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Dewhirst, S., W. Cheung, N. Dudek, T. Wood, and J. Frank. "LO83: Effect of the transition to an entrustability scale on assessor stringency and leniency on daily encounter cards in emergency medicine." CJEM 22, S1 (May 2020): S37. http://dx.doi.org/10.1017/cem.2020.137.
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Introduction: Workplace based assessments (WBAs) are integral to emergency medicine residency training. However many biases undermine their validity, such as an assessor's personal inclination to rate learners leniently or stringently. Outlier assessors produce assessment data that may not reflect the learner's performance. Our emergency department introduced a new Daily Encounter Card (DEC) using entrustability scales in June 2018. Entrustability scales reflect the degree of supervision required for a given task, and are shown to improve assessment reliability and discrimination. It is unclear what effect they will have on assessor stringency/leniency – we hypothesize that they will reduce the number of outlier assessors. We propose a novel, simple method to identify outlying assessors in the setting of WBAs. We also examine the effect of transitioning from a norm-based assessment to an entrustability scale on the population of outlier assessors. Methods: This was a prospective pre-/post-implementation study, including all DECs completed between July 2017 and June 2019 at The Ottawa Hospital Emergency Department. For each phase, we identified outlier assessors as follows: 1. An assessor is a potential outlier if the mean of the scores they awarded was more than two standard deviations away from the mean score of all completed assessments. 2. For each assessor identified in step 1, their learners’ assessment scores were compared to the overall mean of all learners. This ensures that the assessor was not simply awarding outlying scores due to working with outlier learners. Results: 3927 and 3860 assessments were completed by 99 and 116 assessors in the pre- and post-implementation phases respectively. We identified 9 vs 5 outlier assessors (p = 0.16) in the pre- and post-implementation phases. Of these, 6 vs 0 (p = 0.01) were stringent, while 3 vs 5 (p = 0.67) were lenient. One assessor was identified as an outlier (lenient) in both phases. Conclusion: Our proposed method successfully identified outlier assessors, and could be used to identify assessors who might benefit from targeted coaching and feedback on their assessments. The transition to an entrustability scale resulted in a non-significant trend towards fewer outlier assessors. Further work is needed to identify ways to mitigate the effects of rater cognitive biases.
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Idris, Mardiana Binti, and Abdul Halim Bin Abdul Raof. "LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 365. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383.
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Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383
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Abrache, Mohamed-Amine, Abdelkrim Bendou, and Chihab Cherkaoui. "Clustering and Combinatorial Optimization Based Approach for Learner Matching in the Context of Peer Assessment." Journal of Educational Computing Research 59, no. 6 (February 17, 2021): 1135–68. http://dx.doi.org/10.1177/0735633121992411.
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Peer assessment is a method that has shown a positive impact on learners' cognitive and metacognitive skills. It also represents an effective alternative to instructor-provided assessment within computer-based education and, particularly, in massive online learning settings such as MOOCs. Various platforms have incorporated this mechanism as an assessment tool. However, most of the proposed implementations rely on the random matching of peers. The contributions introduced in this article are intended to step past the randomized approach by modeling learner matching as a many to many assignment problem, and then its resolution by using an appropriate combinatorial optimization algorithm. The adopted approach stands on a matching strategy that is also discussed in this article. Furthermore, we present two key steps on which both the matching strategy and the representation of the problem depend: 1) modeling the learner as an assessor, and 2) clustering assessors into categories that reflect learners’ assessment competency. Additionally, a methodology for increasing the accuracy of peer assessment by weighting the scores given by learners is also introduced. Finally, compared to the random allocation of submissions, the experimentation of the approach has shown promising results in terms of the validity of assessments and the acceptance of peer feedback.
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Shafipoor, Mahdieh, and Farnaz Latif. "The Impact of the Assessors’ Attitude on the Learners’ Oral Assessment Score Pollution." Procedia - Social and Behavioral Sciences 70 (January 2013): 469–75. http://dx.doi.org/10.1016/j.sbspro.2013.01.084.
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Valentine, Nyoli, Ernst Michael Shanahan, Steven J. Durning, and Lambert Schuwirth. "Making it fair: Learners’ and assessors’ perspectives of the attributes of fair judgement." Medical Education 55, no. 9 (June 23, 2021): 1056–66. http://dx.doi.org/10.1111/medu.14574.
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Khabiri, Mona, Soroush Sabbaghan, and Sahar Sabbaghan. "The Relationship between Peer Assessment and the Cognition Hypothesis." English Language Teaching 4, no. 1 (February 28, 2011): 214. http://dx.doi.org/10.5539/elt.v4n1p214.
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It is believed that peer assessment equips learners with a skill set withheld from them by teacher assessments that enhances language learning. However, the benefits of peer assessment are limited to how well learners can conduct peer assessment tasks. Therefore, improving the efficacy of peer assessment is essential. One way to increase the consistency of peer assessment is to increase learner attention during the assessment task. The Cognition Hypothesis states that L2 learners engaged in complex tasks pay attention to more complex linguistic structures; as a result, learning increases (Robinson, 2001a, 2001b, 2005). The purpose of this study was to investigate whether complex tasks, as outlined by the Cognition Hypothesis, improve the accuracy of peer assessment. Thirty female EFL learners conducted three speaking tasks. Each task had a different level of complexity, and participants were assessed by their peers using a rating scale. The results indicated that the absolute mean deviations for the items on the rating scale decreased as task complexity increased. In other words, the findings showed that as task complexity increased, there was more agreement among the assessors. This indicatedthat peer assessment wasmore accurate and consistent for more complex tasks.
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Kurian, Jayan. "The Perception about Assessment Strategies: Learners/Assessors Viewpoint in an Internationally Oriented Assessment Framework." Ubiquitous Learning: An International Journal 3, no. 1 (2011): 157–70. http://dx.doi.org/10.18848/1835-9795/cgp/v03i01/40260.
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Ooi, Li Hsien, and Arathai Din Eak. "Implementation and challenges of accreditation of prior experiential learning: admissions (APEL-A)." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 1–11. http://dx.doi.org/10.1108/aaouj-01-2019-0003.
