高中生对英语写作反馈的倾向性研究     

李海英 《北京教育学院学报》2015,(6):78-83

做好写作反馈是提高高中生英语写作能力的一个重要途径。根据文献中有关写作教学和写作反馈的内容,从师生两方面进行了问卷调查和访谈,旨在探讨英语书面表达教学中教师和学生对写作反馈的态度和倾向;提出写作反馈需形式多样,反馈评价重点要明确、具体,引导到位。  相似文献   

Using statement banks to return online feedback: limitations of the transmission approach in a credit-bearing assessment     

Philip Denton  Philip Rowe 《Assessment & Evaluation in Higher Education》2015,40(8):1095-1103

Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur.  相似文献   

‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment     

Clare Carruthers  Brenda McCarron  Peter Bolan  Adrian Devine  Una McMahon-Beattie  Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research.  相似文献   

电视对彝族村落社会流动的影响——基于布里莫村的民族志调研     

杨晓军 《渭南师范学院学报》2015,(1):89-92

运用参与观察、问卷调查、个人访谈、焦点组访谈等研究方法,对彝族村落的媒介消费状况,电视对村民社会流动的影响等问题进行调研。研究发现,彝族村落的媒介消费呈现出"非立体化"和"单一化"的态势;电视对其社会流动产生了重要影响,但这种影响是"隐性"的,具体表现为:在水平流动中,对村民由农村流向城市具有诱惑作用;在垂直流动和代际流动中,对村民上升流动的决策形成产生了潜移默化的影响。  相似文献   

The Usefulness of Dictation in ELT Classrooms     

徐黄丽 《海外英语》2015,(2)

Dictation plays an important role in teaching, learning and testing. But different people have different views about its functions. This paper mainly talks about its advantages—improving students’all-r...  相似文献   

Reputation disparity in teaching and research productivity and rewards in the context of consequences of institutionalization of Publish or Perish culture in academia     

Samuel Akande Bello  Felix Chimeziri Azubuike  Olumuyiwa A. Akande 《Higher Education Quarterly》2023,77(3):574-584

The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications.  相似文献   

Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement     

《Studies in Educational Evaluation》2023

Self-assessment practices can positively impact student learning and achievement. However, less is known about psychological moderators that can influence the impact that self-assessment practice may have on achievement. Integrating the dual processing self-regulation model and the self-assessment cycle framework, this study examined the role of students’ positive well-being in the link between self-assessment practices and domain-specific achievement scores. Hierarchical multiple regression analyses using data from 765 secondary school students revealed that self-assessment practices positively predicted achievement scores. Results also showed that positive well-being moderated the relationship between seeking internal feedback and self-reflection and achievement scores, in that the positive link between such self-assessment practices and achievement was stronger for students who had low or moderate well-being. These findings reinforce the impact of self-assessment on learning and add to the ecological validity of the dual processing self-regulation model. The discussion focuses on how these findings contribute to our understanding of how well-being could influence the adaptive role of internal and cognitive self-assessment practices in student learning. Limitations and future research directions are also discussed.  相似文献   

The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency     

《Studies in Educational Evaluation》2023

Although the effectiveness of peer review has been examined, few have tested the joint benefits of providing and receiving feedback features and quality in L2 contexts. The present study investigated variation in key features and quality of feedback provided and received by high and low L2 proficiency students and its benefits on revision in the authentic setting of students experiencing both roles of providing and receiving peer feedback in English academic writing. Analyses on two drafts from 50 students, 1356 idea units of anonymous implementable peer feedback and back-evaluation ratings revealed that the combined effect of providing and receiving feedback on revision was prominent for all students. But the bilateral benefits of providing and receiving feedback features were more significant for high proficiency students, while providing feedback features and quality benefited low proficiency students more. The study implies that students need more bilateral training with both providing and receiving feedback.  相似文献   

领导风格、自我效能感对个体反馈寻求的影响研究     

王宁  赵西萍  周密 《软科学》2014,(5):37-42

在对反馈寻求行为进行综述的基础上,探讨组织中领导风格对员工反馈寻求的影响机理,并在此基础上探讨员工自我效能感的调节作用。通过173份数据的实证分析表明,价值认知在领导风格与反馈寻求关系中起完全中介作用,自我效能感的调节作用得到验证。  相似文献   

Improving zero-shot retrieval using dense external expansion     

《Information processing & management》2022,59(5):103026

Pseudo-relevance feedback (PRF) is a classical technique to improve search engine retrieval effectiveness, by closing the vocabulary gap between users’ query formulations and the relevant documents. While PRF is typically applied on the same target corpus as the final retrieval, in the past, external expansion techniques have sometimes been applied to obtain a high-quality pseudo-relevant feedback set using the external corpus. However, such external expansion approaches have only been studied for sparse (BoW) retrieval methods, and its effectiveness for recent dense retrieval methods remains under-investigated. Indeed, dense retrieval approaches such as ANCE and ColBERT, which conduct similarity search based on encoded contextualised query and document embeddings, are of increasing importance. Moreover, pseudo-relevance feedback mechanisms have been proposed to further enhance dense retrieval effectiveness. In particular, in this work, we examine the application of dense external expansion to improve zero-shot retrieval effectiveness, i.e. evaluation on corpora without further training. Zero-shot retrieval experiments with six datasets, including two TREC datasets and four BEIR datasets, when applying the MSMARCO passage collection as external corpus, indicate that obtaining external feedback documents using ColBERT can significantly improve NDCG@10 for the sparse retrieval (by upto 28%) and the dense retrieval (by upto 12%). In addition, using ANCE on the external corpus brings upto 30% NDCG@10 improvements for the sparse retrieval and upto 29% for the dense retrieval.  相似文献