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1.
Rolf B. Fasting Kjell Lars Berge Lars Sigfred Evensen Wenche Vagle 《Scandinavian Journal of Educational Research》2013,57(6):617-637
The paper reports and discusses a government‐initiated nationwide assessment of writing proficiency among Norwegian compulsory school students. A sample‐study of 7th and 10th grade students are discussed and reported with regard to challenges in measuring writing skills in a valid and reliable manner. For the 7th graders the results showed a greater proportion of narrative texts, and in contrast to more scientific oriented texts, was assessed as “lower than expected”; however, for the 10th graders the tendency was opposite with respect to central linguistic components. Low correlations between the raters were ascertained at both levels, indicating different views among teachers as to what can be expected of students' writing proficiency. The results are discussed in relation to the usefulness of the theoretical model as a basis for assessment of writing proficiency, as well as other obstacles to constructing valid and reliable writing tests. 相似文献
2.
《Educational Assessment》2013,18(4):265-296
We investigated the ways that portfolio evidence of students' competencies with writing processes was created and interpreted in 4 classrooms. Our study was conducted during preliminary classroom trials of California Learning Assessment System portfolios, when teachers and students were challenged with the new task of preparing portfolios that demonstrated students' competency with the "dimensions of learning." Drawing data from teacher and student interviews as well as portfolios, we considered three issues regarding the meaning of portfolio indicators of writing processes (a) Students' opportunities to learn to use a range of resources, processes, and standards in ways that enhance the effectiveness of their writing; (b) students' opportunities to produce "hard copy" evidence of their uses of processes; and (c) students' capacities to analyze their writing processes. Further research is needed to understand how participants in a large-scale portfolio assessment program develop shared understandings of the ways that evidence of writing processes is considered in the scoring and how the programmatic needs for comparability of evidence can be reconciled with the personal needs of young writers, whose uses of processes will vary with the purposes and contexts of their writing. 相似文献
3.
Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty‐nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third‐year project work took part. Thirteen tutors also completed questionnaires. They were asked to give their perceptions as to what skills project students developed and what attributes of project work enhanced both students' personal development and students' assessment grades. Results showed a shift in students' perceptions of the types of skills reinforced, developed and assessed within project work during the course of their third‐year project. Their perceived views did not fully coincide with tutors' perceptions of student skills development, although evaluation of both the assessment and personal importance of particular aspects of project work showed some interesting relationships between students and tutors. The diversity of opinion shown in these results may be due to lack of clarification of assessment criteria rather than a ‘hidden curriculum’. For example, the distinction between presentation of work and scientific writing may not be clear from an initial reading of the criteria. The outcomes of this study, with particular reference to the relationship between scientific writing and thinking, have implications regarding tutor and student discussion, the development of marking criteria and the use of plenary project support sessions. 相似文献
4.
《Educational Assessment》2013,18(1):75-87
The objective of this study was to evaluate the personal statement as an indicator of writing skill. The evaluation was based on a comparison of specially evaluated personal statements with a standardized measure of writing ability requiring examinees to write timed expository essays. A sample of prospective graduate students wrote test essays and provided copies of personal statements they had submitted for application to graduate school. A majority of the sample acknowledged receiving help in either drafting or revising their statements. Correlations of the 2 indicators (test essay and personal statement) with each of several nontest indicators of writing skill (e.g., self-reports of writing ability and grades on writing assignments) revealed that the traditional expository essay was significantly more highly related to nearly all of the indicators. It is suggested that, although the personal statement may provide certain unique and important information about applicants (and thus be valid for this purpose), its validity as an indicator of writing skill (defined as the ability to present and sustain a coherent discussion of a complex issue) needs to be better established. 相似文献
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6.
Krista Court 《Journal of Further & Higher Education》2014,38(3):327-345
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been widely studied, despite a widespread perception that there is scope for intervention at university level. This article explores the developmental potential of a drafting/tutor feedback/redrafting process on a first-year undergraduate course for trainee English language teachers at a UK university. The aims of this small-scale, largely qualitative study were to ascertain students' perceptions of the process and to determine the extent to which the process could contribute to the development of students' academic writing. Data are derived from first and second draft essay marks and questionnaires administered to 32 students. Findings suggest that feedback on drafts is acted on and can contribute to improved work when it is timely and detailed and when it raises students' metacognitive awareness, as was the case in this project. Also noteworthy, however, are the students' perceptions that redrafting is cognitively challenging and time-consuming. Comments from a less academically confident student with regard to the quantity of feedback and its detrimental impact are of particular concern. Questions are raised regarding the use of tutor reformulation, the sustainability of AFL and the provision of feedback to – and its interpretation by – weaker students. Finally, some key indicators for improved future practice are presented. 相似文献
7.