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Purpose The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing candidates as well as to suggest recommendations for improving the APEL process. Design/methodology/approach This paper is written based on the critical reflection of two accreditation of prior experiential learning: admissions (APEL-A) assessors appointed from a Malaysian Qualifications Agency approved assessment centre. This process would add depth and breadth to the study based on the assessor’s experience. Findings The study identified five challenges in the implementation of APEL-A. They are limited literature and records of the existing practices, conceptualisation of the APEL process, complicated and time-consuming APEL process, standard of acceptance vary according to discipline and lack of continuous training for APEL assessors. The four recommendations for improvements are as follows: the need for transparent and clear guidelines, ensuring consistency in practices and fairness to those from conventional learning, integrating APEL as part of the institution’s academic policy and providing continuous training for all APEL assessors. Originality/value Until now, not much research has been done regarding its implementation in Malaysia. The number of learners enrolled through this form of assessment may be low but growing. The feedback on the implementation of the APEL-A assessment process would be greatly beneficial to the stakeholders involved in improving its implementation process. The highlighted challenges faced as well as the recommendations put forth may also be useful for the continuous improvement of the APEL-A assessment process. Relevant stakeholders would benefit from this study.
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Pienemann, Manfred, Malcolm Johnston, and Geoff Brindley. "Constructing an Acquisition-Based Procedure for Second Language Assessment." Studies in Second Language Acquisition 10, no. 2 (June 1988): 217–43. http://dx.doi.org/10.1017/s0272263100007324.
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This article reports on a first attempt to develop and test run an observation procedure for assessing the syntactic and morphological development of adult learners of English as a second language (ESL) as evidenced in spontaneous speech production. The procedure is based on the profile analysis approach, which was first developed by Crystal, Fletcher, and Gorman (1976) for the assessment of impaired speech (English) and later adapted to the assessment of second language development (German) by Clahsen (1985). The theoretical basis of the procedure is the multidimensional model of second language acquisition (SLA) developed by Meisel, Clahsen, and Pienemann (1981) and extended to ESL acquisition by Pienemann and Johnston (1987a). According to the model, invariant developmental stages in the acquisition of certain syntactic and morphological elements in German and English can be predicted and explained in terms of hierarchically ordered speech processing constraints.In order to assess the developmental stage of ESL learners, an observation form was drawn up, incorporating a selection of morphosyntactic features whose presence or absence in a taped sample of natural speech was monitored by assessors. The ratings made by the assessors were then compared to those assigned through a detailed linguistic analysis to test the feasibility of using a “shorthand” version of a profile analysis.Analysis of the outcomes of the test run revealed significant correlations between the assessments and the linguistic analysis. But some variation was found in the assessors' ability to apply the assessment criteria, and the extent of agreement between the assessors' observations and the linguistic analysis was less than would be acceptable in the given theoretical framework. However, the source of these problems was identified through the first test run and suggestions were made for further refining the procedure to improve its accuracy.
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Dewhirst, S., W. Cheung, N. Dudek, T. Wood, and J. Frank. "LO75: Does the Ottawa emergency department shift observation tool give more useful information – assessing the utility of transitioning to a novel, entrustability based assessment tool in the emergency department." CJEM 22, S1 (May 2020): S34. http://dx.doi.org/10.1017/cem.2020.129.
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Introduction: The Ottawa Emergency Department Shift Observation Tool (O-EDShOT) was recently developed to assess a resident's ability to safely run an ED shift and is supported by multiple sources of validity evidence. The O-EDShOT uses entrustability scales, which reflect the degree of supervision required for a given task. It was found to discriminate between learners of different levels, and to differentiate between residents who were rated as able to safely run the shift and those who were not. In June 2018 we replaced norm-based daily encounter cards (DECs) with the O-EDShOT. With the ideal assessment tool, most of the score variability would be explained by variability in learners’ performances. In reality, however, much of the observed variability is explained by other factors. The purpose of this study is to determine what proportion of total score variability is accounted for by learner variability when using norm-based DECs vs the O-EDShOT. Methods: This was a prospective pre-/post-implementation study, including all daily assessments completed between July 2017 and June 2019 at The Ottawa Hospital ED. A generalizability analysis (G study) was performed to determine what proportion of total score variability is accounted for by the various factors in this study (learner, rater, form, pgy level) for both the pre- and post- implementation phases. We collected 12 months of data for each phase, because we estimated that 6-12 months would be required to observe a measurable increase in entrustment scale scores within a learner. Results: A total of 3908 and 3679 assessments were completed by 99 and 116 assessors in the pre- and post- implementation phases respectively. Our G study revealed that 21% of total score variance was explained by a combination of post-graduate year (PGY) level and the individual learner in the pre-implementation phase, compared to 59% in the post-implementation phase. An average of 51 vs 27 forms/learner are required to achieve a reliability of 0.80 in the pre- and post-implementation phases respectively. Conclusion: A significantly greater proportion of total score variability is explained by variability in learners’ performances with the O-EDShOT compared to norm-based DECs. The O-EDShOT also requires fewer assessments to generate a reliable estimate of the learner's ability. This study suggests that the O-EDShOT is a more useful assessment tool than norm-based DECs, and could be adopted in other emergency medicine training programs.
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Conrad, Dianne. "The role of language in portfolio learning." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 109. http://dx.doi.org/10.19173/irrodl.v12i1.1062.
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<p>Within the practice of recognizing prior learning (RPL), language issues –writing, the act of capturing language – are critically important facets of portfolio development. Using data drawn from a study of several postsecondary institutions in three countries, this paper examines the role and impact of language in portfolio development processes. Specifically, it considers the dynamics that contribute to learners’ <em>finding </em>appropriate language and their response to that journey, noting that learners pass through several stages of language growth, beginning with learning the language of academic life and recognizing the importance of that “new” language. The paper also discusses the impact of assessors’ use of language and considers the notion of learners’ transformation as they pass through the portfolio learning process.</p><p> </p>
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Pathanasethpong, Atipong. "Three Goals of Assessment in Medical Education." Ramathibodi Medical Journal 42, no. 3 (September 30, 2019): 76–83. http://dx.doi.org/10.33165/rmj.2019.42.3.176195.
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Assessment is closely connected to learning since assessment allows a learner’s current competencies to be measured. The results of such a measurement can then be used to produce learning. There are three goals for assessment in medical education: assessment of learning, assessment for learning, and assessment as learning. These three goals serve different purposes and therefore differ in how they are carried out. They also require different approaches for the assessors. It is crucial that all three goals be balanced and attained lest the testing culture wax and the learning culture wane, resulting in a situation in which learners place too much emphasis on passing the tests and not enough emphasis on learning and growing. No single method of assessment can sufficiently achieve all three goals. One comprehensive approach to achieve as well as balance all three goals is to utilize programmatic assessment, in which various methods of assessment are employed based on their strengths and how they can cover each other’s limitations.
