this report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.2.2 How to read it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.3 Types of systems considered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.3.1 Long term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.3.2 Short term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2 The Framework Model 11 2.1 The ISO 9126 Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.1.1 ISO 9126 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.1.1.1 Quality requirements definition . . . . . . . . . . . . . . . . . . . . . 12 2.1.1.2 Evaluation preparation . . . . . . . . . . . . . . . . . . . . . . . . . 12 2.1.1.3 Evaluation procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.1.2 The EAGLES extensions to ISO 9126 . . . . . . . . . . . . . . . . . . . . . . 13 2.2 Towards formalisation and automation . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.2.1 Key concepts in evaluation --- a sketch for a formalisation . . . . . . . . . . . 15 2.2.1.1 The evaluation function . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.2.1.2 Feature descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.2.1.3 Some useful terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.2.1.4 Candidates for standardisation . . . . . . . . . . . . . . . . . . . . . 18 2.2.2 Parameterisable test bed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.2.2.1 Parameterisable Test Bed . . . . . . . . . . . . . . . . . . . . . . . . 19 2.2.2.1.1 Parameters of objects . . . . . . . . . . . . . . . . . . . . . 19 2...

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In this study, Grade 9 students wrote experiment manuals for their peers describing a simple physics investigation to explore whether air takes space. Peers executed these manuals and their processes were videotaped. In several experimental conditions, these videotapes were played back for authors. Then they had to rewrite the experiment manual. Three weeks later they wrote a letter-of-advice, explaining to peers how to write an experiment manual. Both measures (rewritten manuals and letter-of-advice) showed clear effects of the condition in which writers saw real-time readers ’ feedback on their own manual, on understanding of the genre of an experiment manual, as well as on the understanding of physics topics introduced.

Abstract: This study reports year 1 findings from a multi-site cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English Language learners (ELLs) in 9 middle schools and 6 high schools. 103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners ' English language development. Pathway teachers participated in 46 hours of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d =.35) and the

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Abstract not found