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1.
Lanqin Zheng Panpan Cui Xin Li Ronghuai Huang 《Assessment & Evaluation in Higher Education》2018,43(3):500-514
Research on peer assessment in higher education has been conducted for decades. However, ways to improve the quality of peer feedback and optimise student’ benefits through peer assessment remain a puzzle. The present study aimed to examine the impacts of synchronous discussion between assessors and assessees on writing performance, qualitative feedback quality, meta-cognitive awareness and self-efficacy in web-based peer assessment. A total of 64 undergraduate students participated in the study and were randomly assigned into either the experimental or control group. Participants in the experimental group conducted synchronous discussion after the first round of peer assessment, while students in the control group did not conduct any synchronous discussion. The results revealed that synchronous discussion between the assessors and assessees significantly improved the students’ writing performance, especially content writing skills, affective and meta-cognitive feedback quality, meta-cognitive awareness and self-efficacy. Practical implications, limitations and future directions are discussed based on these findings. 相似文献
2.
Högemann Julia Cunha Jennifer Núñez José Carlos Vallejo Guillermo Rodríguez Celestino Rosário Pedro 《Reading and writing》2021,34(7):1681-1710
Reading and Writing - Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool... 相似文献
3.
We investigated the collaborative writing actions carried out by 60 Open University of Israel graduate students as they built a wiki glossary of key course concepts. These actions were analysed using a taxonomy of collaborative writing actions (i.e. adding, editing and deleting information) in order to find out what students do and what they do not do when writing collaboratively. Two main findings were reported: in accord with previous research, students most frequently add content to a wiki rather than delete existing text; and contrary to previous research, students modify existing texts to a greater extent than previously reported. These findings may help teachers design collaborative learning activities. Teachers should be aware of the difficulties faced by students when writing collaboratively and should design collaborative learning activities in ways that overcome or circumvent these difficulties. 相似文献
4.
The views of first-year biology students (N=337) on an essay writing assignment were evaluated by means of a questionnaire. The students were asked to reflect on the
strategies they employed, the number and type of resources used, their areas of difficulty and to evaluate their own performance.
The data were used to elucidate possible areas of discrepancy between the approach taken by the students and that suggested
by the Biology Department via information in student manuals and evaluation criteria. The data were also compared to similar
studies on student writing previously reported for students of psychology and history. Finally a series of recommendations
is made to help staff to allow their students to develop improved writing strategies, minimise the possible difficulties encountered
and allow the writing exercise to fulfil its desired outcome, that of being an integral part of the process of learning. 相似文献
5.
An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning. 相似文献
6.
吉莉莉 《佳木斯教育学院学报》2011,(2):189-189
政治课有逻辑性强、线索清晰、纵向贯通、因果明显的特点,采用线索式板书,可形成了一个简明扼要的纲要信号,直观形象地将讲授内容展示在学生面前。对提高教学效果有着明显的作用。线索式板书对学生来说,不仅有认知作用,帮助他们把握课文重点,突破难点,还能以其直观性,使学生增强理解并保持记忆。线索式板书设计精巧、结构新颖,能增强课堂教学艺术的感染力。 相似文献
7.
The purpose of this study was to examine the quality assurance issues of a national English writing assessment in Chinese higher education. Specifically, using generalizability theory and rater interviews, this study examined how the current scoring policy of the TEM-4 (Test for English Majors – Band 4, a high-stakes national standardized EFL assessment in China) writing could impact its score variability and reliability. Eighteen argumentative essays written by nine English major undergraduate students were selected as the writing samples. Ten TEM-4 raters were first invited to use the authentic TEM-4 writing scoring rubric to score these essays holistically and analytically (with time intervals in between). They were then interviewed for their views on how the current scoring policy of the TEM-4 writing assessment could affect its overall quality. The quantitative generalizability theory results of this study suggested that the current scoring policy would not yield acceptable reliability coefficients. The qualitative results supported the generalizability theory findings. Policy implications for quality improvement of the TEM-4 writing assessment in China are discussed. 相似文献
8.
Early identification of students who are at risk for writing difficulties is an important first step in improving writing performance. First grade students (N = 150) were administered a set of early writing measures and reading measures in January. Sentence Writing Quality and Oral Reading Fluency demonstrated strong classification accuracy when a Teacher Rating was used to identify which students had writing difficulties (AUC > .90), and the combined measures yielded sensitivity and specificity indices exceeding 0.90. The combined reading and writing measures yielded AUCs of a higher magnitude than those associated with individual measures when norm‐referenced writing subtests were used to identify which students had writing difficulties (AUC in .80 range). The findings suggest that it may be possible to accurately identify which students may be at risk for writing difficulties within first grade. 相似文献
9.
