Towards a Development of Automated Feedback and Diagnostic Assessment System in Support of Literacy Teaching and Learning

Abstract

Literacy knowledge and skills are crucial to students to understand complexities of the modern world. Furthermore, literacy can support and make more effective learning of discipline-specific knowledge. Literacy as a transversal skill makes it difficult for teachers to design assessment to gather information for feedback to facilitate literacy teaching and learning. In the last decade, technology-based assessment and automated text scoring has given the opportunity to develop diagnostic assessment systems providing immediate feedback enhancing students learning. This paper describes automated feedback and diagnostic assessment system in support of literacy teaching and learning. By validating three-dimensional framework of literacy assessment and evaluating measurement instrument quality, we provide evidence how advances in technology-based assessment and education studies can be implemented to design an online diagnostic assessment system providing immediate generic feedback to students and teachers.