Writing to Learn: The Effect of an Intentional Learning Environment and the Measurement of Reflective Processes

grantor: University of TorontoFive grade 5-6 classes, two control and three experimental, participated in a study of reflective processes in written composition. The experimental classrooms use a computer system designed to support intentional learning (CSILE). This system may facilitate the development of reflection in writing because it is designed to support student control over learning. Opinion essays written for the study were rated on 13 dimensions using a 3-point scale. The expected advantage on essay scores for the CSILE group resulted but was not statistically significant. An additional investigation of the factors underlying the 13 dimensions was completed. Results suggest factors of essay quality (coherence and style) can be differentiated from a reflection factor. A comparison of experimental and control groups on factor scores resulted in a significant advantage for the experimental group only on the reflection factor. Moderate inter-rater reliability on factor scores, however, necessitates caution in interpreting this result.M.A