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ERIC Number: EJ823940
Record Type: Journal
Publication Date: 2009-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0040-5841
A New Formative Assessment Technology for Reading and Writing
Landauer, Thomas K.; Lochbaum, Karen E.; Dooley, Scott
Theory Into Practice, v48 n1 p44-52 Jan 2009
Advances in assessment technologies are affording teachers and students new ways to efficiently assess and track achievement while also better promoting learning. WriteToLearn is one such technology, a Web-based tool that integrates practice and assessment in reading comprehension with writing about what is learned. Based on the principle of immediate feedback, WriteToLearn is a combination of summative and formative assessment tools that seeks to encourage, instruct, and reward progress in reading and writing while it is happening. It does this by providing students with instant, computer-generated evaluations of the substantive content and expository quality of writing about what they are learning. Its real-time and long-term reports about student activity and progress give teachers and schools rich information for guiding classroom instruction and curricular decisions. This article discusses the motivation for and design of WriteToLearn, as well as studies of its accuracy, reliability, and effectiveness in the classroom. (Contains 3 notes and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A