文章基本信息

标题：Effects of Scenario-Based Assessment on Students' Writing Processes
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作者：Hongwen Guo ; Mo Zhang ; Paul Deane 等
期刊名称：Journal of Educational Data Mining
电子版ISSN：2157-2100
出版年度：2020
卷号：12
期号：1
页码：19-45
DOI：10.5281/zenodo.3911797
出版社：International EDM Society
摘要：This study investigates the effects of a scenario-based assessment design on students' writing processes. An experimental data set consisting of four design conditions was used in which the number of scenarios (one or two) and the placement of the essay task with respect to the lead-in tasks (first vs. last) were varied. Students' writing processes on the essay task were recorded using keystroke logs. Each keystroke action was classified into one of four writing states: planning, text production, local edit, or jump edit, and a semi-Markov model was fit to the data. Results showed that the single-scenario and essay-last design encouraged fewer but longer editing states compared to the alternative designs. Additionally, this task ordering appeared to have enabled more fluent and efficient text production when paired with a single scenario. These results seem explainable from cognitive writing theory, particularly with respect to working memory load. Limitations and future directions for research are also discussed.
关键词：semi-Markov process;writing instruction;keystroke logs