Academic literature on the topic 'Oral communication Evaluation'
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Journal articles on the topic "Oral communication Evaluation"
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Wang, Zhan. "Optimization and Evaluation of Oral English CAF Based on Artificial Intelligence and Corpus." Security and Communication Networks 2022 (August 29, 2022): 1–10. http://dx.doi.org/10.1155/2022/4649643.
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With the development of the times, the exchanges between countries are increasing. China is becoming a superpower, and the number of international cities is increasing. This requires the communication level of Chinese people to be improved. English, as the second largest communication language in China, should be better understood and studied. This paper makes an in-depth discussion on the optimization and evaluation of oral English CAF based on artificial intelligence and corpus and makes an experimental analysis. The results are as follows: (1) introducing oral English teaching based on artificial intelligence and oral English based on a corpus, so as to deepen the public’s cognition of both and make oral English more deeply rooted in people’s hearts and get attention. (2) Analyzing the algorithms of phoneme errors in spoken English. Errors in spoken English are very common. Algorithms can be used to identify them better. When evaluating spoken English, algorithms are needed to evaluate them more accurately. (3) There are many examples of the benefits of artificial intelligence to oral English teaching. By comparison, it is found that the method of evaluating using artificial intelligence is more accurate, a corpus can improve oral English, and CAF optimization is also of great help to oral English.
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Lee, Lan-Ting, Shu Hui Cheng, Chii-Jeng Lin, Mei Hung Chi, I. Hui Lee, and Yen Kuang Yang. "Communication skills scores of medical students and interview performance 3 years later." Health Education Journal 77, no. 7 (May 10, 2018): 849–54. http://dx.doi.org/10.1177/0017896918770228.
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Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.
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Wang, Li-Jyu, and Hung-Fan Chang. "Improve Oral Training." International Journal of Distance Education Technologies 9, no. 3 (July 2011): 56–72. http://dx.doi.org/10.4018/jdet.2011070105.
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The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.
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Werle, Danielle, and Courtney T. Byrd. "Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 133–49. http://dx.doi.org/10.1044/2021_lshss-21-00069.
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Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. Results: Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. Conclusions: Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.
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Dunbar, Norah E., Catherine F. Brooks, and Tara Kubicka-Miller. "Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills." Innovative Higher Education 31, no. 2 (July 12, 2006): 115–28. http://dx.doi.org/10.1007/s10755-006-9012-x.
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Mitchell, Alba, John Watts, Robin Whyte, Susan Blatz, Geoffrey R. Norman, Gordon H. Guyatt, Doris Southwell, Mabel Hunsberger, and Bosco Paes. "Evaluation of Graduating Neonatal Nurse Practitioners." Pediatrics 88, no. 4 (October 1, 1991): 789–94. http://dx.doi.org/10.1542/peds.88.4.789.
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To compare the knowledge and problem-solving, communication, and clinical skills of graduating neonatal nurse practitioners (NNPs) and pediatric residents, a cohort study was conducted in a 33-bed tertiary-level neonatal intensive care unit in a 400-bed teaching hospital affiliated with a faculty of health sciences. Participants were all (n = 10) NNP graduates from the first 3 years of the educational program and 13 (87%) of 15 second-year pediatric residents. One hundred multiple-choice questions and 20 radiographic slides were used to test knowledge; a semistructured oral examination tested problem-solving skills; three simulated interactions with parents tested communication skills; and seven simulated procedures tested clinical skills. Graduating NNPs scored similarly to the pediatric residents on the multiple-choice questions (difference –3.4%; 95% confidence interval [CI] around difference –9.7, 2.9), radiographs (difference –1.4%; 95% CI –11.5, 8.7), oral examination (difference 2.8%; 95% CI –11.1, 16.7), communication skills (simulated parents assessment: difference 0.8%; 95% CI –4.2, 5.7; expert observer assessment: difference 5.8%; 95% CI –2.8, 14.3), and clinical skills (difference 7.4%; 95% CI –5.5, 20.2). The NNPs about to graduate from their educational program showed knowledge and problem-solving, communication, and clinical skills equivalent to those of second-year pediatric residents and are thus likely to deliver comparable care in the clinical setting. The results support the adoption of the NNP role.
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Huang, Leping, and Yingfu Zhu. "Cognitive Analysis of Pragmatic Functions of Discourse Markers in Spoken English in the Context of Computational Intelligence." Journal of Environmental and Public Health 2022 (June 26, 2022): 1–6. http://dx.doi.org/10.1155/2022/9883324.
