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1.
In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students’ Portfolio Assessment Sheets concluded that one pervasive problem was “Development” as determined partly by low A grades in the two courses. To engage the faculty (full-time and adjunct), the grades from Fall 04, Spring 05, and Fall 05 were presented during a Summer Workshop in June 2006. After analyzing a sample student essay, the 28 faculty participants discussed the implications of “Development” and evaluated the presentation itself. This case study of one college's participatory exercise in improving writing found some faculty resistance and some unintended results. 相似文献
2.
Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback. 相似文献
3.
The present study describes the way one institution operationalized the notion of process-oriented writing assessment in its entry placement testing context. In an attempt to enhance how it assesses academic writing ability, a workshop-based essay test was proposed in place of the existing, traditional timed essay test. The study looked at how the tests from the two different approaches in writing assessment (product-oriented and process-oriented) affected examinees’ test performance by comparing both the textual quality of the test essays and the placement results. Content-area faculty evaluations of the examinees’ writing ability and the examinees’ view on the tests were also used in evaluating the quality of the tests. The results suggested that assessment methods have an impact on the examinees’ test performance. Even though further evidence is needed for a better understanding of the result, a traditional method of direct writing assessment seemed to put examinees at a disadvantage. The new test was implemented in the given research context and implications of writing assessment in general are discussed. 相似文献
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5.
This paper is an examination of statewide district writing achievement gain data from the Nebraska Statewide Writing Assessment system and implications for statewide assessment writing models. The writing assessment program is used to gain compliance with the United States No Child Left Behind Law (NCLB), a federal effort to influence school district assessment and accountability. While the research literature is mixed with some viewing statewide writing assessment as narrowing writing curriculum and “standardizing” writing, others point out that it facilitates sharing between teachers to improve writing and teachers are empowered by their participation in the process.Nebraska's Statewide Writing Assessment, based on the six-trait model, has strong support from teachers regarding their perception of the assessment in supporting teaching practices and student success. Examination of achievement gain data revealed gains in 4th, 8th, and 11th grades in the average number of students rated proficient from one administration of the assessment to the next.Implications for educational practice, recommendations for future research, and relevant related issues (NCLB concerns and measurement issues) are discussed. 相似文献
6.
Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics. 相似文献
7.
Richard Andrews 《Teaching in Higher Education》2013,18(1):117-120
The essay has been called the 'default genre' in high school and university education. This paper examines the nature, history and function of the essay in this role, including feminist critiques of the genre. It explores in particular the dialogic or multi-voiced character of most academic essays, and suggests that it is through dialogic structuring that new forms of academic writing might be generated. Excerpts from five student essays, and other forms of coursework and examination work are studied. The paper suggests that the handing in of essays and their role in the assessment of student performance is an elaborate game that students and teachers/lecturers have to learn to play well in order for both sides to enjoy and gain from the experience; it also concludes that it is time to recognise more formally the diverse forms of student expression as valid contributions to the demonstration of emerging knowledge. 相似文献
8.
Jeanne Maree Allen 《Teaching and Teacher Education》2011,27(4):742-750
This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment. 相似文献
9.
Causal Attributions and Reading Achievement: Individual Differences in Low-Income Families 总被引：2，自引：0，他引：2
In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents’ attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students’ good and poor reading outcomes. The major findings were that (a) at each grade, students’ attributions were reliably related to their reading achievement on the Gates–MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students’ grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed. 相似文献
10.
This article attempts to structure student assessment practices in the classroom. Informed by fourth generation evaluation, it discusses a pedagogy based on a recursive framework of writing, assessment, and reflection activities that move students toward productive praxis. Implemented over three semesters at a land grant university in the U.S., this pedagogy moves away from teacher-centered assessment and evaluation of student writing, and pushes students to do these things for themselves. It promotes a classroom in which students take control of all writing assignments, their instructions, assessment criteria, and the practices and reflective activities that go along with their writing. It encourages a community of writers that are implicated in each others’ writing and assessment practices, and gets them to critically engage with these practices. The article offers theoretical justifications and qualitative data from three semesters and suggests conclusions based on them. 相似文献
11.
This study of 118 students who placed into basic skills sections of College English suggests that students’ self-beliefs may be a particularly important predictor of success in weak writers in first-semester courses. Two types of writing self-efficacy scales—a writing tasks/skills scale and an approach-to-writing scale—were developed to follow current composition practice more closely. Locus of control was the single most powerful predictor of success. This finding is congruent with theory about the importance of locus of control in new and ambiguous situations. High school performance, writing proficiency, and negative academic behaviors were also significant factors in regression analyses for both course grade and writing proficiency test. Various ways that writing instructors can help improve students’ self-beliefs are discussed. 相似文献
12.
We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
13.
S. Richardson 《Assessing Writing》2000,7(2)
Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics. 相似文献
14.
Chaitanya Ramineni 《Assessing Writing》2013,18(1):40-61
In this paper, I describe the design and evaluation of automated essay scoring (AES) models for an institution's writing placement program. Information was gathered on admitted student writing performance at a science and technology research university in the northeastern United States. Under timed conditions, first-year students (N = 879) were assigned to write essays on two persuasive prompts within the Criterion® Online Writing Evaluation Service at the beginning of the semester. AES models were built and evaluated for a total of four prompts. AES models meeting recommended performance criteria were then compared to standardized admissions measures and locally developed writing measures. Results suggest that there is evidence to support the use of Criterion as part of the placement process at the institution. 相似文献
15.
