Effects of Scenario-Based Assessment on Students' Writing Processes

• DOI: 10.5281/zenodo.3911797
• Publication Date: 2020-06-28
• Authors: Hongwen Guo; Mo Zhang; Paul Deane; Randy Elliot Bennett
• Keywords: 0504 sociology; 05 social sciences; keystroke logs; 0503 education; semi-Markov process; writing instruction

This study investigates the effects of a scenario-based assessment design on students' writing processes. An experimental data set consisting four conditions was used in which number scenarios (one or two) and placement essay task with respect to lead-in tasks (first vs. last) were varied. Students' processes recorded using keystroke logs. Each action classified into one states: planning, text production, local edit, jump semi-Markov model fit data. Results showed that single-scenario essay-last encouraged fewer but longer editing states compared alternative designs. Additionally, this ordering appeared have enabled more fluent efficient production when paired single scenario. These results seem explainable from cognitive theory, particularly working memory load. Limitations future directions for research are also discussed.