1. Writing ePlatform: Developing an innovative feedback tool for students’ writing to expand assessment for, of, as learning.

2. Outline Introduction: What is the Writing ePlatform
Theory behind design:
Assessment of, for, and as Learning
Technology Enhanced Learning
The eLab & eTutor: What are they?
Planning design, and Pilot.
Unintentional Outcome: Learning Analytics & Assessment for Learning.
What’s Next & Conclusion

3. Writing ePlatform
The Writing ePlatform is a set of tools that assist KS3 students with their writing, allowing them to take a discovery-based approach to accurate and fluent English.

4. Writing ePlatform
Take advantage of online resources to help KS3 students and teachers shift from a machine- or teacher-centered pedagogy to one that puts the KS3 students at the center of the writing process (Milton, 2006, 2011). Guided by three key principles based on education and educational technology researchers such as Anderson, Chickering and Ehrmann, Siemens, and the TBLT Group (2004, 1996, 2009, and 2012).

5. Writing ePlatform
The platform should: (1) assist with constructing the lexico-grammatical and discoursal/rhetorical knowledge of the target language and the skills required to access and apply that language;

6. Writing ePlatform
(2) encourage reflection and metacognition, where students are encouraged in independent learning and self-confidence; and

7. Writing ePlatform
(3) develop ‘cognitive apprenticeship’, where coaching and modeling occur, and where scaffolding is provided to support language learning.

8. Assessment of, for, and as Learning

9. Using Classroom Assessment for Differentiating Learning
Assessment As Learning (Earl, 2003)

10. Assessment As Learning (Earl, 2003)

11. Features of Assessment of, for, and as Learning
Assessment As Learning (Earl, 2003)

12. Assessment of Learning
What role would the ePlatform play in summative assessment?
How will it certify learning and report to students and teachers students’ progress in writing?

13. Assessment as learning
In what ways can the ePlatform encourage independent learning?
How can the ePlatform encourage students to become active, engaged, and critical assessors of their writing?

14. Assessment for learning
How will the ePlatform enable/enhance formative assessment?
How can the ePlatform be interactive, providing assistance as part of/during the assessment?
In what ways could the ePlatform assist teachers with collecting data so that they can modify the learning work for their students?

15. Technology Enhance Learning

16. Content, Pedagogy, and Technology Knowledge
A teacher’s knowledge of technology
A teacher’s knowledge of pedagogy
A teacher’s knowledge of the content to be taught C P T

17. C P T

18. C P T

19. Technological pedagogical content knowledge
Mirsha, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6).

20. ICT integration and curriculum design
E-learning vision
ICT integration and curriculum design

21. ICT integration and curriculum design
Pedagogical Content Knowledge
Technological Content Knowledge
Technological Pedagogical Knowledge
Technological Pedagogical Content Knowledge

22. Assessment Roles and Goals with Writing ePlatform

23. eLab & eTutor

24. eLab
The eLab is a web-based platform where students can submit their writing to receive feedback and suggestions on how to improve their written English

25. eLab and the writing process
Student writes a draft
Student submits draft to eLab
eLab analyses student’s text
eLab identifies problems in writing
Student receives feedback
Student rewrites/adjusts draft

26. Student sample
Nowadays, English is more and more important. It is very difficult to learn. How can I speaking English well?
Nowadays, English is more and more important. It is very difficult to learn. How can I speaking English well?
Using the wrong ending is a very common error. Be careful with words ending in –ing.
A common mistake may look like this:
How can I speaking English well? 
The correct way is:
How can I speak English well? 

27. eLab and the writing process

28. eTutor
The eTutor is a web-based tool that offers comprehensive advice on writing accurate and fluent English.

29. Planning, Design, & Pilot

30. Planning, Design, & Pilot
Compiled rules based on previous research at UST + rules based on research data provided by EDB. Example: Although + but in a sentence Although the food was not great but I felt very happy that I was able to cook the meal by myself. Although the food was not great, I felt very happy that I was able to cook the meal by myself.

31. Planning, Design, & Pilot
Rule:
!{well|such|known}{as|since|although}<{(CC)|(IN)}> *<0-6> (CC)<{but}>

32. Planning, Design, & Pilot

33. Planning, Design, & Pilot

34. Planning, Design, & Pilot

35. Planning, Design, & Pilot
Piloted program in 7 schools
Student survey
Teacher observation report
Analyzed a learner corpus
4 Topics
400 papers from each topic

36. Planning, Design, & Pilot
Student Survey (Anonymous) 336 responses 6 schools (1 school could not complete pilot due to time constraints).

37. Planning, Design, & Pilot
Responses to the question ‘What could be done to improve the Writing eLab?’ can be categorized in the following ways: FALSE POSITIVES ERROR IDENTIFICATION INSTANT PROMPTS INSTRUCTIONS VOCABULARY PERFORMANCE

38. Analysis of Learner Corpus
Although + but in a sentence (start with a capital, end in a full stop) Hits: 22 Issues: None. Other error type?: None. False positives: None. Correct Identification (samples): {Although they were so old but }they were still very strong. {Although it looked like a high-class hotel but }I paid fifthty-five dollars only. {Although it is quite expensive, but }it is a fun way to learn English as we can know more about the culture of the place at the same time. {Although we can't said Japan's language, but }we can said english with they.

39. Analysis of Learner Corpus
Error Rule 1: A sentence / clause has more than 2 verbs Hits: Issues: This rule is very problematic – too many false positives. Detection issues. Other error type?: None. False positives: During the past summer holiday, my family and I {went to a village in the Mainland China to visit }my grandparents. When we arrived, grandpa and grandma {were in excitement since we had}n't visit them for a long period of time. They {took out a watermelon from the fridge to greet }us in ecstasy.

40. eLab A simple interface Choice for different end-users
Access to rich feedback

41. eLab and feedback

42. eLab and feedback

43. eLab and feedback

44. eLab and feedback

45. eLab and Word Tag

46. eLab and vocabulary profile

47. eLab and vocabulary profile

48. Unintentional Outcome: Learning Analytics & Assessment for Learning

49. Learning Analytics
What is Learning Analytics? Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs. -- Wikipedia

50. Back to Assessment

51. Back to Assessment

52. Rich data allows teachers to modify the learning work for their students.
Identify what type of errors are likely to occur for each topic.

53. eLab and Assessment for Learning
There is a lot of data.

54. eLab and Assessment for Learning

55. eLab and Assessment for Learning

56. What’s Next?

57. What’s Next?
Analyse additional sample writings from KS3 students to develop a better understanding of what type (and scope) of feedback is required for students when using the program;
Provide more accurate and meaningful feedback prompts (and vocabulary profiles) for both students and teachers to use;

58. What’s Next?
Expand the project to create a user-friendly interface to generate reports for learning analytics.

59. Thank You. Sean McMinn lcmcminn@ust.hk