PROMPTa-A multifaceted assessment approach to develop writing skills

Area of Science:

• Educational Technology
• Writing Pedagogy
• Higher Education Assessment

Background:

• Traditional teacher-led writing assessments inadequately address diverse learner needs.
• A gap exists in evidence-based studies on assistive assessment technologies in educational settings.
• Innovative assessment methods are crucial for enhancing writing instruction.

Purpose of the Study:

• To evaluate the effectiveness of PROMPTa (Performance Review of Manuscript Proficiency Tool for Assessment), an ICT-integrated assessment framework.
• To determine if PROMPTa improves learners' writing performance through peer, mentor, and expert feedback.
• To provide empirical evidence for technology-enhanced assessment in higher education.

Main Methods:

• A mixed-methods approach was utilized with 92 first-year undergraduates.
• Participants were randomly assigned to an experimental group using PROMPTa and a control group using traditional evaluation.
• Writing performance was measured using pre- and post-test scores.

Main Results:

• The experimental group using PROMPTa showed significant improvement in writing performance.
• Post-test scores were notably higher in the PROMPTa group compared to the control group.
• A discernible difference in writing performance was observed between the groups.

Conclusions:

• Multifaceted, peer-assisted ICT-based assessment tools like PROMPTa can significantly enhance writing instruction strategies.
• PROMPTa offers practical implications for educators seeking innovative evaluation methods.
• The study supports the integration of technology-enhanced assessment in higher education writing courses.