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Kallio, Heini, Juraj Šimko, Ari Huhta, Reima Karhila, Martti Vainio, Erik Lindroos, Raili Hildén, and Mikko Kurimo. "Towards the phonetic basis of spoken second language assessment: temporal features as indicators of perceived proficiency level." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 193–213. http://dx.doi.org/10.30660/afinla.73137.
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This study investigates whether temporal features in speech can predict the perceived proficiency level in Finnish learners of Swedish. In so doing, seven expert raters assessed speech samples produced by upper secondary school students using the revised CEFR scale for phonological control. The effect of temporal features was studied with a cumulative link mixed model, and the assessments were further analyzed to study inter-rater variation. The results indicate that articulation rate and certain types of disfluencies in speech can predict the perceived proficiency level. Furthermore, assessors seem to weigh temporal features differently depending on the speech type and their individual focus.
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Wallace, Ruth. "Empowered Learner Identity Through M-Learning." International Journal of Mobile and Blended Learning 3, no. 1 (January 2011): 53–63. http://dx.doi.org/10.4018/jmbl.2011010103.
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E-learning has been promoted as a key component of improving educational access and opportunity internationally, but for disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have rejected. M-learning utilises technologies, activities and social systems that are integrated into many people’s lives, including those who have had limited access to, or rejected, formal education systems. This paper discusses projects conducted in Northern Australia that explored a range of e-tools to support indigenous students’ engagement and recognition of their knowledge and contexts. Mobile learning tools emerged as the preferred way to learn throughout the project. This approach challenges educational institutions to connect to students’ lives and contexts. This paper shows how participants utilised m-learning to demonstrate their diverse knowledge systems, the decisions they made about representing knowledge though m-learning, and the implications for trainers and assessors.
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Gentova, Cecile S., and Dennis V. Madrigal. "Classroom Climate and Student’s Academic Performance of a Public School in Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 51–52. http://dx.doi.org/10.52006/main.v3i2.254.
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Classroom climate is a comprehensive set of educational, psychological, social, cognitive, organizational, and physical variables that may affect the academic achievement of learners. Perceptions of students in their learning environment affect the way they perform in the classroom. However, classroom climate is a less explored construct creating much dearth on the local literature. Hence, the paper aimed to determine the degree of classroom climate in terms of discipline, learning, assessment, student interactions, attitude, and culture. Moreover, it also assessed if a significant difference exists when assessors are grouped according to the designation. Likewise, it determines the correlation between classroom climate and academic performance of junior high school students in a public school in Antique.
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Arini, Luh. "PERANAN GURU AGAMA HINDU DALAM PENGEMBANGAN KARAKTER PADA SISWA SD NEGERI 2 SEMARAPURA TENGAH." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 209. http://dx.doi.org/10.25078/jpah.v1i2.238.
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<p><em>Hindu religious teacher who plays an important role in the development of character in students, even the attitude of teachers is often used as guidance by learners in everyday life. The magnitude of these influences requires the teacher to behave and act cautiously. The teacher is the person responsible for the teaching and learning process, has space to be conditioned and directed, ie the classroom where he and his students (learners) interact.</em><strong></strong></p><p><em>Theories used to analyze problems are: role theory, from Dayaksini and Hudaniah, the theory of convergence, from Gunawan, the theory of behavior change, from Allport. The subject of this research is the teacher of Hindu religion in SD Negeri 2 Semarapura Tengah. Methods of data collection are open observation, structured interview, documentation and literature. The collected data was analyzed by qualitative descriptive analysis method with reduction measures, data presentation, and conclusion.</em><strong></strong></p><p><em>The results showed (1) Teachers in education activities have three tasks, namely the task as planners, implementers, and assessors. Teachers as planners prepare a learning activity that will do with learners. The preparation includes objectives, materials, media, strategies or methods, and evaluations that all of these components have been summarized in the Lesson Plans (RPP). While in his duties as a teacher implementer has roles in carrying out its duties, namely as educators, teachers, mentors, directors, trainers, learning resources, facilitators, managers, demonstrators, motivators and assessors. In this role the teacher develops the character of the students through classroom lessons, practical activities, and other activities outside of the lesson that can support the development of character in students. (2) The factors that influence in the development of student character that is internal factor and ekstrn factor. Internal factors include teacher personality, teacher education level, teacher teaching ability, and teacher discipline. External factors include the state of students, facilities and infrastructure, and social relationships with the community. (3) Efforts made by teachers in character development in students at SD Negeri 2 Semarapura Tengah is through improving teacher education, improving teacher personality competencies, improving teaching skills, improving teacher discipline, understanding the students' condition, maintaining the completeness of facilities and infrastructure, Maintaining good social relationships with the community, and working with parents of students in instilling character in learners.</em><strong></strong></p>
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Kemalawati, Cut, Hasanuddin Hasanuddin, and Khairil Khairil. "Pengaruh Strategi Metakognisi Terhadap Hasil Belajar dan Keterampilan Berpikir Kritis Siswa pada Materi Sistem Peredaran Darah Manusia di SMA Negeri Trumon Kabupaten Aceh Selatan." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 6, no. 2 (November 28, 2019): 110. http://dx.doi.org/10.22373/biotik.v6i2.5616.
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Metacognition skills enable students to develop into independent learners because they are the managers and assessors of their own thinking and learning. The purpose of this study was to determine the effect of metacognition strategies on learning outcomes and students' critical thinking skills on the subject of human circulatory system in SMA Negeri Trumon, South Aceh Regency. The method used in this study was True Experimentation with the form of Pretest-Posttest Control Group Design. The sample selection was conducted by random sampling. The population in this study were 223 students with a sample size 150. Data collection techniques on learning outcomes and critical thinking skills were carried out by providing pre-tests and post-tests in the form of objective tests. The learning outcomes and critical thinking skills was analyzed using N-Gain. N-Gain value for learning outcomes in experimental class (67,16) > N-Gain control class (51,57). The conclusion of this study is that the metacognition strategy influences the learning outcomes and critical thinking skills of students on the human circulatory system subject at SMAN Trumon, South Aceh District.
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Gao, Jun, and Haitao Liu. "Valency and English learners’ thesauri." International Journal of Lexicography 32, no. 3 (December 18, 2018): 326–61. http://dx.doi.org/10.1093/ijl/ecy025.
