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1.
《College Teaching》2013,61(2):50-54
Abstract Inviting students to take an active role in planning writing assignments and developing grading criteria opens the lines of communication between instructors and students, leading to a nurturing collaborative learning environment. This article explores the stages of the writing assignment and offers suggestions for making each step purposeful and successful. Student feedback allows instructors to improve the course and instructor guidance allows students to improve their coursework. Although it does take time and effort, a collaborative atmosphere provides support to both groups so that common goals can be met. 相似文献
2.
Theda Ann Thomas 《Assessment & Evaluation in Higher Education》2014,39(4):479-495
Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students’ ability to work in teams. The framework has been tested using two iterations of an action research project, with this paper focusing on the second iteration. The paper provides detailed information on how the framework was implemented, and then reports on the students’ perceptions of their learning about teamwork. 相似文献
3.
The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing. 相似文献
4.
Rosemary Clerehan Giselle Kett Renee Gedge Juhani E. Tuovinen 《The Internet and Higher Education》2003,6(4):327-346
Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity. 相似文献
5.
This study examined the effects of adding collaborative modeling of text structure as an additional component of self-regulated strategy development for elementary school 6th-grade students learning English as a second language (ESL). In this study, 34 students receiving a ‘Self-regulated strategy development plus collaborative modeling of text structure’ intervention were compared with 36 students receiving a ‘collaborative modeling of text structure only’ intervention, 38 students receiving a ‘self-regulated strategy development only’ intervention, and 36 students receiving traditional instruction. Several measures (i.e., content comprehension, summarization of main ideas, and essay writing) were administered after the one-month intervention. Results revealed that, compared to traditional instruction, self-regulated strategy development and collaborative modeling of text structure respectively resulted in better comprehension levels and writing performance. The combination of self-regulated strategy development and collaborative modeling of text structure was particularly effective in increasing primary school students’ content comprehension and writing quality. These findings highlight the benefit of coupling self-regulated strategy development and collaborative modeling of text structure for elementary school ESL classroom instruction. 相似文献
6.
AbstractThis study compared the effect of different classroom writing practices on narrative competence. The participants were 91 primary school students, who were assigned two writing practice conditions (individual and collaborative) and one control condition. Within each condition, the students drew from different support resources to plan and revise their texts. The results show the advantages of collaborative writing when certain kinds of support are provided (particularly when the students planned their stories using a question guide and co-evaluated them using a rubric). The analysis of the verbal interaction during the collaborative writing activities also confirms that the pairs who used a rubric showed a higher number of verbal co-evaluation messages focused primarily on the overall coherence of the text (more than on semantic, grammatical or orthographic issues). Finally, the educational implications of these conclusions in terms of teaching writing in primary school are discussed. 相似文献
7.
共享调节学习评价涉及协作学习的不同维度和过程,同时兼具群体感知的功能。现有的评价存在分析维度单一、数据利用不足、缺乏对互动过程的挖掘和跟踪等问题。将社会网络分析(Social Network Analysis,SNA)引入共享调节学习的评价,可以充分反映共享调节学习特有的理论观照,呈现调节过程不同阶段的特点、不同评价维度的关联性以及调节的内在机制。基于SNA的共享调节学习评价框架,在数据收集以及分析工具方面,拓展了现有的共享调节评价维度,其引入群体交流模式、群体互动紧密性、个人或群体角色、不同关系维度、多模社会关系等评价分析工具,对共享调节学习过程进行评价与跟踪,促进了群体的自我感知。以华东师范大学教育信息技术学系的一门专业选修课程为解释案例说明概念框架的应用过程,也表明了基于SNA的共享调节评价能够评估共享调节学习的协作过程,促进共享调节水平的提高,相应的评价工具能够促进协作学习活动开展,强化成员的群体感知。未来仍需要进一步深化实证研究,完善评价工具,拓展应用案例,进一步挖掘概念框架的潜在价值。 相似文献
8.
