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Direct linkRichard Correnti; Lindsay Clare Matsumura; Elaine Lin Wang; Diane Litman; Haoran Zhang – Grantee Submission, 2022
Recent reviews of automated writing evaluation systems indicate lack of uniformity in the purpose, design, and assessment of such systems. Our work lies at the nexus of critical themes arising from these reviews. We describe our work on eRevise, an automated writing evaluation system focused on elementary students' text-based evidence-use. eRevise…
Descriptors: Writing Evaluation, Feedback (Response), Automation, Elementary School Students
Russo-Ponsaran, Nicole M.; McKown, Clark; Karls, Ashley; Wu, Irene Y. H. – Grantee Submission, 2021
Virtual Environment for Social Information Processing (VESIP™) is a web-based social information processing assessment developed for youth in grades 3-7. VESIP was developed to address: (1) the broader assessment of social information processing in a variety of socially challenging situations; and (2) the need for technically strong and scalable…
Descriptors: Computer Assisted Testing, Interpersonal Competence, Computer Simulation, Test Reliability
Sabatini, J.; O'Reilly, T.; Halderman, L.; Bruce, K. – Grantee Submission, 2014
Existing reading comprehension assessments have been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity. The purpose of the current study was to evaluate a new assessment of reading comprehension that was designed to broaden the construct of reading. In light of these issues, we…
Descriptors: Reading Comprehension, Vignettes, Reading Tests, Elementary School Students
