Fostering the Development of a Revision Task Schema With an Online Revision Tool

• In Event: AERA Poster Session 12
  In Poster Session: Instructional Strategies and Learning Tools to Support STEM Learning

Abstract

This mixed methods study that uses a design-based research approach examines how repeated use of an [online revision tool, blinded for review purposes] impacts writing achievement and affects the development of revision task schema for 17 middle grades students. Analysis revealed that the students in this study not only reduced the amount of surface feedback and improved their rubric scores from first to third essay, but also they transitioned from only making surface changes to also making text-based changes during revision. The data suggest that the visual cues from the [online revision tool] may have supported the reduction in surface feedback as well as the fundamental process of text processing by helping students distinguish between surface and text-based feedback.

Author

• Kalianne Lund Neumann, Oklahoma State University