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Computer-Based Formative Assessment ...

Moschella, Jennifer A.

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Computer-Based Formative Assessment in Developmental Writing Targeting Argumentative Essay Writing Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Computer-Based Formative Assessment in Developmental Writing Targeting Argumentative Essay Writing Skills./
Author:	Moschella, Jennifer A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	224 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30491469
ISBN:	9798379542450

Computer-Based Formative Assessment in Developmental Writing Targeting Argumentative Essay Writing Skills.
Moschella, Jennifer A.

Computer-Based Formative Assessment in Developmental Writing Targeting Argumentative Essay Writing Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 224 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 2023.

This item must not be sold to any third party vendors.

In higher education, the entry-level, not-for-credit courses in Developmental Education play a pivotal role for incoming degree-seeking students. Focusing specifically on Developmental Writing, at two- and four-year public and private institutions across the country, a common requirement to pass the course is a summative argumentative essay that displays critical reading, writing, and thinking skills. Within this writing genre, there are major competencies that students are required to display having learned the content: writing an argumentative thesis statement, selecting and incorporating effective evidence, and creating original, evidence-based arguments. This study tested if formative assessments (FA) used during the argumentative writing process could improve students' writing of the three major content skills. These FAs are called computer-based formative assessments (CBFAs) in this study because they were created on a computer and can be completed on any internet-enabled device. Using a mixed method intervention design that is founded in cognitive domain theory, specifically elements of evidence-centered design (ECD) and the Zone of Proximal Development (ZPD), the results show that the CBFA intervention tools positively impacted student writing. The main data analysis is a paired T-test, comparing the pre-assessment and post-assessment overall scores. Qualitative data includes writing samples and student and instructor feedback.{A0}

ISBN: 9798379542450Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Argumentative writing

Computer-Based Formative Assessment in Developmental Writing Targeting Argumentative Essay Writing Skills.
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520 $a In higher education, the entry-level, not-for-credit courses in Developmental Education play a pivotal role for incoming degree-seeking students. Focusing specifically on Developmental Writing, at two- and four-year public and private institutions across the country, a common requirement to pass the course is a summative argumentative essay that displays critical reading, writing, and thinking skills. Within this writing genre, there are major competencies that students are required to display having learned the content: writing an argumentative thesis statement, selecting and incorporating effective evidence, and creating original, evidence-based arguments. This study tested if formative assessments (FA) used during the argumentative writing process could improve students' writing of the three major content skills. These FAs are called computer-based formative assessments (CBFAs) in this study because they were created on a computer and can be completed on any internet-enabled device. Using a mixed method intervention design that is founded in cognitive domain theory, specifically elements of evidence-centered design (ECD) and the Zone of Proximal Development (ZPD), the results show that the CBFA intervention tools positively impacted student writing. The main data analysis is a paired T-test, comparing the pre-assessment and post-assessment overall scores. Qualitative data includes writing samples and student and instructor feedback.{A0}
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