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Abstract Learners’ thesauri do not simply offer an inventory of semantically related lexical items but explicate their nuances and furnish users with rich syntactic, semantic, and pragmatic information. Adopting the theoretical framework of valency, this study examines the distinctive features of two English learners’ thesauri, the Oxford Learner’s Thesaurus: A Dictionary of Synonyms (OLT) and the Longman Language Activator (LLA). Furthermore, the study, supported by learner corpus evidence, empirically assesses the usefulness of OLT and LLA in Chinese learners’ writing. The results demonstrate that learners’ thesauri can generally meet the practical needs of users in writing through providing a range of synonyms and syntactic patterns, including abundant information on semantic collocations, and offering rich pragmatic information regarding registers and emotive variables. The results also show some defects in OLT and LLA, such as their failure to present specific syntactic patterns, including those frequently used in Chinese learners’ compositions. It is then suggested that the compilation of learners’ thesauri draw upon the ways in which lexical information is presented in the English Valency Dictionary, and that learner corpora and native speaker corpora be combined to improve their usefulness.
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Pike, Kevin. "The long and the short of it: a brief study of the coverage and retrieval processes of shortened forms in English online monolingual learner’s dictionaries from an EFL-user perspective." Lexicographica 34, no. 2018 (January 28, 2019): 249–78. http://dx.doi.org/10.1515/lex-2018-0013.
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AbstractThe increasing usage of shortened forms in everyday spoken and written English can prove to be a substantial challenge for EFL learners at any level, both in terms of decoding and, albeit maybe to a lesser extent, encoding. This article takes a learner-based approach and assesses the needs of the learners, maps their lexicographic search routes via the outer access structure, and at the microstructural level it critically analyses the lexicographical portrayal of selected types of shortened form in three of the online English monolingual learners’ dictionaries (OMLD). A number of particular learner’s issues thereby arise and proposals for improvements to the outer and inner access structures in order to facilitate usage, to prevent waste in terms of lexicographic information costs and to enhance the acquisition of encyclopaedic knowledge are posited.
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Pike, Kevin. "The long and the short of it: a brief study of the coverage and retrieval processes of shortened forms in English online monolingual learner’s dictionaries from an EFL-user perspective." Lexicographica 34, no. 1 (December 1, 2018): 249–78. http://dx.doi.org/10.1515/lex-2018-340113.
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AbstractThe increasing usage of shortened forms in everyday spoken and written English can prove to be a substantial challenge for EFL learners at any level, both in terms of decoding and, albeit maybe to a lesser extent, encoding. This article takes a learner-based approach and assesses the needs of the learners, maps their lexicographic search routes via the outer access structure, and at the microstructural level it critically analyses the lexicographical portrayal of selected types of shortened form in three of the online English monolingual learners’ dictionaries (OMLD). A number of particular learner’s issues thereby arise and proposals for improvements to the outer and inner access structures in order to facilitate usage, to prevent waste in terms of lexicographic information costs and to enhance the acquisition of encyclopaedic knowledge are posited.
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Tse, Joana K. Y., Stephanie W. Y. Chan, and Samuel K. W. Chu. "Quality Assessment for Digital Stories by Young Authors." Data and Information Management 5, no. 1 (November 7, 2020): 174–83. http://dx.doi.org/10.2478/dim-2020-0039.
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AbstractDigital storytelling, an innovative way of writing, has been introduced to young learners who are taught to construct stories with digital tools to convey their knowledge and ideas. In 2018 and 2019, 31 digital stories created by Hong Kong primary school students were published on a digital story writing platform and linked from an online gamified reading platform. Each book on average gained 4,000+ views from across the globe and received 3,000+ favorable comments in total. While the digital stories are popular in these platforms, their quality and education value are uncertain. A review of the literature shows there is a lack of robust tools for assessing digital stories by young authors. The research team for this paper thus constructed their own framework in evaluating digital stories. An assessment of the stories has been done by two capable assessors, who found that the stories overall were of good quality and suggested room for improvement. This paper made three contributions: (1) “invention” of a digital story assessment framework; (2) it shows that stories created by students (with support from educators) can be an enjoyable and useful educational resource for their peers; and (3) digital storytelling can help foster the development of young authors.
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Chavez, Dionisio, and Araceli Doromal. "Compliance with School-Based Management Standards: An Assessment for Policy Formulation." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 55–66. http://dx.doi.org/10.52006/main.v1i1.12.
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Basic education is challenged to be responsive to the current demands ofquality education through the efficient delivery of educational servicesand the translation of knowledge, skills, and attitudes that enable thelearners to attain mandated learning outcomes. Over the past decades,many initiatives and reform efforts have been implemented to realizethe thrusts of Basic Education Reform Agenda. One key response of thenational government is the implementation of the standard principles ofthe School-Based Management (SBM). Two elementary schools in theDivision of San Carlos City in Negros Occidental, Philippines, implementSBM with an ultimate goal of achieving learning outcomes. This studyaimed to assess the level of compliance with the standard principles ofSBM and its implication to the quality of life among the learners beyondbasic education using a descriptive-comparative research design. Theparticipants were internal and external assessors identified througha predetermined criterion. The data were collected through SBMstandardized survey form with the necessary supporting documentsincluding focus group discussion (FGD) relative to the compliance withSBM standards. The findings revealed that the two central schools areon Level 2 and are categorized as maturing schools, wherein, most ofthe standard principles of SBM are complied with and implemented forcontinuous improvement. Both schools are prepared for National SBMlevel 3 accreditation relative to the SBM principles.
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Huffines, Marion Lois. "Acquisition Strategies in Language Death." Studies in Second Language Acquisition 13, no. 1 (March 1991): 43–55. http://dx.doi.org/10.1017/s0272263100009712.
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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity identified as operative across languages operates within the learner language as internal analogy. Learners also seek to maximize the distance between English and Pennsylvania German and emphasize the distinctiveness of each.
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Oh, Sangrok, Timothy Servoss, and Diana Wilkins. "Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills." Family Medicine 53, no. 6 (June 2, 2021): 453–56. http://dx.doi.org/10.22454/fammed.2021.980882.
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Background and Objectives: Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. Methods: All 41 family medicine residents participated in the study. Prior to the OSTE, residents received instruction on the five microskills clinical teaching model. Medical students assisted as standardized learners for the encounter and faculty served as assessors. We conducted focus groups to solicit resident feedback. Results: Residents demonstrated evidence of the five microskills. Feedback on the OSTE process from the interns was positive, noting that the experience helped increase their confidence to teach, as well as provided a useful method to practice a teaching strategy. The assessment tool evidenced good internal consistency and interrater reliability. Conclusions: The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.
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van Enk, Anneke, and Olle ten Cate. "“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions." Perspectives on Medical Education 9, no. 6 (September 15, 2020): 373–78. http://dx.doi.org/10.1007/s40037-020-00616-x.
