Effects of Scenario-Based Assessment on Students' Writing Processes

Hongwen Guo; Mo Zhang; Paul Deane; Randy Bennett

doi:10.5281/zenodo.3911797

Effects of Scenario-Based Assessment on Students' Writing Processes

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Published Jun 28, 2020

DOI https://doi.org/10.5281/zenodo.3911797

Hongwen Guo

Educational Testing Service

https://orcid.org/0000-0002-1751-0918

Mo Zhang

Educational Testing Service

Paul Deane

Educational Testing Service

Randy Bennett

Educational Testing Service

https://orcid.org/0000-0002-8391-4339

Abstract

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.

How to Cite

Guo, H., Zhang, M., Deane, P., & Bennett, R. (2020). Effects of Scenario-Based Assessment on Students’ Writing Processes. Journal of Educational Data Mining, 12(1), 19–45. https://doi.org/10.5281/zenodo.3911797

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