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1.
《Assessing Writing》2006,11(1):66-73
In this article, the authors argue that evaluation courses grounded in assessment theory and situated within a cultural context of actual workplace practices enhances student learning. Giving students the tools that assessors, both formal and informal, use helps them learn to anticipate and generate those tools for writing situations they will encounter in the future. The authors detail the development, structure, activities, and outcomes of an evaluating writing course at the undergraduate level to illustrate their assertion. Theories and concepts that guide and support the course's ongoing development are also presented. Benefits of the course, demonstrated through various sources including surveys, course evaluations, and student achievement on assignments, are identified. Achieved outcomes support the claim that a course with an explicit focus on evaluating writing, one featuring a critical understanding of criteria for writing in diverse contexts, fosters students’ own development as writers. 相似文献
2.
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
3.
Greg Wiggan 《The Urban Review》2008,40(4):317-349
Influential research on African American students has examined their school failure in terms of students’ opposition to school
achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined
the experiences of high achieving black students. This study illustrates the school context and school processes that high
achieving African American students identify as contributing to their academic success. The findings reveal three main school
effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation
in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices
were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement
among African American students can help to improve our understanding of student performance, while promoting success among
these students.
The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article 相似文献
4.
Val Klenowski 《Assessment in Education: Principles, Policy & Practice》1995,2(2):145-163
Student self‐evaluation processes and their impact on pedagogy, in the promotion of sound reflective student [1] practices, are the focus of this article. The ways in which students self‐evaluate and teachers integrate these self‐evaluative processes into their teaching practice in Australian and English contexts are analysed. The educational sites chosen for focus are engaged in implementing student‐centred teaching and learning practices. This article is based on research that draws on data analysed using case‐study methodology. For a period of 6 months student self‐evaluation processes were examined in both an Australian secondary high school and an English Further Education (EE) college which was piloting the advanced General National Vocational Qualification (GNVQ) science programme. The introduction of the skills of self‐evaluation to students offers an added dimension to the current learning environment. It provides students with opportunities to take increased responsibility for, and a more active role in, their own learning. An underlying assumption of this research is that there exists a need to examine how learning in the classroom is structured, and that it is this dimension to teaching and learning that makes a difference. A fundamental premise is that student self‐evaluation is an educative activity. 相似文献
5.
Paul Black 《Assessment in Education: Principles, Policy & Practice》2015,22(1):161-177
The preceding articles in this issue describe a diverse range of projects which had in common the aim of implementing or improving the practice of formative assessment, and thereby to secure some of the benefits attributed to it. This article attempts to set up a framework within which each of the different studies may be located and inter-related. There are three main sections. The first deals with the roles of assessment, both formative and summative, within a comprehensive model of pedagogy. The second considers the specific ways in which the different practices of assessment feedback help to develop the capacity of each student to become a thoughtful and independent learner. The third reviews the ways in which new assessment practices present problems to teachers in challenging them to re-think their role and similarly to students, when for both groups, new practices affect their ways of coping in the classroom. 相似文献
6.
Anthony Adams 《Technology, Pedagogy and Education》2013,22(2):179-188
Abstract This article considers how teachers working across three countries can create a collaborative writing environment in their classrooms. It reports on the first phase of a research programme conducted by university lecturers in the United Kingdom, Australia and Canada, investigating ways of developing teachers' expertise in the linking of information technology (IT) and pedagogy. It examines writing practices in the secondary classroom, in particular focusing on collaborative writing, and explores how this can be extended and developed through the use of IT. The research operates at three levels of collaboration: first, between the researchers involved; secondly, between teachers sharing their pedagogical expertise; and thirdly, between school students engaging in writing across the limits usually imposed by time and space. A fundamental hypothesis is that experienced and capable teachers of writing in different countries can extend their pedagogical skills through working together. Such collaboration between both teachers and school students has only recently become a possibility as a result of wider access to the Internet and the World Wide Web, on which it is eventually intended to publish results of the research, including examples of student work. 相似文献
7.
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. 相似文献
8.
9.
This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
10.
Kerry Assemakis 《Literacy》2023,57(1):40-50
Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers. 相似文献
11.
Kelli Cargile Cook 《Technical Communication Quarterly》2003,12(1):47-65
This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they would like to do to assess their students optimally. In addition to reporting responses to these questions, the article concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels. 相似文献
12.
