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

2. Outline (1)Introduction: What is the Writing ePlatform (2)Theory behind design:  Assessment of, for, and as Learning  Technology Enhanced Learning (3) The eLab & eTutor: What are they? (4) Planning design, and Pilot. (5)Unintentional Outcome: Learning Analytics & Assessment for Learning. (6)What’s Next & Conclusion

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

7. Writing e Platform (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)

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

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. PCT A teacher’s knowledge of technology A teacher’s knowledge of pedagogy A teacher’s knowledge of the content to be taught Content, Pedagogy, and Technology Knowledge

17. PCT

18. PCT

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

20. ICT integration and curriculum design E-learning vision

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. e Lab & e Tutor

24. e Lab 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. e Lab 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? 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. e Lab and the writing process

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

29. Planning, Design, & Pilot

30. 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)

32. Planning, Design, & Pilot

35. 1.Piloted program in 7 schools Student survey Teacher observation report 2.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: 23874 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. e Lab A simple interface Choice for different end-users Access to rich feedback

41. e Lab and feedback

45. e Lab and Word Tag

46. e Lab 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

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

54. e Lab and Assessment for Learning

56. What’s Next?

57. 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