Writing and pseudo‐writing from Internet‐based sources: implications for learning and assessment 
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下载免费PDF全文 Håvard Skaar 《Literacy》2015,49(2):69-76
In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide incidence of plagiarism in the Internet‐based writing of students in three classes at upper secondary school level in Norway. I relate the students' choices to writing as a cognitive process and as a cultural practice. My basic assumption is that the students' writing is work. It is this work we have in mind when we relate writing to learning and when we assess students' skills on the basis of their written texts. Access to the Internet changes the premises for this work because writing can be replaced by ‘pseudo‐writing’. ‘Pseudo‐writing’ is a work reducing writing practice, which neither excludes nor coincides with what we traditionally associate with plagiarism in schools. The main point in this article is that when students have access to the Internet during essay writing, the result is unavoidably a product of both writing and pseudo‐writing. Internet access thus leads to greater uncertainty about the role writing plays in student learning and makes it more difficult to take written assignments into account in assessing students' school results and effort. 相似文献
8.
In order to determine the role of time limits on both test performance and test validity, we asked approximately 300 volunteers–prospective graduate students–to each write two essays–one in a 40-minute time period and the other in 60 minutes. Analyses revealed that, on average, test performance was significantly better when examinees were given 60 minutes instead of 40. However, there was no interaction between test-taking style (fast vs. slow) and time limits. 'That is', examinees who described themselves as slow writers/test takers did not benefit any more (or any less) from generous time limits than did their quicker counterparts. In addition, there was no detectable effect of different time limits on the meaning of essay scores, as suggested by their relationship to several nontest indicators of writing ability. 相似文献
9.
Kathleen A. J. Mohr 《The Journal of educational research》2017,110(6):619-633
This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre- and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities. 相似文献
10.
Sema Soygenis Murat Soygenis Emine Erktin 《The International Journal of Art & Design Education》2010,29(3):283-293
This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. 相似文献
11.
Kevin Mc Dermott 《English in Education》2015,49(2):130-149
The article reports on a small‐scale short story writing project. It details the development of the project and shares the emerging findings. The aim of the project was to enhance the quality of students' writing while developing teachers' practice in the teaching of short story writing. The project team comprised the author and four secondary teachers of English. The approach to story writing outlined here was influenced by the example of gaming, where players immerse themselves in a secondary world, confront situations which demand problem‐solving skills, progress through a number of stages, and find satisfaction in completing the game. The project explored the link between talking and thinking and the value given to putting forward tentative ideas, raising questions and solving problems in a collective manner, in a whole‐class teaching situation. The teachers used guided classroom talk to explore each stage in the composition of a story. They challenged students into better ways of thinking or more elaborate forms of explanation. The teachers asked ‘what if’ questions to open up possibilities for the young writers. The teachers also had to judge when best to seize the moment and move the students towards writing. A key issue for the project was to explore the extent to which the structured approach helped to liberate the imagination of the students and improve the quality of their writing. 相似文献
12.
《Scientific Studies of Reading》2013,17(2):125-151
This research examined component processes that contribute to performance on one of the new, standards-based reading tests that have become a staple in many states. Participants were 60 Grade 4 students randomly sampled from 7 classrooms in a rural school district. The particular test we studied employed a mixture of traditional (multiple-choice) and performance assessment approaches (constructed-response items that required written responses). Our findings indicated that multiple-choice and constructed-response items enlisted different cognitive skills. Writing ability emerged as an important source of individual differences in explaining overall reading ability, but its influence was limited to performance on constructed-response items. After controlling for word identification and listening, writing ability accounted for no variance in multiple-choice reading scores. By contrast, writing ability accounted for unique variance in reading ability, even after controlling for word identification and listening skill, and explained more variance in constructed-response reading scores than did either word identification or listening skill. In addition, performance on the multiple-choice reading measure along with writing ability accounted for nearly all of the reliable variance in performance on the constructed-response reading measure. 相似文献
13.
Elyse D'nn Lovell, mentored by Betsy Palmer, harnesses her Highlands College students' enthusiasm for social networking to increase their feelings of connectedness and improve critical thinking and writing skills. 相似文献
14.
Abstract. This study entailed the implementation and evaluation of a Web‐based technology designed to support the writing performance of fourth‐ and fifth‐grade students with learning disabilities (LD). The technology, Technology‐Enhanced Learning Environments on the Web (TELE‐Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students' abilities to produce organized texts. 相似文献
15.
This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing. 相似文献
16.
Yehudit J. Dori 《科学教学研究杂志》2003,40(1):34-52
Matriculation 2000 was a 5‐year project aimed at moving from the nationwide traditional examination system in Israel to a school‐based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher‐order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low‐level assignments and more so on assignments that required higher‐order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school‐based alter‐native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34–52, 2003 相似文献
17.
《College Teaching》2013,61(3):82-89
Ample evidence supports the notion that keeping a course-related diary improves students' writing, knowledge of material, and awareness of psychological processes. Scant evidence supports the authenticity and completeness of diary entries. A questionnaire was developed to assess students' perceptions of self-censorship and pedagogical value of diary keeping in three psychology and three nonpsychology courses. Significant differences in self-censorship and in pedagogical value were obtained across courses. Students attest to the positive pedagogical value of diary keeping, but they censored diary material in all courses. Psychologists interested in diary keeping need to address honesty and censorship issues. 相似文献
18.
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research. 相似文献
19.
《The Internet and Higher Education》2010,13(4):242-247
This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity. 相似文献
20.
Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool. 相似文献