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AbstractWhile subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts—like the forms, standards, and policies brought in under competency-based medical education, for example—to support accountability and fairness. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form. What is needed is a nuanced approach to the incorporation of judgment in assessment such that it is neither in danger of being suppressed by an overly rigorous insistence on documentation nor uncritically sanctioned by the defense that it resides in a black box and that we must simply trust the expertise of assessors. The concept of entrustment represents an attempt to effect such a balance within current competency frameworks by surfacing judgments about the degree of supervision learners need to care safely for patients. While there is relatively little published data about its implementation as yet, one readily manifest variation in the uptake of entrustment relates to the distinction between ad hoc and summative forms. The ways in which these forms are languaged, together with their intended purposes and guidelines for their use, point to directions for more focused empirical inquiry that can inform current and future uptake of entrustment in competency-based medical education and the responsible and meaningful inclusion of judgment in assessment more generally.
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Levy, Mike, and James Garton. "Adapting a grammar checker for learner writers." ReCALL 6, no. 2 (November 1994): 3–8. http://dx.doi.org/10.1017/s0958344000003165.
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This paper explores the potential and limitations of Grammatik 5 as a tool for revising writing, particularly as a grammar checker and adviser. It will examine the proposition that writing strategies can be enhanced when the program is 'tuned' to suit a group of ESL writers, with grammar rules and advice written to meet the learner's specific needs.The rules and advice designed by the authors for Grammatik 5 have been chosen and written on the basis of an analysis of errors in a corpus of learner scripts within the academic genre of essay writing. The corpus contains a set of 28 essays written by 4 students over a period of 14 weeks in a university course designed to develop ESL students' writing skills.In the role of corrector the computer has to be unfailingly accurate. If, on the other hand, the computer is cast in the role of tool, to simply identify elements of the language to the learner, the shortcomings of the computer as infallible assessor can be avoided. This role is a more appropriate one given the complexities of evaluating written work and limitations in the capacity of the current generation of computer programs to correct reliably.A basic assumption of the paper is that the goal in using a grammar checker in this way is to extend the learners' capacity to review their written drafts and develop a critical approach to the writing process. While grammar checkers and advisers are not infallible in their analyses of English sentences, good use can be made of commercial programs when they are adapted appropriately.
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Ally, Said. "Assessing the Interaction and Interactivity in OUT MOODLE LMS:." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 93–111. http://dx.doi.org/10.31686/ijier.vol4.iss6.560.
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Despite the wide spread adoption of MOODLE by Higher Learning Institutions (HLIs) in Tanzania, there is still lack of maximum utilization of the software by learners. This is due to lack of interactivity in the system caused by poor MOODLE customization and configuration, improper content design and integration with add-on multimedia files. On the other hand, instructors consider that uploading learning materials in MOODLE is enough without putting down the interactivity facilities.
This paper assesses the interactivity in MOODLE from both design and usage. The paper discloses the extent of poor MOODLE customization that can likely hinder the inclusion of the multimedia facilities, extent of poor online course design and lack of virtual interactivity among learners.
To undertake this study, a case study methodology was opted by investigating the MOODLE platform of the Open University of Tanzania. The respondents to this study were categorized as MOODLE Learners (MLs), MOODLE Instructors (MIs) and MOODLE Administrators (MA). In addition to interview, an intensive documentary review together with screening the design and configurations of MOODLE servers has been done. The study focused on four aspects of interactivity which are learner interaction to learner, instructor, content, and interface.
The study reveals that there is a critical lack of interactivity between learners themselves enrolled in the same course, between learners and their respective tutors and between learners and system contents and interfaces. The synchronous interaction is less practiced compared to asynchronous interaction. This has been due to less insertion of real time multimedia and interactivity features.
Generally, uncoordinated operations and ad hoc performance among key MOODLE stakeholders during interface design, software implementation, system configuration, and onsite content development form the basis of this.
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Warburton, Karen M., and Amit A. Shahane. "Mental Health Conditions Among Struggling GME Learners: Results From a Single Center Remediation Program." Journal of Graduate Medical Education 12, no. 6 (December 1, 2020): 773–77. http://dx.doi.org/10.4300/jgme-d-20-00007.1.
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ABSTRACT Background Graduate medical education (GME) learners may struggle with clinical performance during training. A subset of these trainees has mental health conditions (MHCs). Objective To characterize the MHCs that underlie poor trainee performance and their relationship to specific clinical performance deficit (CPD). Methods At the University of Virginia (UVA), GME learners not meeting appropriate milestones, or who request help, have the option to self-refer or be referred to COACH (Committee on Achieving Competence Through Help). A physician remediation expert assesses the learner and identifies a primary CPD. If there is concern for an MHC, referral is made to a psychologist with expertise in working with trainees. All learners are offered remediation for the CPD. Using descriptive statistics, we tracked the prevalence of MHC and their correlation with specific CPDs. Results Between 2016 and 2019, COACH assessed 7% (61 of 820) of GME learners at UVA. Thirty-eight percent (23 of 61) had an MHC associated with the CPD. Anxiety was the most common MHC (48%), followed by depression (17%), cognitive dysfunction (17%), adjustment disorder (13%), and other (4%). Professionalism was the most identified CPD among learners with MHCs (52%). Of remediated learners, 47% have successfully finished remediation, 21% were terminated or voluntarily left their program, and 32% are still being remediated (83% of whom are in good standing). Conclusions MHCs were identified in nearly 40% of struggling learners referred to a centralized remediation program. Professionalism is the most identified CPD among learners with MHCs.
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Lamb, Martin. "The motivational dimension of language teaching." Language Teaching 50, no. 3 (May 31, 2017): 301–46. http://dx.doi.org/10.1017/s0261444817000088.
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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners’ early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students’ willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.
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Jablonski, James A., Brian M. Wade, and Jonathan K. Alt. "Operation assessment: Lessons learned across echelons." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 16, no. 4 (February 2019): 297–304. http://dx.doi.org/10.1177/1548512919826405.
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Assessors often become invaluable assets to commands, especially during the execution of critical or non-standard missions. Unfortunately, due to the nature of these missions and staff turn-over, assessors often start from ‘scratch’ as young officers in nascent assessment programs. Years of lessons learned are often overlooked. This paper brings together a team of analysts with separate experiences as assessors in Army and Joint assignments from the Combined Joint Task Force (CJTF) level to the Brigade level to share insights gained through experience that apply in nearly all assessment contexts. The authors focus on three primary areas. First, they show how assessors must understand context and should often use reason and qualitative data more than rely on numerical metrics. They then explore how assessors can help staffs and leaders accurately identify trends amidst noisy and chaotic operational environments. Finally, they demonstrate how the assessment team can leverage and assist the staff to enable better assessments.