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To improve the level of oral English teaching, improve students’ oral communicative competence (OCA), and promote successful communication with native English speakers, this study studies the pragmatic function of dialogue markers and constructs the cognitive evaluation system of artificial intelligence (AI) by comparing the two cognitive evaluation systems of human subjectivity and knowledge base; in this study, the credibility of human subjective evaluation and the coupling degree of machine objective evaluation are discussed. The key coefficient R2 is obtained by the linear regression method, and the correlation is obtained by the Spearman correlation algorithm. The cognitive effects of knowledge base and AI are verified; the results show that the cognitive analysis system of pragmatic function of discourse markers in oral English based on AI has good teaching value. In the context of AI computing, we can put forward targeted learning methods and learning methods for students according to the amount and accuracy of markers in oral English that students have mastered, so that students can quickly improve the learning quality and the learning effect of oral English markers, which is more conducive to improving students’ oral English level and realizing students’ effective communication.
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Cooper, Lynn O. "WebGrader: An Online Instrument for Evaluation and Assessment of Oral Competency." Communication Teacher 25, no. 1 (January 2011): 68–80. http://dx.doi.org/10.1080/17404622.2010.528005.
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Durante, Princess Gerbie C. "Effectiveness of synchronous and asynchronous online learning delivery in developing oral communication competencies." South Florida Journal of Development 3, no. 3 (May 30, 2022): 3529–36. http://dx.doi.org/10.46932/sfjdv3n3-039.
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This evaluation study investigates the effectiveness of synchronous (SL) and asynchronous (AL) mode of learning delivery in the development of competencies in Oral Communication among Senior High School students of Engineering (STEM), Business (ABM), and Social Sciences (HUMSS) in a state-run laboratory school. Participants are selected through Stratified Sampling. It compares the extent to which objectives of the course were met, relevance of contents amidst the current context, the effectiveness of instructional delivery, and the difference in the acquisition of competencies among students in SL versus those in AL. It is especially significant as an assessment of distance e-learning is necessary amidst the digital shift in education because of the pandemic. A Course Evaluation Form as well as a Student Self-assessment of Learning were used to gather data. These instruments were validated and checked for reliability, with a Cronbach α of .859 and .871, respectively. The results of data analysis illustrate that at α=0.05: (1) there is no statistically significant difference in the mean evaluation of SL and AL learners as to the extent in which the objectives of the course were met (p=0.109); (2) there is a statistically significant difference in the mean evaluation of the relevance of course content in the current context of the learners (p=0.012); (3) there is a statistically significant difference in the mean evaluation of SL and AL as to the effectiveness of instructional delivery (p=0.013), and; (4) there is no statistically significant difference in mean evaluation of SL and AL learners’ acquisition of competencies in Oral Communication ( p=0.215).
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Young, Eric H., and Rick E. West. "Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning." EuroCALL Review 26, no. 1 (July 31, 2018): 59. http://dx.doi.org/10.4995/eurocall.2018.8599.
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<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>
Dissertations / Theses on the topic "Oral communication Evaluation"
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Nery, Marta Maria de Almeida. "Aspectos do tratamento da oralidade nos livros didáticos de português do ensino fundamental: algumas sugestões." Programa de Pós-Graduação em Letras e Linguística da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/10999.
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O objetivo desta dissertação de Mestrado, fundamentada no paradigma funcional da linguagem, foi analisar as atividades de produção de texto, na modalidade oral, presentes em duas coleções de Língua Portuguesa do Ensino Fundamental recentemente publicadas. Para tanto, três aspectos foram considerados: o primeiro, se o texto oral foi o ponto de partida da aprendizagem; o segundo, se a concepção de gêneros textuais se fez evidente; por fim, se as características intrínsecas à oralidade foram contempladas. Nas duas coleções analisadas, os gêneros orais trabalhados foram o debate e a exposição (seminário), contemplando aspectos como o conteúdo temático, a constituição composicional e o estilo, em maior ou menor detalhes, a depender da série. Concluiu-se que existe, por parte dos autores das respectivas coleções analisadas, a intenção de trabalhar com a modalidade oral, porém isto acontece de maneira limitada, sendo inegável a predominância dos gêneros textuais da modalidade escrita, em sua variedade culta. Foram sugeridos diversos momentos em que a modalidade oral poderia ter sido trabalhada, através da entrevista, do conto maravilhoso, do cordel e de relatos. Também foi enfatizada a importância de se partir das conversações, gênero oral prototípico, com tudo que lhe é peculiar, para, em seguida, se fazer um cotejo com os gêneros orais formais e praticá-los em sala de aula.
Salvador
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Carayannis, Rosilei Justiniano. "Evaluación de la competencia lingüístico-comunicativa de la lengua oral de profesores de ELE en formación." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/392655.
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Este estudio se enmarca en el ámbito de la evaluación como un recurso para la mejora de la competencia de la lengua española oral de profesores brasileños de 'español como lengua extranjera' (ELE) en formación.