This study examined how 30 minutes of search time on the Web affected students’ essay scores in response to a writing prompt. Expository essays were obtained from 49 fourth- and fifthgrade students enrolled in an elementary school in Virginia, in the United States. Students were placed by random assignment into three groups with the same writing prompt for all three groups. Data analyses using ANOVA indicate that there was statistical significance in two components of writing. The group that received instruction on using the Internet to conduct research in the prewriting phase outperformed the control group in two areas: the total essay score (p=.053) and usage/mechanics (p=.028). The study also produced effect sizes ranging from small to large when the Internet users were compared to the control group. Implications for the future of Internet use in the school system are discussed. 相似文献
9.
Jannet Van Drie Carla Van Boxtel Gijsbert Erkens Gellof Kanselaar 《Technology, Pedagogy and Education》2013,22(1):25-41
Abstract In this article the authors focus on how features of a computersupported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support historical reasoning the authors compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argument list). As it is assumed that an argumentative diagram can support both cognitive and interaction processes, it was expected that using this tool would result in more qualitative historical reasoning, in the chat as well as in the essay. However, the results of this study did not show a significant difference in the amount of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the representational tool while executing the task. The tool does not only function as a cognitive tool that can elicit elaborate activities, but also as a tool through which students communicate. 相似文献
10.
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
11.
Robin Goodfellow 《Assessment & Evaluation in Higher Education》2005,30(3):261-271
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students’ online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which conceptualizes writing as contextualized social practice. The paper illustrates the complexity of the rhetorical demands being made on students in these new environments of teaching and learning and, in focusing on writing, complements present approaches to online learning which have, to date, tended towards collaborative and constructivist perspectives. The article highlights the relationship between pedagogy, technology and assessment. It concludes with a discussion of the design of an online writing resource to support student writers on this particular masters programme. 相似文献
12.
Currently, there is widespread interest in how Web 2.0 tools can be used to improve students’ learning experiences. Previous studies have focused either on the advantages of wikis or on concerns over the use of Wikipedia. In this study, we propose to use Wikipedia as a classroom wiki. In doing so, we discuss how students can improve their standard written assignments using Wikipedia instead of a module wiki. Compared to traditional essay assignments, students’ submission of articles to Wikipedia can address many of the problems faced by instructors of traditional assignments, such as students’ poor writing skills, lack of primary source research, and poorly balanced discussions. Our study was based on our experience in teaching an upper-level economics module at the National University of Singapore over two semesters: 121 students who were enrolled in semester 1 submitted a traditional writing assignment, while 124 students enrolled in semester 2 contributed two short entries to Wikipedia. The results showed a large increase in the number of students checking their assignment feedback. Further, students’ writing quality improved noticeably in the Wikipedia assignment, and they were able to put forth more balanced discussions of relevant issues and include a greater number of primary sources. Despite the challenges faced when using Wiki markup language, the students enjoyed the overall experience. 相似文献
13.
The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of handwritten, typed, and typed/edited formats of an expository essay on the quality scores received by students with (n = 65) and without (n = 65) dyslexia. Second, we examined the contribution of spelling, handwriting, fluency, and vocabulary complexity to the quality scores that students with and without dyslexia received on the same writing task. Analyses indicated that vocabulary complexity, verbosity, spelling, and handwriting accounted for more variance in essay quality scores for writers with dyslexia than for their typically achieving peers. Both group and individual student outcomes are reported to better understand the needs of struggling writers with dyslexia. Implications for assessment, instruction, and accommodations are discussed with an eye toward reform efforts that target improved teaching and learning. 相似文献
14.
Heidi L. Andrade Ying Du Kristina Mycek 《Assessment in Education: Principles, Policy & Practice》2010,17(2):199-214
This study investigated the relationship between middle school students’ scores for a written assignment (N = 162) and a process that involved students in generating criteria and self‐assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved using a model essay to scaffold the process of generating a list of criteria for an effective essay, reviewing a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria and reviewing first drafts. Findings include a main effect of treatment, gender, grade level, writing time, and previous achievement on total essay scores, as well as main effects on scores for every criterion on the scoring rubric. The results suggested that reading a model, generating criteria, and using a rubric to self‐assess can help middle school students produce more effective writing. 相似文献
15.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
16.