The effect of writers' personalities and raters' personalities on the holistic evaluation of writing
Recent work in reading and writing theory, research and pedagogy has raised questions about relationships between Fluent reading processes and holistic scoring of essays (e.g., Huot 1993). In holistic scoring settings, are the raters behaving as normal Fluent readers (i.e., readers interacting critically and personally with the text) or, are they somehow disconnected From their normal reader responses because they are using reliable scoring guides? Related questions concern the behavior of such holistic raters when they are teachers (e.g., Barritt, Stock, & Clark, 1986), and when those teachers respond to student writing (Connors & Lunsford, 1993). How are teachers/raters behaving, and what are they responding to in judging the writing? Previous research has suggested a role for personality type in the study of the process of writing evaluation (Jensen & DiTiberio, 1984, 1989).Thus, it seems reasonable to ask what role personality types play in the holistic evaluation of writing.This empirical study addressed the general question: What role, if any, do personality types of writers and of raters play in the holistic rating of writing? Moreover, is there a relationship between writers' personalities and raters' personalities?Writers were native English-speaking university freshman composition students; raters were native English-speaking university freshman composition instructors.Results indicate that the personality types of writers affect the ratings their essays receive, and the personality types of raters affect the ratings they give to essays. However, there is no significant relationship between writers' styles and raters' styles. Implications for future research, as well as classroom implications of these results are discussed. 相似文献
16.
This study examined the predictive nature of teacher ratings of student performance on the mathematical thinking and language and literacy domains of a state mandated curriculum-embedded performance assessment for children in first grade to student achievement on a criterion-referenced test in third grade in mathematics and English language arts, using a multilevel modeling approach. The sample included 1,281 elementary school children nested within 132 classrooms in an urban school district in South Carolina. Results showed positive associations between first grade teacher ratings and students’ third grade achievement. However, first grade teacher ratings were not found to uniquely contribute to the proportion of explained variance in third grade performance on a high-stakes statewide assessment, over and above student demographic variables. 相似文献
17.
US and China are reforming mathematics teaching by shifting from students’ attainment of facts and procedures toward development of competencies in reasoning, communication, connections, and problem solving, and application of these in real life contexts. Differences in students’ overall performance, curricula, and teachers’ knowledge and instruction between US and Eastern Asian countries are often used to support US reform with two obvious limitations. First, their performance has not been delineated into specific areas which raise questions about whether overall higher Asian mathematics performance over US is also evident in the specific US reform competencies. Second, Asians are often used as an indiscriminate group with inattention to different schooling and non-schooling factors between countries that might contribute differently to performances. This meta-analysis examines US and Chinese student mathematics performance studies and identifies the strengths and weaknesses in overall and specific competencies. It raises questions about theoretical assumptions, discusses limitations of research designs, and proposes research that may lead to a critical understanding of the quality of mathematics learning. 相似文献
18.
Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain. 相似文献
19.
William Condon 《Assessing Writing》2009,14(3):141-156
Establishing the score or the placement as the first priority in a writing assessment leads to more reductive forms of writing assessment. However, if the prompts used in a direct test of writing were generative – that is, if they asked test-takers to analyze their own experiences as writers or learners, for example – the resulting texts would be useful data beyond the act of producing a ranking or a judgment. Washington State University developed and trialled such a prompt, one that asks students to reflect on their curricular and extra-curricular learning opportunities in relation to the university's Six Learning Goals for the Baccalaureate. The results were texts that demonstrate, among other things, which goals are (and are not) effectively distributed across the curriculum. Using these texts to address outcomes assessment on a university-wide level makes the assessment more valuable than it would be if it merely produced a set of placements. In addition, the richness of the student texts has provided a valuable resource for graduate-level research that is broader and more meaningful than simply training future raters of writing. Further, the raw data have proved to be accessible to researchers with wide-ranging theoretical lenses, meaning that the data yielded by an assessment can become a significant resource for research beyond the needs of the assessment program alone. Given the need for university assessment programs to compete for ever-scarcer resources, exploring the potential of the generative prompt seems in our enlightened self-interest. 相似文献
20.
Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? 总被引：1，自引：0，他引：1
While much of L2 teacher feedback research has focused on the effectiveness of feedback and its impact on student revision and writing, little has been done to examine teachers’ feedback in the larger classroom context of teaching and learning to ascertain the functions teacher feedback serves from an assessment-for-learning perspective. Using multiple sources of data from 26 secondary teachers’ written feedback to 174 student texts, interviews with six of the teachers and 18 students, the present study investigates the nature of teacher feedback and the functions it serves in the teaching-learning-assessment process in the writing classroom. The findings show that teacher feedback focuses largely on assessing writing summatively, primarily serving the purpose of assessment of learning, rather than assessment for learning – i.e., using feedback as a pedagogical tool for improving the teaching and learning of writing. The study calls for greater attention to the implementation of assessment for learning in the writing classroom, and specifically the use of feedback for formative purposes. 相似文献