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1.
In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students’ Portfolio Assessment Sheets concluded that one pervasive problem was “Development” as determined partly by low A grades in the two courses. To engage the faculty (full-time and adjunct), the grades from Fall 04, Spring 05, and Fall 05 were presented during a Summer Workshop in June 2006. After analyzing a sample student essay, the 28 faculty participants discussed the implications of “Development” and evaluated the presentation itself. This case study of one college's participatory exercise in improving writing found some faculty resistance and some unintended results. 相似文献
2.
S. Richardson 《Assessing Writing》2000,7(2)
Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics. 相似文献
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This essay employs Barbara Herrnstein Smith's notion of “contingencies of value,” the idea that evaluations of text vary because our readings take place in specific contexts and are shaped by cultural and historical exigencies. In this study, we apply this notion to the reading of student texts in a college composition portfolio assessment. Through an analysis of taped teacher discussions of students' writing and an examination of student responses to the grading process, we conclude that in every reading of a text (but especially in the reading of the multiple texts of a portfolio) readers posit an “implied author.” That is, based on their reading of a single text or portfolio, teacher-readers construct a persona that represents the author, and this projection can strongly influence the reader's evaluation of student work. Group discussions of portfolios allow teachers to expose and explore the value-laden nature of these judgments. 相似文献
4.
A survey was administered to University of Kentucky freshmen enrolled in introductory composition courses. Former Kentucky high school students were asked to describe their high school writing experiences since the 1990 passage of the Kentucky Education Reform Act (KERA) and the implementation of its controversial testing and accountability component. The survey revealed much that is positive. Almost three-quarters of the students reported writing daily in high school in a variety of disciplines. Approximately one-half rated their writing abilities as “above average” or “excellent” and felt prepared or somewhat prepared to write in college. Most reported regularly employing writing process strategies. Few, however, mentioned consideration of purpose and audience as part of their approach to writing, even though these are the two most important criteria for scoring the portfolio. Some two-thirds of the students responded that compiling the portfolio was not a useful activity. These findings suggest that KERA's accountability system may be undermining the instructional improvements it was intended to foster. In its haste to implement mandated reform, the state failed to take into account students' willingness to assume new roles as “creators, authors, and owners” of writing portfolios. Students' negative attitudes toward writing under KERA may reflect a more widespread misunderstanding among teachers and administrators of the theoretical bases for the writing portfolio. Professional development might help to dispel some of this negativity, but classroom teachers alone cannot bear responsibility for ensuring that students see “real world” value in the writing portfolio. Public schools, post-secondary institutions, and employers must work together to find authentic uses for the portfolio. 相似文献
5.
Windows into the mind 总被引：1，自引：0，他引：1
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency. 相似文献
6.
Renata Tesch 《International journal of qualitative studies in education》2013,26(4):367-371
This paper examines a method for having preservice teachers engage in narrative inquiry with students in practicum schools. The inquiry entails: conducting a tape‐recorded interview with a student using a supplied, semistructured interview schedule; transcribing the interview; writing a narrative portrait of the student; and writing reflections. Theoretical rationales for the methods are presented as well as student teachers’ responses to the component parts of the assignment. What student teachers do and learn when they carry out this assignment was studied with reference to the work of 150 student teachers. The study clarified the ways in which the narrative inquiry supported a more self‐reflexive, connected, and friendly way of being with children or young people. In learning to relate to children, student teachers also learned how to teach. The assignment provided a contextualized and empowering way of taking up questions related to teaching and learning and of becoming critical inquirers about themes of oppression. Besides particular knowledge about children, themselves, and teaching, the student teachers also acquired a mode of inquiry for understanding new teaching situations. 相似文献
7.
Drawing on their experiences as researchers and teacher educators, the authors discuss issues concerning student research that uses web-based references. This article describes ways the authors: 1) structure the inquiry process for student research, 2) help students manage the quantity of information, and 3) provide a model for analyzing the quality of information that students find on web sites. The web-site analysis form provided to students requires them to evaluate information provided about the “who, what, when, how, and where” of a web site. The authors conclude with a discussion of the ways this model helps students engage, organize, and publish information in ways that share the knowledge that the students have constructed and the process of their inquiry. 相似文献
8.