AbstractThis study, framed within a socio-cultural perspective of teaching that sees collaborative writing as a learning instrument, presents an innovative teaching experience related to the use of collaborative writing tasks to foster learning, combining face-to-face and online group work sessions. The study was conducted with the participation of 13 students — organised into three different groups — taking a subject of a Master’s degree in Psychology of Education, and the two teachers responsible for delivering the subject. The results of the experience have highlighted the need to provide different learning assistance which is not solely aimed at managing meaning, but also at managing the task itself and the participation in it. The results also show the importance of embedding such assistance in the design as well as the development of the instructional process. Among the different forms of assistance available, the data show the benefits of using rubrics as tools to support the shared understanding of tasks by teachers and students and as a tool to support learning. Finally, results show that the collaborative writing tasks carried out throughout the course have been useful both for learning the content and for developing the abilities required for managing the students’ own joint activity. 相似文献
17.
This study investigated the effects of a structured procedure for collaborative writing (Paired Writing) on the quality of creative writing and attitudes to writing in 8-year-old children. Each of two classes featured an experimental collaborative writing group and a control group, which produced writing individually. In one class the experimental group collaborated in different-ability pairs with fixed roles as helper and writer; in the other class, in same-ability pairs reciprocating roles. The 8 week project involved training for the participating children. Analyses were made of quality of individual writing before and after the project and of collaborative writing during the project. Pre-post gains in individual writing were statistically significant for the cross-ability experimentals but not for their controls. Pre and post scores for same-ability experimentals were not significantly different, nor for their controls. However, the same-ability experimentals improved while their controls deteriorated, and the difference in gain between experimentals and controls was significant. Also, the collaborative writing of same-ability pairs scored significantly higher than their pre-project individual writing, although this was not the case for cross-ability pairs. Both types of Paired Writers reported finding the method easy to use and a majority showed positive attitudes to it. It was concluded that both formats of Paired Writing could be effective. However, ensuring short term gains for the more able helpers in cross-ability pairs could be problematic. Further research is needed, including trials of cross-ability reciprocal role pairing. 相似文献
18.
Matsuko Mukumoto Woo Samuel Kai Wah Chu Xuanxi Li 《Educational technology research and development : ETR & D》2013,61(2):279-309
This study investigated the use of a wiki for collaborative writing among primary levels five (P5) and six (P6) students (n = 119) in a Chinese primary school in Hong Kong where English is taught as a second language (L2). Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Quantitative and qualitative data were analyzed from activities recorded in the wiki system, including posted edits and comments, students’ group writings and student and teacher interviews. The wiki page history revealed information on the types of revisions that occurred, showing that different types of feedback elicited actual revisions, which may have resulted in better group writing. Findings from the study may shed light on how wikis can help provide support for students’ collaborative writing process with wikis, and how peer-feedback can influence this process. 相似文献
19.
Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems. 相似文献
20.
Undergraduate plagiarism: a pedagogical perspective 总被引：1，自引：1，他引：0
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(5):507-516
Student plagiarism is a pervasive and increasing problem at all levels of study in tertiary institutions. This study attempted explicitly and implicitly to address issues of plagiarism within the broad context of an academic writing framework in tutorials in a first‐year module at the University of KwaZulu‐Natal in South Africa. Despite these interventions, a quarter of the students were judged to have plagiarised in an essay assignment. The study revealed little deliberate intention to deceive but instead poor understanding of both technical matters such as correct referencing norms that had been addressed in the module and higher‐order issues such as writing as process, knowledge as constructed and the establishment of authorial voice through language and referencing. Lack of real engagement with plagiarism and referencing issues was also a problem, with certain groups of students being more at risk in terms of committing plagiarism than others. It is argued that, particularly in a demographically diverse society, acquiring values, attitudes, norms, beliefs and practices that help prevent plagiarism should be viewed as a long‐term and iterative process. 相似文献