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1.
Zane Olina Haward J. Sullivan 《Educational technology research and development : ETR & D》2002,50(3):61-75
This study investigated the effects of teacher evaluation and the combination of teacher evaluation and student self-evaluation
on student performance and attitudes. Participants in the study were 189 Latvian high school students and their six teachers.
The six teachers were assigned to one of three treatment conditions: (a) no evaluation, (b) teacher evaluation, and (c) self-evaluation
plus teacher evaluation. All groups completed a 12-lesson instructional program on how to conduct experiments and produce
research reports. Students in the teacher-evaluation group received teacher evaluation on their initial research reports.
Students in the self-plus-teacher evaluation group self-evaluated their reports and received teacher evaluation on them. The
no-evaluation group received no formal evaluation instructions.
Students in the teacher-evaluation and the self-plus-teacher evaluation groups received significantly higher ratings on their
final projects than those in the no-evaluation group. However, the no-evaluation group had more favorable attitudes toward
the program than the other two groups, while the self-plus-teacher evaluation group was significantly more confident of their
ability to independently conduct future research experiments.
This study was conducted while Dr. Olina was a student at Arizona State. 相似文献
2.
Gamze Ozogul Howard Sullivan 《Educational technology research and development : ETR & D》2009,57(3):393-410
This study investigated the effects of teacher, self and peer evaluation on preservice teachers’ performance, knowledge and
attitudes. Earlier research by the same authors revealed that students made significant improvements in their lesson plans
under all three of these conditions, but the teacher-evaluation improved significantly more than the two student-evaluation
groups. Therefore, relevant training and practice in the evaluation process were added in this study. All three groups made
significant improvements from draft to final version of their plans, and the differences between the teacher-evaluation group
and the two student-evaluation groups were non-significant. The authors attribute the stronger performance of the student-evaluation
groups to their training on the evaluation task. Students’ overall attitudes were significantly more positive toward teacher
evaluation than toward peer evaluation, but did not differ significantly between these two groups and the self-evaluators.
Several suggestions are discussed for further improvements in the training of self and peer evaluators.
相似文献
| Howard SullivanEmail: |
3.
Zane Olina Howard J. Sullivan 《Educational technology research and development : ETR & D》2004,52(3):5-22
A total of 341 Latvian students and eight teachers participated in this study of student self-evaluation and teacher evaluation.
Students completed a 12-lesson teacher-directed instructional program on conducting and writing a report of their own experimental
research. Sixteen classes were randomly assigned to one of four treatment conditions: (1) no in-program evaluation, (2) self-evaluation
and revision at the research design and draft final report stages, (3) teacher evaluation and student revision at both stages,
(4) self-plus-teacher evaluation and student revision at both stages. Students in the teacher-evaluation and self-plus-teacher
evaluation conditions received significantly higher ratings from an independent rater on their final research reports. However,
students under the self-evaluation conditions had greater confidence in their ability to conduct future experiments.
This research is based on Dr. Olina's dissertation at Arizona State University, and was supported by grants from the Arizona
State University Graduate Research Support Program and the Assessment Training Institute Foundaton in Portland, Oregon. We
gratefully acknowledge their support. 相似文献
4.
Kelley S. Regan Anya S. Evmenova Leigh Ann Kurz Melissa D. Hughes Donna Sacco Soo Y. Ahn Nichole MacVittie Kevin Good Andrea Boykin Jessica Schwartzer David S. Chirinos 《Learning disabilities research & practice》2016,31(2):113-122
Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training. 相似文献
5.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
6.
High school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post-lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly. 相似文献
7.
Stephen R. Hooper Lara-Jeane C. Costa Matthew McBee Kathleen L. Anderson Donna Carlson Yerby Amy Childress Sean B. Knuth 《Annals of dyslexia》2013,63(1):44-64
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n?=?138), and then randomized into treatment (n?=?68) versus business-as-usual conditions (n?=?70). A typical group also was included (n?=?67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students. 相似文献
8.
The current study investigated students’ improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, teacher comments, and both annotated exemplars and teacher comments. Participants were asked to write an essay and then revise it by using teacher comments or annotated exemplars (or both). Results showed improvements in students’ writing from first to second draft, but no statistically significant differences among the groups were found. Further, girls scored higher than boys in both the first and final drafts irrespective of the feedback condition. These results show the promise of annotated exemplars in facilitating students’ improvement on a writing task through effective self-feedback generation while significantly reducing teachers’ time investment. 相似文献
9.
Opportunities to read and analyze others?? writing or to observe readers as they analyze writing might enhance one??s own sense of audience and improve one??s own writing. This mixed-methods study investigated whether reader and observer activities in comparison to writing practice activities affected fifth-grade students?? persuasive writing and revising. After writing a first draft of a persuasive letter, 87 fifth-grade students were randomly assigned to one of three conditions: being a reader, observing readers, or practicing writing. The reader group read and discussed three persuasive letters, considering whether they were persuasive and why and selecting the most persuasive. The observer group listened to the reader group??s discussions and took notes; then they had their own discussion to generate a list of criteria for what made the letters persuasive. The practice-writing control group practiced writing persuasive letters. Afterwards, all groups revised their first drafts. The reader group produced second drafts that were of better quality and contained more evidence of audience awareness than the control group. The observer group did not differ from either group. The groups did not differ on a transfer task occurring 1-week later. The authors discuss implications for designing writing curriculums that utilize reader and observer activities. 相似文献
10.
