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Thursday, March 31 • 2:00pm - 2:30pm
Paper Presentation 7/5: 624 Assessment For Learning In English Process Writing With Automated Marking Tool (AMT) LIMITED

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Process Writing involves a recursive cycle of: writing, receiving feedback, and revising. One crucial component in this process is the timely feedback provided to the students (MOE/ETD, 2013). Given the importance of effective communication via writing and to be successful in the 21st century, it is important to understand how young children make use of computer-assisted technology (Vickers, 2008) and peer feedback (Liu & Lin, 2007) to enhance their writing through reducing surface-level errors in English Language classrooms.

Automated Essay Scoring (AES) is defined as the computer technology that evaluates and scores the written prose (Shermis & et. al., 2002-2003; in Dikli, 2006) based on analytical algorithms. AES engines, such as premium commercial programs CriterionSM from ETS and WriteToLearn from Pearson Knowledge Technologies, are used for formative assessment purposes where students can submit various drafts of their writing to be scored, and then use choose to incorporate the feedback into the next draft of the writing (Phillips, 2007). However, such constructive feedback can also be provided with teacher intervention in a mediated situation.

This presentation aims to share with the participants about school-based study findings on the impact of peer feedback with the use of freemium Automated Marking Tools (AMTs) such as Ginger software for a class of Primary Four students on their grammatical accuracy in word and phrase levels, as part of the English Language (EL) Writing Process Cycle (WPC) over a STELLAR unit.

To overcome time constraints for teachers to address the need to give quick yet extensive feedback to a language class of 40 students, Ginger software can complement teachers’ instruction by providing diagnostic feedback on basic language conventions (e.g. grammar, spelling, punctuation) for the budding writers. Hence, the students will be able to review, revise, proofread and edit to improve writing and representation by proofreading and editing drafts (e.g. through class-editing, peer-editing) independently. They are able to express in writing the knowledge of grammatical rules at word and phrase levels when they explain their rationale of accepting the corrected sentences by AMT.

SDL: Students take ownership of their learning by articulating their learning gaps; and management and monitoring of their own learning by reflecting and using peer feedback to improve their writing.

CoL: Students employ effective group processes by interactively contributing own ideas clearly and considering other points of view objectively and maturely; and asking questions to clarify and offering constructive feedback to peers.

avatar for ELAINE JEE


Senior Educational Technology Officer, Ministry of Education
Elaine conducts classroom research on implementation principles for sustainable and scalable applications of ICT for enriched learning experiences. She has shared her findings at various international conferences. Elaine also promotes a culture of active experimentation and reflective... Read More →



Princess Elizabeth Primary School


HOD - ICT/MRL, Princess Elizabeth Primary


Princess Elizabeth Primary School


Princess Elizabeth Primary

Thursday March 31, 2016 2:00pm - 2:30pm GMT+08
MR 330