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An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners’ writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical (word choice), and discoursal (cohesion and coherence) well-formedness. Furthermore, focused group interview was run to elicit the learners' attitudes and preferences toward type of assessment. Three cohorts of proficiency-matched language learners sat for a semester-long experimentation (20 sessions × 90 min = 30 h) and three testing sessions. The results revealed that PA group significantly improved in the writing skill, but TA and SA groups did not. Self-efficacy was not enhanced in any of the assessment groups under study. The interviews and follow-up member checkings indicated that the pupils did not have positive attitudes toward PA and preferred TA. Among the sources of this disfavor, they referred to misunderstanding, lack of knowledge or attention, tiredness, poor handwriting of the assesse, shyness, friendship bias, and even feeling not qualified enough to judge their peers’ tasks. Overall, then, the study reported a mismatch between the students’ actual performance and attitudinal beliefs under different assessment conditions, implying that (a) Iranian students are more inclined toward teacher-dominated pedagogies and (b) triangulation of assessment modes provides more reliable optimal results. 相似文献
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This paper proposes a pursuit formation control scheme for a network of double-integrator mobile agents based on a vector field approach. In a leaderless architecture, each agent pursues another one via a cyclic topology to achieve a regular polygon formation. On the other hand, the agents are exposed to a rotational vector field such that they rotate around the vector field centroid, while they keep the regular polygon formation. The main problem of existing approaches in the literature for cyclic pursuit of double-integrator multiagent systems is that under those approaches, the swarm angular velocity and centroid are not controllable based on missions and agents capabilities. However, by employing the proposed vector field approach in this paper, while keeping a regular polygon formation, the swarm angular velocity and centroid can be determined arbitrary. The obtained results can be extended to achieve elliptical formations with cyclic pursuit as well. Simulation results for a team of eight mobile agents verify the accuracy of the proposed control scheme. 相似文献
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Farzaneh Hemmasi 《Popular Communication》2017,15(3):192-206
ABSTRACTThis article traces the transformation of an Iranian nationalist poem by Simin Behbahani entitled “I Will Rebuild You, Homeland” (1981) into an expatriate national anthem, and the poem-song’s subsequent incorporation into protests and political speeches by individuals and groups in and outside of Iran. Employing musical and textual analysis, interviews, and a transnational perspective on cultural circulation and reception, I show how exile pop singer Dariush Eghbali’s adaptation of the original poem mobilized the text and opened it to audience participation. The article argues that the poem and its musical–textual permutations exemplify contemporary Iranian practices of national identification in which conflicting parties attempt to motivate “the Iranian people” to political ends. As actors from around the world and across the political spectrum repeatedly turn to nationalist poetry, song, anthem, and political speech, we observe how mass-mediated popular culture reveals ongoing recourse to nationalist forms even in transnational space. 相似文献
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Abbas Abdollahi 《The Journal of educational research》2018,111(3):345-351
The purpose of this study was to (a) test the relationships between sense of belonging to school, academic hardiness, and academic achievement and (b) examine the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement. Five hundred and twenty 15–21-year-old high school students (245 young women and 275 young men) from eight high schools in Tehran, Iran, participated in the study by completing a series of validated questionnaires. Partial least squares structural equation modeling provided evidence that commitment, control, challenge, and sense of belonging to school were positively associated with academic achievement. Commitment, control, and challenge partially mediated the relationship between sense of belonging to school and academic achievement. These findings enhance existing literature by revealing how sense of belonging to school may contribute to academic achievement. 相似文献
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Abbas Abdollahi Sana Panahipour Mahnaz Akhavan Tafti Kelly A. Allen 《Psychology in the schools》2020,57(5):823-832
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students. 相似文献
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