李媛霞 《黑龙江教育学院学报》2011,30(6):179-181
动态评价是在评价过程中通过评价者和学生的互动,尤其是在有经验的评价者的帮助下,探索和发现学生潜在发展能力的一系列评价方式的统称。将动态评价的理念引入英语专业写作教学评价中,努力构建一个英语专业写作教学的三级动态评价体系,可以在不忽视教师指导作用的前提下,充分发挥学生的认知主体作用,实现英语写作教学中的评价的互动性、评价的过程性以及评价的发展性,达到最终提高学生英语写作能力和自主学习能力的目的。 相似文献
11.
Anastasiya A. Lipnevich Leigh N. McCallen Katharine Pace Miles Jeffrey K. Smith 《Instructional Science》2014,42(4):539-559
The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal. Two forms of standardized feedback (detailed rubric and proposal exemplars) were utilized is an experimental design with undergraduate students (N = 100) at three urban college campuses. Students completed a draft of a proposal as part of their course requirements and were then randomly assigned to receive a detailed rubric, proposal exemplars, or a rubric and proposal exemplars for use in revising their work. Analyses of students’ writing from first draft to second draft indicated that all three conditions led to improvements in writing that were significant and strong in terms of effect size, with the stand-alone detailed rubric leading to the greatest improvement. Follow-up focus groups with students indicated that a stand-alone rubric potentially engages greater mindfulness on the part of the student. Practical implications are discussed. 相似文献
12.
Michael L. Land 《科学教学研究杂志》1981,18(2):139-143
College students (N = 41) were randomly assigned to one of two groups defined by the teacher's clarity in the lesson, i.e., high-clarity versus low-clarity presentation on genetics. After the lesson the subjects completed a test on the contents of the lesson and then rated the lesson presentation. Students in the high-clarity group achieved more (although not significantly) than students in the low-clarity group. Students perceived the high-clarity lesson as significantly clearer than the low-clarity lesson. These findings are discussed in relation to previous research on teacher clarity. 相似文献
13.
This study examined the differential effects of color, animation and nonverbal sounds incorporated into microcomputer software, on the learning of geometric concepts. The experimental software provided teachers with a detailed lesson outline to be used with one large-screen monitor for whole-class instruction. The stimulus version of the software used all three audiovisual factors as one cueing factor. The no-stimulus version presented the same screen display except in monochrome, with no animations or sound. Ninety-two ninth-grade students, randomly assigned to two treatment groups, answered two aptitude tests, two geometric pre-tests, two geometric immediate post-tests and two one-month delayed post-tests. Two 40-minute computer-guided lessons were delivered by the same teacher using the same software varying only the stimulus treatment. Results revealed significantly better immediate and delayed learning of the stimulus group over the other group. Beneficial effects of the stimulus treatment showed to be inconsistent across post-tests for the learning of either low- or high-aptitude students. 相似文献
14.
This study examined the effects of the method of repeated readings (RR), a well-accepted remedial reading technique for improving the reading rate of hearing children, with deaf adolescents. Forty-two students from a midwestern residential school for the deaf were randomly assigned into treatment and control groups. The groups were equivalent with respect to age, level of hearing loss, reading achievement, and mental ability. All subjects read material previously determined to be at their instructional levels. Members of the treatment group were videotaped during the initial reading of an assigned passage, allowed to practice over three 15-minute sessions, then videotaped again during a final reading of the assigned passage. The control group differed only in that it practiced reading material other than the assigned passage. Reading rates and word recognition accuracy were recorded for the initial and final reading of each of five passages. Results indicated that the treatment subjects demonstrated significant improvement between pre- and posttesting regarding reading rate and two measures of word recognition accuracy. The performance of subjects engaged in nonrepetitive reading demonstrated minimal improvement. We discuss applicability of this procedure with a deaf population and implications for future research and practice. 相似文献
15.
The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups. 相似文献
16.
This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students’ writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing. 相似文献
17.
Lyle R. Smith 《Journal of Experimental Education》2013,81(3):162-169
High school social studies students (N = 448) were each assigned to one of 16 groups defined by possible combinations of two teacher uncertainty conditions (uncertainty vs. no uncertainty), two teacher “bluffing” conditions (bluffing vs. no bluffing), two lesson discontinuity conditions (discontinuity vs. no discontinuity), and two lecture notes conditions (notes handouts vs. no notes handouts). Each group was presented a lesson about the geography, politics, history, and economy of Botswana. The lessons were the same except for variations in the four conditions stated above. After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty negatively affected achievement, and notes handouts positively affected achievement. Both teacher bluffing and lesson discontinuity negatively affected student evaluation of the lesson. Several significant interactions were obtained. These findings are discussed in relation to previous research on low-inference behaviors related to teacher clarity. 相似文献
18.
Anna H. Hall Michael D. Toland Jennifer Grisham-Brown Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430
The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. 相似文献
19.
Kimberly Hoagwood 《Community College Journal of Research & Practice》2013,37(1-4):215-223
This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended. 相似文献
20.
Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support. 相似文献