Overview of the tasks.

Assessment plays a pivotal role in developing writing skills, yet traditional teacher-led evaluations often fall short in addressing learner’s diverse needs, creating a substantial gap in effective writing methodologies. Lack of evidence-based studies to measure the effectiveness of assistive assessment technologies in a traditional setting, furthers the need for the study. The main objective of this study is to examine the effectiveness of PROMPTa (Performance Review of Manuscript Proficiency Tool for Assessment), a tool-based, ICT-integrated, multifaceted assessment framework that enables alternative assessment through peer, mentor and expert assessment and feedback, on improving learners’ writing performance. The study employed a mixed-methods approach, involving 143 first-year undergraduates, with 92 participants forming the final sample. Students were randomly assigned to an experimental group using PROMPTa for assessment, and a control group which followed traditional classroom evaluation. The experimental group demonstrated significant improvement, with higher post-test scores compared to the control group, resulting in a noticeable difference in the performance. These findings suggest that multifaceted peer-assisted ICT-based assessment tools like PROMPTa may significantly improve writing instruction strategies in higher education. This study not only adds to the existing literature and provides supporting evidence to technology-enhanced assessment approaches but also offers practical implications for educators who seek to improve the written performance of their students employing innovative methods of evaluation.

评估在写作技能培养中扮演着核心角色，然而传统教师主导式评估往往难以兼顾学习者的多样化需求，在高效写作教学方法论领域留下了显著研究缺口。当前尚未有实证研究在传统教学场景中验证辅助性评估技术的有效性，这进一步凸显了本研究的必要性。本研究的核心目标是考察PROMPTa（Performance Review of Manuscript Proficiency Tool for Assessment，文稿熟练度评估绩效工具）的有效性：该工具是一种基于工具、融合信息与通信技术（ICT）的多维度评估框架，可通过同伴评审、导师评审与专家评审及反馈开展替代性评估，旨在提升学习者的写作表现。本研究采用混合研究方法，共招募143名大一本科生，最终有效样本为92名参与者。参与者被随机分为两组：实验组采用PROMPTa进行评估，对照组则沿用传统课堂评估模式。实验组后测成绩显著优于对照组，二者写作表现差异显著。研究结果表明，诸如PROMPTa这类依托同伴辅助、融合ICT的多维度评估工具，可显著优化高等教育阶段的写作教学策略。本研究不仅丰富了现有学术文献，为技术增强型评估方法提供了实证支撑，同时也为那些希望通过创新性评估手段提升学生写作表现的教育工作者提供了实践启示。