Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing

dc.contributor.author Chukharev-Hudilainen, Evgeny
dc.contributor.author Feng, Hui-Hsien
dc.contributor.author Ranalli, Jim
dc.contributor.department English
dc.date 2021-01-21T05:13:46.000
dc.date.accessioned 2021-02-25T18:48:25Z
dc.date.available 2021-02-25T18:48:25Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 2018
dc.date.issued 2018-04-01
dc.description.abstract <p>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.</p>
dc.description.comments <p>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." <em>Assessing Writing</em> 36 (2018): 77-89. DOI: <a href="https://doi.org/10.1016/j.asw.2018.03.007" target="_blank">10.1016/j.asw.2018.03.007</a>. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/engl_pubs/286/
dc.identifier.articleid 1289
dc.identifier.contextkey 21197023
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath engl_pubs/286
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/94214
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/engl_pubs/286/2018__ChukharevHudilainenEvgeny_ExploringPotential.pdf|||Fri Jan 14 23:11:43 UTC 2022
dc.source.uri 10.1016/j.asw.2018.03.007
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.keywords assessment for learning
dc.subject.keywords writing processes
dc.subject.keywords L2 writing
dc.subject.keywords keystroke logging
dc.subject.keywords eye tracking
dc.subject.keywords process tracing
dc.title Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing
dc.type article
dc.type.genre article
dspace.entity.type Publication
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