This paper presents a conceptual framework that relates empirical aspects of student teaching (facts about the experience) to considerations of value (what student teachers ought to learn). First, the authors explain what they mean by calling student teaching an “occasion for teacher learning.” Next based on their observational and interview data, the authors present two cases of student teaching to illustrate how the relative influence of program, setting, and participants interact to shape opportunities for teacher learning. One teaching episode that elicited considerable pride in each student teacher is presented to highlight how and what the students teachers learned. The conclusion appraises the lessons learned in student teaching in terms of the framework and suggests how teacher educators can increase the educative power of the student teaching experience. 相似文献
9.
Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback. 相似文献
10.
The paper reports a cross-cultural investigation conducted in 2001–2002 that seeks to reveal students’ alternative ideas in two countries, Taiwan and Germany. It was carried out by means of semi-structured interviews in a story form. The targeted students were arbitrarily selected from grades 3 to 6 in both countries and amounted to 64. The questions in the interview were centered around “the heavens” (space, heavenly bodies, and familiar astronomical events) and “the earth” (the appearance, shape, movement, and, in some cases, gravity). The results indicated that, first, the students presented their ideas in a consistent manner, regardless of their cultural backgrounds, if we take into account the scope of questions and phenomena which were in their concern or of their interest. The comments from the student can be patterned into a structure-like whole, which we term “model” in the study. Second, the alternative models of “the heavens and the earth” elicited in the interviews appear to have various strengths of explaining familiar astronomical events. Interestingly, the more advanced a model is (in regard with the present-day cosmological model), the higher explanatory power it contains. As for the difference between the sample of two countries, the German students show more intention (or are more aware of the need) to explain astronomical phenomena than their Taiwanese counterparts, and thereby presented more precise models with stronger explanatory power. On the other hand, the Taiwanese students appeared to have more imagination and conceptual flexibility that should also be valued. 相似文献
11.
Ravinder Koul Roy B. Clariana Kalayanee Jitgarun Alisa Songsriwittaya 《Learning and individual differences》2009,19(4):506-512
This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments. 相似文献
12.
This study details the development and results of a campus-based writing assessment plan that was mandated by a state-wide university system in order to explore the “value-added” from a writing program curriculum to undergraduate students’ competence with written expression. Four writing samples (two timed essays and two conventional essays) that are produced before, during and at the close of enrollment in the writing program are scored for critical thinking, genre knowledge, rhetorical skills, and mechanics. The results indicate that local campus student achievement related to writing is comparable with performance captured by nationally normed technologies and larger assessment projects at similar state universities. The data also suggest significant performance difference related to the institutional position of students’ instructors as well as students’ own enrollment status. The article concludes that while the data produced by this research project are compelling, the policy and political implications of the undertaking suggest greater sensitivity to the institution's culture and program direction as well as its impact on instructor morale, student learning environment and the place of composition studies in the university. 相似文献
13.
As part of a large-scale university survey, a random sample of faculty (75% of whom had had firsthand experience with serious student revolt) were asked for their reaction to a series of questions dealing with student protest — with the reasons for it, the kinds of student protest tactics employed, and the type of actions an administration might take to control it. Statistical comparisons were made between faculty, students, and administrators; and among faculty across disciplines to try to account for different attitudes. Findings suggest that faculty differ less among themselves than from other university constituent groups as to attitude about protest. They tend to distinguish sharply between dissent (which they support) and disruption (which they do not), and to favor responses to protest which keep the university open and functioning. Finally, the view is advanced that violent unrest is the unfortunate result of reciprocal escalation which can be avoided by attention to the causes of dissent rather than its dramatic manifestations.Revised and adapted from a paper delivered at the National Convention of the American Educational Studies Association, Washington, D.C., November 1972 相似文献
14.
