![]() ![]() Part of the change in intricacy derives from the technologies themselves. ![]() ![]() Digital environments, it can be argued, present a much more complex framework for writing than print environments (Neal, 2011). In fact, similar pedagogical aims in the development of these learning technologies are evident in an environment where students are encouraged to consider information organization, document design, and social networking as increasingly integral to writing processes, products, and the audiences they serve. Such innovations exemplify the 21 st century emphasis on writing in digital environments.īecause digital environments provide occasions for experimentation in teaching and assessing writing, both AES and EPortfolios can be viewed, along with blogging and podcasting, as electronic tools. The availability of new technologies supports alternative approaches to scoring, such as Automated Essay Scoring (AES) systems, and alternative approaches to collecting samples of student work, such as the use of electronic portfolios (EPortfolios). Student papers are also assembled into portfolios and human-scored on holistic and analytic rubrics for purposes of program evaluation. Course grades are based upon teacher evaluation of student writing produced during the course. It has used human-scored writing samples allowing 48 hour completion to identify students for instructional support. Historically, New Jersey Institute of Technology (NJIT) has used measures such as the SAT Writing (SAT-W) for placement (Elliot, Deess, Rudniy,
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