesis will advance academic understanding of how technology can improve education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning. (JEL H52, H75, I20, O33)

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Section: Experimental Evidencementioning

confidence: 99%

Upgrading Education with Technology: Insights from Experimental Research

Escueta¹,

Nickow²,

Oreopoulos³

et al. 2020

Journal of Economic Literature

110

View full text Add to dashboard Cite

show abstract

“…Furthermore, researchers have developed relevant computer‐assisted formative assessment tools, such as the digital formative assessment tool snappet, the intelligent tutoring system writing‐Pal (Roscoe & Mcnamara, 2013), and the Digital Information Skills Measurement (Timmers, Walraven, & Veldkamp, 2015). These assessment tools have been applied to specific subject areas, such as spelling, for example, Faber and Visscher (2018), writing, for example, Lachner, Burkhart, and Nückles (2017), and mathematics, for example, Faber et al (2017). It has been shown that most of these tools are basically separated from manual assessment, gradually turn to semi‐automatic or automated assessment (Febriani & Abdullah, 2018).…”

Section: Related Workmentioning

confidence: 99%

Applying learning analytics dashboards based on process‐oriented feedback to improve students' learning effectiveness

Wang

Han

2020

Computer Assisted Learning

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With the development of a technology‐supported environment, it is plausible to provide rich process‐oriented feedback in a timely manner. In this paper, we developed a learning analytics dashboard (LAD) based on process‐oriented feedback in iTutor to offer learners their final scores, sub‐scale reports, and corresponding suggestions on further learning content. We adopted a quasi‐experimental design to investigate the effectiveness of the report on students' learning. Ninety‐four freshman from two classes participated in this research. The two classes were divided into the LAD group and the original analytics report (OAR) based on a product‐oriented feedback group. Before the experiment, all the students took the prior knowledge assessment. After a semester's instruction, all the students took the post‐test of the summative assessment. Results indicated that students in the LAD group experienced better learning effectiveness than students in the OAR group. LAD based on process‐oriented feedback was also effective in improving the skill learning effectiveness of the students with low‐level prior knowledge.

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“…Nawas [9] stated that students are more confident, they feel happy when they are doing exercise responisbility about their peers' writing. Moreover, Faber and Visscher [12] indcated that peer assessment supports students to be independet and improves proficinecy in high knowledge area. They acknowledge the definite weakness of this kind of assessment.…”

Section: Introductionmentioning

confidence: 99%

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Almahasneh¹,

Abdul-Hamid²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Despite the crucial role of EFL teachers in enhancing EFL learners' academic writing, addressing EFL teacher classroom stress still stand as significant challenge in education. This study describes two newly developed sets of peer assessment (PA) rubrics on English academic writing of EFL learners. The peer assessment rubrics named PA rubric (PAR A) and PA rubric were adapted from Oshima and Hogue [1]. While both sets of rubrics focus on the components of an essay, each rubric assesses the language criteria differently. Adopting an experimental design, 10 EFL Arab learners enrolled in the Preparatory English Course at the University of Tabuk, Saudi Arabia participated in the pilot study. The participants were randomly assigned into two groups. Both groups were asked to write an academic essay of 250 words, later assessed one essay written by a peer in the other group. Group A used Peer Assessment Rubric A, while Group B used Peer Assessment Rubric B. All ten essays were assessed by two English lecturers based on an agreed essay marking rubric. The findings indicated that there is no significant difference between the two PA rubrics (PAR A and PAR B) and teachers' assessment at p < 0.073 and p < 0.097, respectively. This suggests that PAR A and B manage to guide the peer assessors in evaluating essays as similar as their English teachers' assessment. The preliminary findings suggest that both Peer Assessment Rubrics were suitable for the use of EFL learners in assessing academic essays.

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The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment

Cited by 30 publications

References 29 publications

Upgrading Education with Technology: Insights from Experimental Research

Upgrading Education with Technology: Insights from Experimental Research

Applying learning analytics dashboards based on process‐oriented feedback to improve students' learning effectiveness

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

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