Campus Units

English

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

4-2018

Journal or Book Title

Assessing Writing

Volume

36

First Page

77

Last Page

89

DOI

10.1016/j.asw.2018.03.007

Abstract

Assessment for learning (AfL) seeks to support instruction by providing information about students’ current state of learning, the desired end state of learning, and ways to close the gap. AfL of second-language (L2) writing faces challenges insofar as feedback from instructors tends to focus on written products while neglecting most of the processes that gave rise to them, such as planning, formulation, and evaluation. Meanwhile, researchers studying writing processes have been using keystroke logging (KL) and eye-tracking (ET) to analyze and visualize process engagement. This study explores whether such technologies can support more meaningful AfL of L2 writing. Two Chinese L1 students studying at a U.S. university who served as case studies completed a series of argumentative writing tasks while a KL-ET system traced their processes and then produced visualizations that were used for individualized tutoring. Data sources included the visualizations, tutoring-session transcripts, the participants’ assessed final essays, and written reflections. Findings showed the technologies, in combination with the assessment dialogues they facilitated, made it possible to (1) position the participants in relation to developmental models of writing; (2) identify and address problems with planning, formulation, and revision; and (3) reveal deep-seated motivational issues that constrained the participants’ learning.

Comments

This is a manuscript of an article published as Ranalli, Jim, Hui-Hsien Feng, and Evgeny Chukharev-Hudilainen. "Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing." Assessing Writing 36 (2018): 77-89. DOI: 10.1016/j.asw.2018.03.007. Posted with permission.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Copyright Owner

Elsevier Inc.

Language

en

File Format

application/pdf

Published Version

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