La investigación se centra en elaborar un dispositivo de evaluación para los profesores de ELE en formación que tenga la función de promover una actitud de mayor reflexión, consciencia y capacidad de autoevaluación sobre un nivel de dominio de la lengua española oral adecuado para impartir las clases de ELE, que en este estudio se denomina requisitos mínimos.
El nivel de los requisitos mínimos se ha identificado entre el B2 y el Cl respecto a los niveles de referencia del Marco Común Europeo de Referencia para las Lenguas (MCER) y se caracteriza por ser un nivel que permite al profesor en formación identificar y corregir los errores que puede cometer en su discurso oral.
El dispositivo de evaluación requiere que el profesor formador ayude al profesor en prácticas a autoevaluarse y aprender a regular sus errores. Por su parte, el profesor en formación debe grabarse en vídeo y/o audio para observarse y autoevaluarse con el auxilio de una parrilla de evaluación que refleja los descriptores de los requisitos mínimos.
El análisis de la experimentación permitió identificar las características de la lengua oral del profesorado en formación, tanto a nivel individual como del grupo. A nivel individual la parrilla ayudó a verificar los aspectos de los requisitos mínimos que cumplía y los que no cumplía. En lo que se refiere al grupo se identificaron sus principales problemas en el uso de la lengua, que apuntan a posibles debilidades en el currículo de la licenciatura de Letras-Español.
Respecto a la capacidad para autoevaluarse, el análisis de los resultados de la parrilla de evaluación señaló que hubo un aumento de consciencia de todos los profesores en formación sobre sus habilidades y sobre sus dificultades. Los profesores en formación percibieron que podían reconocer algunos errores lingüístico-comunicativos al observarse y contestar la parrilla de evaluación, pero también percibieron que les faltaba más conocimiento de la lengua para conseguir autoevaluarse solos.
La presente investigación concluye que para que el dispositivo de evaluación sea realmente eficaz para ayudar al profesor en formación a ser capaz de corregirse y ser autónomo para mejorar el nivel de su dominio de la lengua española, haría falta formación específica en el uso del dispositivo de evaluación y planificar un estudio amplio a largo plazo para poder investigar el impacto real del mismo.This study focuses on assessment as a means to improve the oral competence in Spanish of Brazilians teachers of Spanish as a foreign language (ELE from Spanish acronym) in training. The research focuses on developing an assessment instrument for ELE trainees that can promote an attitude of more reflection, raise language awareness and foster self-assessment at an adequate level of oral proficiency in Spanish for teaching ELE classes. In the present research this level of proficiency is called 'minimum requirements". The level of the minimum requirements was identified to be between B2 and Cl levels of the Common European Framework of Reference for Languages (CEFR) and is characterized by being a level that allows trainees to identify the mistakes they can make in their oral discourse. The assessment instrument requires that the teacher trainer helps the trainees to assess themselves and to learn to regulate their mistakes. Trainees need to record themselves in video and/or audio in order to be able observe and assess their performance with the aid of an assessment grid that includes the descriptors of the minimum requirements. The analysis of the results allowed to identify the characteristics of the oral language of the trainees, both at the individual and the group level. At the individual level, the grid helped verify the minimum requirements that each trainee achieved, and those that they did not achieve. Concerning the group, the analysis helped identify the main problems about language use, which point to possible weaknesses in the curriculum of the Spanish Letters degree. With regard to the capability of the trainees to self-assess, the analysis of the results of the grid pointed out that there was an increase in consciousness on the part of the trainees. Trainees realized that they could recognize some linguistics-communicative mistakes when they observed themselves using the assessment grid, but they also recognized that their language knowledge hampered their abiIity to assess themselves The present research concludes that in order for any assessment instrument to be really efficient to help trainees correct themselves and be autonomous to improve their proficiency language level, it is necessary to provide specific training on the use of the assessment instrument, and to plan a long term-study to assess the real impact of the assessment.
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Xu, Yiru. "La compétence d’interaction dans l’évaluation de l’oral en français langue étrangère : description et enjeux didactiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2114.