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BOUBIR, Naouel. "SCHOOL ASSESSMENT: TRAINING, HELP, AUTONOMY." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 288–93. http://dx.doi.org/10.47832/2717-8293.7-3.26.
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In this paper, we would like to present our evaluation methodology called Accompanied Assessment Learning. Assessment is part of the teacher’s task. In the school context, this activity improves learning. Divided into three stages, our assessment method is first based on training to do a task within a group of cooperative learners accompanied by a teacher. In the second step, based on the help and assistance of peers in the same group, the teacher assesses the proper course of the task by observing the reasoning and work of each group. After the measures taken by the teacher in the previous steps, the learner becomes more autonomous by performing the task individually.
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Bitchener, John. "To what extent has the published written CF research aided our understanding of its potential for L2 development?" ITL - International Journal of Applied Linguistics 167, no. 2 (December 31, 2016): 111–31. http://dx.doi.org/10.1075/itl.167.2.01bit.
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This article assesses the current status of written CF research. It focuses specifically on the potential of written CF to facilitate L2 development, seeking answers to five of the most frequently asked umbrella questions: (1) Can written CF facilitate L2 development? (2) Are some types of written CF more effective than other types for L2 development? (3) Is written CF more effective for the development of certain linguistic forms and structures than for others? (4) Is focused or unfocused written CF more effective for L2 development? (5) Can individual and contextual factors moderate the effectiveness of written CF for L2 development? The article assesses the extent to which the reported findings reported in this body of research provide valid and consistent answers to these questions and suggests where future written CF research would do well to focus its attention. From the limitations and shortcomings of the available research, new approaches to answering some of the umbrella questions are suggested and recommendations for research that seeks answers to why written CF may or may not be effective for some learners are presented. Finally and most importantly, emphasis is given to the need to recognise the interactional effect of a wide range of individual and contextual factors (especially those that characterize the whole learner and his/her learning environment) on learner response to and use of written CF.
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Vivekananda-Schmidt, Pirashanthie, Lucy MacKillop, Jim Crossley, and Winnie Wade. "Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?" Medical Education 47, no. 11 (October 13, 2013): 1080–88. http://dx.doi.org/10.1111/medu.12249.
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Cull, Joanne. "Helping student midwives become safe practitioners: effective teaching of cardiotocograph interpretation." British Journal of Midwifery 28, no. 8 (August 2, 2020): 498–501. http://dx.doi.org/10.12968/bjom.2020.28.8.498.
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It is crucial that, at the point of registration, midwives can competently interpret intrapartum cardiotocographs (CTGs). It is therefore important that practice assessors are confident teaching the safe and accurate interpretation of CTGs to the students they support. This paper uses a case study to examine how CTG interpretation can be taught most effectively. Humanistic learning theories can be used to create a psychologically safe-learning environment which is enjoyable for both the student and the practice assessor. Using a taxonomy of learning enables midwives to help the student develop higher order thinking skills, while understanding the learning style of that individual student allows midwives to incorporate tailored teaching in their clinical work. In addition to providing feedback, it is beneficial to encourage self-reflection and the student midwife's newly learned skills can be solidified by peer teaching.
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Suppan, Laurent, Mohamed Abbas, Loric Stuby, Philippe Cottet, Robert Larribau, Eric Golay, Anne Iten, Stephan Harbarth, Birgit Gartner, and Mélanie Suppan. "Effect of an E-Learning Module on Personal Protective Equipment Proficiency Among Prehospital Personnel: Web-Based Randomized Controlled Trial." Journal of Medical Internet Research 22, no. 8 (August 21, 2020): e21265. http://dx.doi.org/10.2196/21265.
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Background To avoid misuse of personal protective equipment (PPE), ensure health care workers’ safety, and avoid shortages, effective communication of up-to-date infection control guidelines is essential. As prehospital teams are particularly at risk of contamination given their challenging work environment, a specific gamified electronic learning (e-learning) module targeting this audience might provide significant advantages as it requires neither the presence of learners nor the repetitive use of equipment for demonstration. Objective The aim of this study was to evaluate whether a gamified e-learning module could improve the rate of adequate PPE choice by prehospital personnel in the context of the coronavirus disease (COVID-19) pandemic. Methods This was an individual-level randomized, controlled, quadruple-blind (investigators, participants, outcome assessors, and data analysts) closed web-based trial. All emergency prehospital personnel working in Geneva, Switzerland, were eligible for inclusion, and were invited to participate by email in April 2020. Participants were informed that the study aim was to assess their knowledge regarding PPE, and that they would be presented with both the guidelines and the e-learning module, though they were unaware that there were two different study paths. All participants first answered a preintervention quiz designed to establish their profile and baseline knowledge. The control group then accessed the guidelines before answering a second set of questions, and were then granted access to the e-learning module. The e-learning group was shown the e-learning module right after the guidelines and before answering the second set of questions. Results Of the 291 randomized participants, 176 (60.5%) completed the trial. There was no significant difference in baseline knowledge between groups. Though the baseline proportion of adequate PPE choice was high (75%, IQR 50%-75%), participants’ description of the donning sequence was in most cases incorrect. After either intervention, adequate choice of PPE increased significantly in both groups (P<.001). Though the median of the difference in the proportion of correct answers was slightly higher in the e-learning group (17%, IQR 8%-33% versus 8%, IQR 8%-33%), the difference was not statistically significant (P=.27). Confidence in the ability to use PPE was maintained in the e-learning group (P=.27) but significantly decreased in the control group (P=.04). Conclusions Among prehospital personnel with an already relatively high knowledge of and experience with PPE use, both web-based study paths increased the rate of adequate choice of PPE. There was no major added value of the gamified e-learning module apart from preserving participants' confidence in their ability to correctly use PPE.
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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjelil. "Learning with simulations: Influence of a computer simulation with hand- on activities on students' learning of the physics capacitors' concepts." Research in Social Sciences and Technology 4, no. 1 (May 6, 2019): 1–29. http://dx.doi.org/10.46303/ressat.04.01.1.
