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Effect of Online and Onsite Writing Prompts on Writing Achievement Among Elementary, Middle and High School Students: A Trilogy.
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, , Marshall University, United States ; , Kentucky Department of Education, United States ; , West Virginia Department of Education, United States ; , Marshall University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The presentation will synthesize the findings and implications of three independent but related research investigations that explored the effects of online and onsite writing prompts on student writing. Two projects occurred with automatic essay scoring programs. Scores from WV Writes were compared to teacher estimates of student writing to determine comparable rankings. Writing Roadmap and Westest 2 online generic and specific practice prompts were compared among 11th graders to determine the effect on a state writing assessment. A third project, on site, compared “no,” “generic” and specific prompting techniques by elementary teachers on student writing. Results showed types of prompting were not a factor, although girls outscored the boys on development, organization and sentence structure traits. Significant discrepancies between teacher and machine assessments occurred at the ends of the ranking scale (novice-distinguished), resulting in greater positive assessment by the machine.

Citation

Securro, S., Heaton, L., Peterson, B., Murrell, S. & Allenger, M. (2015). Effect of Online and Onsite Writing Prompts on Writing Achievement Among Elementary, Middle and High School Students: A Trilogy. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2110-2116). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2020 from .

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