This paper is an examination of statewide district writing achievement gain data from the Nebraska Statewide Writing Assessment system and implications for statewide assessment writing models. The writing assessment program is used to gain compliance with the United States No Child Left Behind Law (NCLB), a federal effort to influence school district assessment and accountability. While the research literature is mixed with some viewing statewide writing assessment as narrowing writing curriculum and “standardizing” writing, others point out that it facilitates sharing between teachers to improve writing and teachers are empowered by their participation in the process.Nebraska's Statewide Writing Assessment, based on the six-trait model, has strong support from teachers regarding their perception of the assessment in supporting teaching practices and student success. Examination of achievement gain data revealed gains in 4th, 8th, and 11th grades in the average number of students rated proficient from one administration of the assessment to the next.Implications for educational practice, recommendations for future research, and relevant related issues (NCLB concerns and measurement issues) are discussed. 相似文献
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Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.
“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”These are genuine concerns of committed and thoughtful instructors who aspire to respond to the repeated national calls to fundamentally change the way biology is taught in colleges and universities across the United States. No doubt most individuals involved in promoting innovative teaching in undergraduate biology education have heard these or variations on these fears and concerns. While some biology instructors may be at a point where they are still skeptical of innovative teaching from more theoretical perspectives (“Is it really any better than lecturing?”), the concerns expressed by the individuals above come from a deeply committed and practical place. These are instructors who have already passed the point where they have become dissatisfied with traditional teaching methods. They have already internally decided to try new approaches and have perhaps been learning new teaching techniques themselves. They are on the precipice of actually implementing formerly theoretical ideas in the real, messy space that is a classroom, with dozens, if not hundreds, of students watching them. Potential rejection by students as they are practicing these new pedagogical skills represents a real and significant roadblock. A change may be even more difficult for those earning high marks from their students for their lectures. If we were to think about a learning progression for faculty moving toward requiring more active class participation on the part of students, the voices above are from those individuals who are progressing along this continuum and who could easily become stuck or turn back in the face of student resistance.Unfortunately, it appears that little systematic attention or research effort has been focused on understanding the origins of student resistance in biology classrooms or the options for preventing and addressing such resistance. As always, this Feature aims to gather research evidence from a variety of fields to support innovations in undergraduate biology education. Below, we attempt to provide an overview of the types of student resistance one might encounter in a classroom, as well as share hypotheses from other disciplines about the potential origins of student resistance. In addition, we offer examples of classroom strategies that have been proposed as potentially useful for either preventing student resistance from happening altogether or addressing student resistance after it occurs, some of which align well with findings from research on the origins of student resistance. Finally, we explore how ready the field of student resistance may be for research study, particularly in undergraduate biology education. 相似文献
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The paper describes and analyzes the interactions between university tutors, cooperating teachers, and the student teachers in guided practice situations. The main aim of the study was to gain insights into the mode of interaction and the nature of massages transmitted in a variety of settings of practice teaching. The study reveals the dominance of evaluative comments made by cooperating teachers and their focus on issues of content. Alternative approaches and teaching modes were mentioned only rarely, cooperating teachers seem to rely mostly on their own wisdom of practice and tend to transmit traditions of “succesful” teaching modes. Student teachers were mostly passive and the mode of interaction authoritative. The paper suggests a distinction between an “incremental” versus a “comprehensive” practicum. It is suggested to focus on issue-specific post-lesson conferences which are planned jointly by student teachers, cooperating teachers, and university tutors. 相似文献
19.
Sally Lubeck Patricia Jessup Mary deVries Jackie Post 《Early childhood research quarterly》2001,16(4):233
In this article, we draw on work in three Head Start programs over three years to consider how “culture” plays a role in program improvement. Through close attention to discourse we attempt to show how culture takes shape through dynamic interactions in particular contexts, constituting identities, structuring social relations, and privileging particular forms of knowledge. We argue for the importance of illuminating the forces that shape our lives and bringing our own ideologies to conscious awareness, in order to become actors in our social milieus. Articulation between general mandates and local needs and goals would then entail ongoing dialogue in a “culturally situated model of school/program effectiveness” (Fuller & Clarke, 1994, p. 121). 相似文献
20.
Michelle Mynlieff Anita L. Manogaran Martin St. Maurice Thomas J. Eddinger 《CBE life sciences education》2014,13(2):311-321
Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. 相似文献