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The persistence of this study was to investigate the contribution of a computer simulation to students´ learning of physics concepts (charging and discharging of capacitors). Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. This attempt assesses the progress in understanding the concepts by grade 11 Scientific section after four complete periods (200 minutes) in two different situations: 1- using only a computer simulation; 2-using computer simulation with “hand- on†activities. The progress was measured through post-test. The results of both descriptive and inferential statistics show that the learners’ understanding of capacitors’ concepts that can be enhanced and were highly achieved when learners used the computer simulation combined with “hand- on†activities. The use of Hands-on activities was identified as the cause of this differentiation.
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Hamka, Nurhadi. "Prescriptivism vs. Descriptivism; Defining the students’ need in Standardized Language Proficiency Tests." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (December 26, 2018): 496–502. http://dx.doi.org/10.34050/els-jish.v1i4.5766.
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The debate between prescriptivists and descriptivist continuous to date, which interestingly affects the way the standardized language proficiency tests (should) work. The notion of correctness in such high stakes test raters attracts more attention in relation to fairness of using specific criterion in the assessment. The present paper discusses the belief of prescriptivism and contrasts it with the view of descriptivist – especially to what actually occurs in the Teaching English as a Foreign/Second Language. Therefore, the paper clarifies whether prescriptionist features are prominent in the learner approximations and need to be taught explicitly, and clarifies whether the learner errors encompass other elements and describing the target language to the learners is more important. There are four prescriptivist pronouncements discussed – splitting infinitive, stranding preposition, the use of will and shall, and the use of who and whom. The study found that there are two pronouncements that break the rule. Therefore, English practitioners – teachers, should ‘open’ themselves to both views and able explain explicitly to the students both historical overview and its standing position of the views to date. As for assessor, a tendency of using the exact, predictable, and stable rule are indeed significantly important. They, however, also need to realize the inevitable evolution of language and in that regard descriptivist should not receive any false judgement especially in the high stakes test.
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Owusu, Edward, John Agor, and Evershed Kwasi Amuzu. "Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 466. http://dx.doi.org/10.22158/selt.v3n4p466.
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<p><em>This work assesses the effects of</em><em> </em><em>family background of second language learners on their academic writing competence in English. A cursory</em><em> </em><em>study of some examination scripts of first-year students reveals some poor writing skills of students in areas such as concord, spelling, capitalization, and fragmentation errors.30 participants were selected from a class of 121 students</em><em> </em><em>from the Ghana Baptist University College, a private</em><em> </em><em>institution in Kumasi, Ghana. Initially, the class of 121 was sorted out into three groups—those who said they used only English at home, those who said they used only Ghanaian language(s) at home, and those who said they used both English and Ghanaian language(s) at home. Each group was further divided along gender lines and 5 students from each of the 6 sub-groups were picked randomly. The participants</em><em> </em><em>were then made to write a sit-in assessment on a topic and were graded by an independent assessor. The findings of the study reveal that the performance of the bilingual English and</em><em> </em><em>Ghanaian language learners outweighed those of their contemporaries. The study also revealed a positive correlation between attitudes of parents about English and learners’ academic writing skills. These have pedagogical and theoretical implications for the teaching and learning of English as a second language in Ghana. Language proficiency involves the development of skills in listening, speaking, reading, and writing. All these four aspects of language development are equally vital in the language learning process, but the current paper focuses on the development of writing skills by second language learners of English in Ghana.</em></p><p><em><br /></em><em></em></p>
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Marinescu, Irina. "Native dialect effects in non-native production: Cuban and Peninsular learners of English." Canadian Journal of Linguistics/Revue canadienne de linguistique 58, no. 3 (November 2013): 415–41. http://dx.doi.org/10.1017/s0008413100002644.
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AbstractThis study investigates how learners with distinct native dialects, Cuban (CS) and Peninsular Spanish (PS), produce the English vowels æ, Λ, a/. Experiment 1 compares the native vowels along several acoustic parameters to determine the extent of the cross-dialectal differences, and Experiment 2 assesses the differences in L2 production of the same speakers who are also advanced learners of English. More fronted and shorter vowels are predicted for PS versus CS. As such, L2 /æ, A, a/ are expected to be more fronted in the interlanguage of PS learners as compared to CS learners. Dialect-specific patterns of assimilation are highlighted. PS learners produce æ, Λ, a/ with good spectral differences but with no duration differences whereas for CS learners /Λ, a/ overlap spectrally but are realized with different durations. Differences found in L2 production are caused by the conjoint effect of the native dialect, the input, and the learning experience.
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Rajab, Baraa A. "Assessing the Impact of Morphological Knowledge on Lexical Acquisition and Processing." Education Research International 2020 (June 6, 2020): 1–9. http://dx.doi.org/10.1155/2020/1561470.
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The mastery of morphological structure and vocabulary acquisition are significantly associated. However, the association between the abilities of L2 learners to manipulate morphological elements and develop vocabulary size with native Arabic speakers needs to be assessed. This study assesses the impact of morphological knowledge on lexical acquisition and processing among English-speaking learners of Arabic. The study focused on gender (masculine/feminine) and the complete number system (singular/dual/plural) by native English speakers. The error rates and error patterns were analysed carefully to provide insight into the learner’s interlanguage grammar through the experiment. The experimental study design was used. The study sample included 40 of L2 Arabic speakers from Arabic language courses at major universities in Northern Virginia and Maryland. These were native English speakers with no exposure to Arabic before their enrolment in the university. The sample was divided into three groups (Group I, individual in the second year of Arabic program, Group II, individual in 3rd or 4th year of the program, and Group III control group, five native speakers of Arabic). Different tasks were presented to the groups, where PsychoPy software was used for task presentation. Audacity Version 2.0 was audio-recorded, transcribed, and coded by the experimenter. The production and comprehension test revealed that morphological problems are prevalent at the advanced proficiency level. It showed the role of animacy for the morphological variability and higher agreement accuracy for human targets. It concluded that morphological variability in L2 Arabic remains a persistent problem even at advanced levels of proficiency, extending to comprehension.
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Odundo, Paul Amollo, Lucas Othuon, and Ganira Khavugwi Lillian. "Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence." World Journal of Educational Research 4, no. 3 (August 14, 2017): 430. http://dx.doi.org/10.22158/wjer.v4n3p430.
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<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>
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Pillai, Adeena Deepa Ramakrishna, and Shamala Paramasivam. "Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners." Journal of English Language and Literature 2, no. 2 (October 30, 2014): 179–85. http://dx.doi.org/10.17722/jell.v2i2.34.
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Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.
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Munezane, Yoko. "GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES." International Journal of Teaching and Education 9, no. 1 (April 20, 2021): 49–65. http://dx.doi.org/10.52950/te.2021.9.1.004.
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This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.