Over the past 15 years, there has been a range of standards-driven educational interventions in England: focused particularly on students’ writing, they have been targeted at particular students, short-term and based on the assumption that identifiable, quantifiable inputs would produce pre-identified, measurable outputs. This article explores one such intervention, aimed at students in Year 13 who were seen as having difficulty with academic writing. It looks closely at the work of one student, and raises questions about the effects of high-stakes testing upon pedagogy in schools and the damaging impact that this has upon student learning. 相似文献
13.
《Technical Communication Quarterly》2013,22(1):47-65
This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they would like to do to assess their students optimally. In addition to reporting responses to these questions, the article concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels. 相似文献
14.
András István Kun 《Assessment & Evaluation in Higher Education》2015,40(8):1159-1181
This paper introduces an empirical study testing three kinds of bias in higher education student assessment. All of them are connected to the repetitive use of the same test questions which may facilitate academic cheating. The ‘same tests effect’ may appear if two or more groups of students are writing the same test one after the other and, as a result, a statistically significant improvement is detectable in the test scores of the second student group. The ‘revealed sameness effect’ is the impact of informing the students in some way that the test questions will be repeated. The ‘self selection effect’ arises when the students choose their examination turn themselves and this boosts their measured performance. The present study examines the three effects with independent t-tests and linear regression models on samples of 1221, 235, and 201 students (in this order), from four business courses in six academic semesters. The results do not support the ‘same test effect’, but support the ‘revealed sameness effect’ and the ‘self selection effect’. 相似文献
15.
Alice F. Artzt Alan Sultan Frances R. Curcio Theresa Gurl 《Journal of Mathematics Teacher Education》2012,15(3):251-262
This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical and assessment strategies. Examples show how students teach the class, complemented by excerpts from student journals containing students?? perceptions of their learning. Preliminary research indicates the effectiveness of this course for preparing future mathematics teachers. 相似文献
16.
In this paper we describe the creation of an eclectic case pedagogy based on case‐based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Using qualitative data collected across three semesters and four offerings of the course, we outline the types of cases that made up the eclectic case pedagogy, as well as how students recognized the efficacy and significance of this pedagogic method for their learning. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society. The benefits students attribute to this approach suggest the eclectic case pedagogy may especially befit courses that aim to expand preservice teachers’ knowledge base around issues of historical inequalities in schools, institutional barriers to equity, and teaching within and about difference. 相似文献
17.
《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
18.
Shaqwana Freeman‐Green Melissa K. Driver Peishi Wang Jessica Kamuru Dia Jackson 《Learning disabilities research & practice》2021,36(1):12-25
Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence‐based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence‐based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article. 相似文献
19.
Theresa Ann Hyland 《Assessing Writing》2009,14(1):62-74
Current concerns about academic plagiarism in student writing assume qualitative and quantitative differences in the writing of students for whom English is a first language (EL1) and English is a second language (EL2), but lack precision in measuring those differences. I examined the citation practices of EL1 and EL2 students in a timed writing proficiency assessment essay by applying Web-Based Interactive ESL Text Evaluation System (WIETES) software to identify borrowed texts by classifying these references in 16 bounding and documenting categories on a Reading Reference Grid. Results showed few differences overall between EL1 and EL2 referencing practices, as all students shared three common weaknesses in citation practice: vague references, patchwriting and confusion of quotes and paraphrases. Moreover, all students seemed to go through four stages in their development of coherent citation practices, although no EL2 students functioned at the highest level of citation practice. Interviews with the students about their referencing practices indicated that both groups claimed ownership of ideas from the source materials which they expressed in their own words, and they cited correctly more often when they had prior knowledge of the topic of the reading. I conclude with a call to administrators of writing assessments to include judgements of bounding and documenting practices in analytic rating scales. 相似文献
20.
《College Teaching》2013,61(4):170-175
Writing to learn is a pedagogical approach grounded in the belief that the reasoning required to write about a topic or concept will help students gain understanding. However, research indicates that the impact writing has on student learning depends on context. Using a mixed-method, quasi-experimental, repeated measures design, we examined how embedding writing-to-learn pedagogy in a required college course impacted students’ learning as well as their perceptions of writing to learn. Our quantitative analysis revealed that writing to learn did not have a differential effect on student achievement of course goals. However, qualitative analysis revealed evidence indicating students valued writing to learn as a way to make sense of course content by reasoning through their ideas and responses to class experiences. From the instructor's perspective, writing to learn also helped build rapport with students. Our results indicated that in our context, writing to learn pedagogy had benefits and limitations. We offer practical implications and pedagogical suggestions based on our experiences and findings. 相似文献