The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also…

This dissertation examines the role of writing assessment in college composition courses, and how issues including learning aversion, access to technology, and white-language supremacy can harm our assessment practices and pedagogy. Writing assessment is one of the most important aspects of teaching and is a significant factor in shaping students'…

In order to effectively grade persuasive writing we must be able to reliably identify and extract extract argument structures. In order to do this we must classify arguments by their structural roles (e.g., major claim, claim, and premise). Current approaches to classification typically rely on statistical models with heavy feature-engineering or…

Although peer review has been widely used for formative assessment in writing instruction, there remain concerns about whether assessors are at a sufficient writing performance level that would allow them to identify major problems in the reviewed work and provide helpful feedback to improve draft quality. Little empirical research has examined…

This study investigates the effects of teacher-focused feedback (TF) and automatic writing evaluation (AWE) on global writing performance as well as syntactic complexity, accuracy, lexical diversity, and fluency (CALF) of English as a foreign language (EFL) learners' narrative and argumentative writings. The participants were randomly assigned to…

Feedback literacy in higher education has come as a reaction to the ineffective focus on teacher's delivery of feedback and its passive reception by students rather than on students' active participation in receiving feedback and constructing it (Nicol & Macfarlane-dick, 2006; Nicol, 2019). Therefore, the aim of this theoretical paper is to…

This study examined students' ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students (N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine…

In this study, it was aimed to develop a rubric to determine the travel writing levels of secondary school 7th grade students and to determine the students' travel writing skill levels. The descriptive scanning design of the quantitative model was adopted. It was decided to develop an analytical rubric because it serves to measure the sub-skills…

This study aims to analyse how Japanese first-year university students' writing anxiety in academic writing classes changed over nine months. A total of 102 Japanese first-year university students participated in an academic writing class. Two assessors evaluated the students' compositions, using the same writing assessment rubric. The students…

Several studies have explored the effects of cognitive tools, such as scaffolding, on the quality of argumentation in online argumentation activities. However, although information searching is the most popular online activity, few studies have investigated the roles of online information resources in the quality of argumentation. This study…

With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically…

Background: With the arrival of generative artificial intelligence (genAI) tools, psychology educators are rethinking their assessment practices. Objective: This paper describes one approach to integrating genAI into an assessment designed to promote psychological literacy. Method: Students used ChatGPT to generate a media release about a…

The rapid advancement of generative artificial intelligence (GenAI) presents significant opportunities and challenges for literacy education. While existing research indicates that digital technology integration has enhanced and transformed student writing and creativity in various ways, the advent of GenAI introduces critical questions regarding…

As the development and application of large language models (LLMs) in physics education progress, the well-known AI-based chatbot ChatGPT4 has presented numerous opportunities for educational assessment. Investigating the potential of AI tools in practical educational assessment carries profound significance. This study explored the comparative…

Background: Automated writing evaluation (AWE) systems, used as formative assessment tools in writing classrooms, are promising for enhancing instruction and improving student performance. Although meta-analytic evidence supports AWE's effectiveness in various contexts, research on its effectiveness in the U.S. K-12 setting has lagged behind its…