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A Collaborative Reading Annotation System with Formative Assessment and Feedback Mechanisms to Promote Digital Reading Performance
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Chen, Chih-Ming; Chen, Liang-Chun; Horng, Wei-Jiun – Interactive Learning Environments, 2021
The collaborative reading annotation system (CRAS) has been proved its success in promoting reading performance in comparison with traditional paper-based reading. However, there is still lack of an effective formative assessment and feedback mechanisms in the CRAS, which can assist learners to promote their self-regulated learning and reflection.…
Descriptors: Cooperative Learning, Documentation, Reading Comprehension, Formative Evaluation