The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992) has shown the test to be reliable between multiple test raters and as a valid measure of writing ability for placement into these courses, changes in curriculum and the rater pool necessitated a new look at interrater reliability and concurrent validity. We evaluated the rating scores for 236 samples from students who entered the college during the fall 2001. Using a multiprong approach, we confirmed the interrater reliability and the validity of this direct measure of assessment. The implications of continued use of this and similar tests in light of definitions of validity, local control, and the nature of writing are discussed. 相似文献
10.
Muhammad M. Abdel Latif 《Journal of Research in Reading》2015,38(2):194-212
High levels of apprehension cause students to have writing difficulties. This study attempted to identify the sources of Egyptian university students’ English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale assessing writing self‐efficacy and three linguistic tests measuring English grammar and vocabulary. Additionally, 15 apprehensive students and 16 nonapprehensive students were interviewed about their writing experiences and beliefs. Analysis of the quantitative and qualitative data showed that there are six sources of the students’ English writing apprehension: linguistic knowledge level, perceived language competence, writing performance level, perceived writing competence, instructional practices and fear of criticism. These results indicate the integrative nature of L2 writing ability and emphasise the need for dealing with these sources of apprehension. The study recommends that reducing L2 students’ writing apprehension should start by improving their linguistic knowledge and writing ability; this will result in bringing about a positive change in their language and writing competence self‐perceived beliefs. In addition, the study presents some other recommendations for improving instructional practices of English writing in the Egyptian context. 相似文献
11.
Robert A. Ellis 《International Journal of Science Education》2013,35(15):1835-1853
This study investigates the approaches adopted by students to a university writing programme designed to help them learn first‐year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open‐ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students’ approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully. 相似文献
12.
罗海燕 《佳木斯教育学院学报》2012,(1):225+227
飞行学生的写作质量可以在一定程度上反映其英语基础程度,并且可以在一定程度上可促进其阅读水平,因此,对飞行学生的写作加以研究可帮助反映其外语水平。本文将以飞行学生的作文为分析材料,将其作文中的衔接手段作为研究对象,并探索衔接手段和作文质量之间的关系,旨在对飞行学生进行更加有效的写作指导。结果表明,作文质量较高的学生更易使用上下义词作为衔接手段,而较少使用单纯的重复手段。 相似文献
13.
14.
《Contemporary educational psychology》2005,30(2):166-189
Writers have beliefs that may influence engagement during writing and consequently effect writing quality. Students completed a writing beliefs inventory that identified transmissional and transactional beliefs. Transmissional beliefs reflect limited cognitive and affective engagement during writing whereas transactional beliefs reflect higher engagement. Relations between writing beliefs and writing quality were examined with a different group of students. ANOVA results indicated that students with low transactional beliefs scored low on organization and overall writing quality and students with high transactional beliefs scored high on idea-content development, organization, voice, sentence fluency, conventions, and overall writing quality. Results indicate that individuals hold implicit writing beliefs that can be measured and that relate in stable and predictable ways to writing quality. 相似文献
15.
Teresa McConlogue 《Assessment & Evaluation in Higher Education》2012,37(1):113-123
Peer assessment of long written tasks poses particular problems as these tasks typically involve complex learning and solving ill‐structured problems which require divergent responses. Marking reliability of this kind of writing task is difficult to achieve. The author illustrates this through an evaluation of two implementations of peer assessment, involving 81 students, in a UK university. In these implementations, all peer assessor grades were returned to students (not just mean grades). In this way students were exposed to subjectivity in marking. The implementations were evaluated through questionnaires, focus groups, observations of lectures and tutor interview. While students reported a better understanding of quality in student writing as a result of their experience, many complained that peer assessors’ marks were not ‘fair’. The article draws on recent research on the reliability of tutor marking to argue that marking judgements are subjective and that peer assessment offers the opportunity to explore subjectivity in marking, creating an opportunity for dialogue between tutors and students. 相似文献
16.
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs. 相似文献
17.
科技论文是科研工作者对所从事的研究进行集假设、数据和结论为一体的概括性论述,是科研工作者向外界公布自己科研成果与同行交流、展示自身科研水平的重要途径。科技论文写作的质量将直接影响到科研工作者的科研能力及科研成果的学术水平。该文就科技论文写作方面应当注意的常见问题进行了简要分析,以期对高校研究生以及刚踏上科技论文写作之路的年轻科技工作者有所帮助。 相似文献
18.
Gary A. Troia Allen G. Harbaugh Rebecca K. Shankland Kimberly A. Wolbers Ann M. Lawrence 《Reading and writing》2013,26(1):17-44
A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality. 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(2):79-88
Abstract This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties. 相似文献
20.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引：1，自引：0，他引：1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献