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Rusk, Brian V., Johanne Paradis, and Juhani Järvikivi. "Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners." Applied Psycholinguistics 41, no. 3 (May 2020): 547–77. http://dx.doi.org/10.1017/s0142716420000089.
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AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.
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Dela Rosa, John Paul O., and Cecilia F. Genuino. "CORRELATING WRITER’S BLOCK AND ESL LEARNERS’ WRITING QUALITY." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 604. http://dx.doi.org/10.17509/ijal.v7i3.9810.
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Despite the importance of writing in the language learners’ development, there are difficulties faced by English as a Second Language (ESL) learners that stem from various factors. One of them is the presence of writer’s block that could affect writing quality. Therefore, this study aims to describe writer’s block, along with a statistically-laden analysis of the possible correlation between the blocking experiences of 55 Filipino ESL learners and the levels of easability and readability of the essays they had written. This research employed a descriptive-correlational design using The Questionnaire in Identifying Writer’s Block (QIWB) to gauge the extent of occurrence of writer’s block and the Coh-Metrix Common Core Text Easability and Readability Assessor (hereafter Coh-Metrix T.E.R.A.), an online computational tool, to measure the levels of easability and readability of the essays. The result shows that the learners generally experienced writer’s block, and their essays collectively showed high levels of easability on the basis of narrativity, referential cohesion, and deep cohesion. However, the essays were low in syntactic simplicity and word concreteness, while the level of readability computed exceeded that of the reading ability of 10th-grade learners. Test of correlation revealed that there exists negligible relationship between writer’s block and the overall easability and readability levels of the essays, though a significant but a weak relationship was documented between lateness and word concreteness and with premature editing and deep cohesion, respectively.
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Chan, Alice Y. W. "The Acquisition of English Word-Final Consonants by Cantonese ESL Learners in Hong Kong." Canadian Journal of Linguistics/Revue canadienne de linguistique 52, no. 3 (November 2007): 231–53. http://dx.doi.org/10.1017/s0008413100004291.
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AbstractThis study investigates the acquisition of English word-final consonants by Hong Kong Cantonese learners of English as a second language and assesses the validity of the Markedness Differential Hypothesis for second language phonology acquisition by these learners. Twelve participants and three native speakers performed four speech tasks: reading a word list, reading three passages, describing pictures, and participating in a conversational interview. The results show that: (i) word-finally, more non-target laterals were produced than voiceless obstruents; and (ii) non-target productions of voiced obstruents were the highest. We argue that the Markedness Differential Hypothesis does not explain the acquisition of English word-final singleton consonants by Cantonese ESL learners in Hong Kong. We conclude that markedness alone cannot be used as a predictor for the relative difficulty of acquiring the target segments of a second language.
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Nasharuddin, Nurul Amelina, Nur Atasha Khalid, and Masnida Hussin. "InCell VR: A Virtual Reality-based Application on Human Cell Division for Mobile Learning." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 02 (January 26, 2021): 55. http://dx.doi.org/10.3991/ijim.v15i02.18049.
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Many teaching and learning tools incorporate current technologies for the learners to gain new knowledge thus increasing the efficiency of learning. Some of the technologies adopted in the mobile-based education systems are virtual reality, augmented reality, and mixed reality. In the Biology field, one of the problems faced by the learners is the difficulties in visualizing the human cell division process in the topic of mitosis and meiosis. Thus, many innovations which adopt these technologies are created to improve the understanding and interest of the learners. In this work, an interactive mobile learning application with virtual reality technology has been designed and developed to help learners visualize the human cell division process. The mobile application which is known as <em>InCell VR</em> also includes mini games which can help to test and improve the learners’ understanding. The <em>InCell VR</em> was developed using Unity, a game engine platform for developing high performance commercial game. The final evaluation assesses two parts: the learners’ knowledge gain after using the application and usability evaluation of the application. The usage of the proposed application was seen to give positive impact on the development of learners’ knowledge from the pre- and post-test testing sessions. The usability study showed that <em>InCell VR</em> application is useful, easy to be used and learnt, and give satisfactions to the users.
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Navas Brenes, César Alberto. "Observing student´s syntactic errors and the perceptions towards writing in the composition cours." Káñina 41, no. 1 (April 27, 2017): 109. http://dx.doi.org/10.15517/rk.v41i1.28839.
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The aim of this article is to observe the improvement reached by two groups of English majors in order to identify and correct syntactic errors in a series of six academic paragraphs during two semesters in the second-year course LM-1235 English Composition I at the University of Costa Rica. In addition, it presents a sample lesson with the integration of different language skills so that learners will benefit from cooperative learning, authentic input, and a sequence of interactive tasks to improve their outcome, being this the case of an academic paragraph and its outline. Finally, the writer analyzes the resul ts of a survey questionnaire that assesses the learners’ perception towards the challenges of writing
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Deshors, Sandra C. "Does the passé composé influence L2 learners’ use of English past tenses?" International Journal of Learner Corpus Research 4, no. 1 (May 31, 2018): 23–53. http://dx.doi.org/10.1075/ijlcr.17007.des.
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Abstract This study explores the uses of the present perfect (PP) and simple past (SP) by French learners of English and assesses how those uses differ from those in native English and those of the passé composé (PC) in native French which, semantically, overlaps with PP and SP. Methodologically, the study is based on over 3,000 contextualized occurrences of PP, SP and PC, and includes cluster and collostructional analyses. Overall, relatively native-like form-function mappings in interlanguage emerge from the analyses, suggesting that, semantically, advanced learners have integrated the uses of past tenses and that the influence of the PC is relatively weak. Further, at an upper-intermediate to advanced proficiency level, learners have integrated the fine-grained contextual information characteristic of the use of English past tenses. Ultimately, the study shows how different methodological designs can lead to varying conclusions on the (non-)nativelike usage patterns of PP in interlanguage.
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Mikulincer, Mario, Abigail Yinon, and Dorit Kabili. "Epistemic needs and learned helplessness." European Journal of Personality 5, no. 3 (June 1991): 249–58. http://dx.doi.org/10.1002/per.2410050307.
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This study assesses the impact of non‐specific epistemic needs—the need for structure and the fear of invalidity—on expectancy of control and performance following unsolvable problems. Subjects answered a questionnaire tapping their non‐specific epistemic needs and were exposed to either no feedback or failure in unsolvable problems. Then their expectancies of control and performance were assessed. The results showed that a high need for structure was associated with a transfer of the expectancy of uncontrollability and worse performance following failure. The results are discussed in terms of Kruglanski's lay epistemic theory.