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Cette étude a pour objectif de définir la compétence d’interaction qui constitue l’objet principal de l’évaluation de l’oral en didactique des langues étrangères. Nous considérons qu’elle consiste en la capacité d’interagir avec l’interlocuteur pour mettre en œuvre des ressources multiples dans l’objectif de gérer collectivement une activité de discours adaptée à l’action dans une situation donnée. A travers une démarche empirique, analytique et compréhensive, nous décrivons la manière dont la compétence d’interaction se manifeste en situation d’évaluation. Elle se présente sous la forme de quatre volets : d’abord par la capacité d’interpréter son rôle dans un contexte donné afin de participer à l’organisation globale de l’interaction ; elle se manifeste aussi dans la coordination de l’alternance des tours de parole ; elle se trouve dans le partage de la responsabilité de la co-construction thématique des échanges ; enfin, cette compétence doit prendre en compte la mise en œuvre des stratégies de communication afin de résoudre les problèmes langagiers et interactionnels qui se présentent. Les analyses nous apportent des clarifications sur les enjeux didactiques en ce qui concerne la manière d’évaluer cette compétence. Elles nous conduisent à souligner quatre éléments essentiels dans la constitution du dispositif évaluatif : le scénario, la modalité de préparation, les conditions de réalisation et le barème de notation. Or, la démarche d’évaluation ne s’arrête pas à un dispositif soigneusement élaboré, mais s’effectue également dans sa mise en pratique et dans l’adaptation à un contexte évaluatif donné. Il existe donc un « contrat d’évaluation » qui règle l’organisation de cette activité et précise les droits et les devoirs de l’évaluateur et du candidat. Dans la réalisation du contrat, l’évaluateur doit assurer à la fois le rôle de facilitateur, d’examinateur, d’interlocuteur et d’accompagnateur, ce qui constitue un vrai défi dans l’évaluation en langues et nous donne des orientations pour nos futures recherchesThis study aims to define the competence of interaction constituting the main object of oral evaluation in foreign language pedagogy. We consider that this competence consists in the ability to interact with an interlocutor in order to implement multiple resources with the aim of collectively managing speech activity adapted to action in a given situation. Using an analytical and comprehensive empirical approach, we describe how the competence of interaction manifests itself in a situation of evaluation. It takes the form of four components: firstly, the ability to interpret one’s role in a given context in order to participate in the global organization of interaction ; it also manifests itself in the coordination of turn-taking ; in the shared responsibility of the co-construction of the theme of the discourse; and finally in the use of communication strategies to solve language and interactional problems that arise. The analyses enable us to elucidate the pedagogical issues concerning the way to evaluate this competence. Four essential elements can be identified in the composition of the system of evaluation : the script, the type of preparation, the conditions in which it is implemented and the grading scale. The evaluation is not limited to a carefully worked out method ; it also entails the way it is carried out in a specific context. There exists a “contract of evaluation” which regulates the organisation of this activity and defines the rights and duties of the evaluator and the candidate. According to this contract, the evaluator must assume the roles of facilitator, examiner, interlocutor and guide, which constitutes a real challenge in language evaluation and opens up orientations for future research
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Dawlat, Mohammed. "L'évaluation de la compétence orale des apprenants saoudiens du français langue étrangère : spécificités, analyse, propositions de formation à distance." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30040/document.
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Au 21ème siècle, communiquer en langues étrangères est désormais un facteur-clé dans un contexte mondialisé. C’est pourquoi, nous consacrons cette recherche à évaluer la compétence orale des apprenants saoudiens. Dans un premier temps, nous étudions les différentes dimensions de la compétence orale tout en mettant l’accent sur les méthodologies visant à développer la compétence orale. De même, nous analysons l’évaluation qui constitue un processus important dans un cours de FLE. Dans le cadre de cette thèse, nous analysons la production orale des apprenants saoudiens qui ont participé à plusieurs situations de communication. Cette analyse concerne, d’une part, la capacité des apprenants de communiquer oralement dans les différentes situations de communication. D’autre part, nous étudions leurs difficultés rencontrées aux niveaux lexicales, grammaticales et phonétiques. Pour aller plus loin dans notre recherche, nous avons recours aux Technologies de l’Information et de la Communication (TIC) en élaborant une formation de FLE à distance. Celle-ci a aidé, malgré certains obstacles, à améliorer la compétence orale chez les apprenants saoudiensIn the 21st century, communicating in foreign languages has become a key factor in a global context. Therefore, this research is dedicated to assess the oral skills of Saudi learners. First of all, the research studies the various dimensions of the oral skills while focusing on the methodologies of developing those skills. It analyses as well the assessment that constitutes an important process in an FFL course. As part of this thesis, we’ve conducted a study analyzing the oral performance of some Saudi learners who took part in several communication situations. On one hand, this study analyses the ability of learners to communicate orally in various situations of communication. On the other hand, it studies the difficulties encountered at the lexical, grammatical and phonetic levels. To go further in our research, we’ve used the Information and Communication Technologies (ICT) in developing an FFL distance training, which helped, despite some obstacles, improving oral skills of Saudis learners
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Galozy, Sophia-Kristin. "Kommunikationsstrategien in Schülergesprächen : Zur Identifizierung, Einordnung und Bewertung von Kommunikationsstrategien." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96528.
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For a long time, the research of communication strategies has played an important role in the study of second language acquisition. They are a criterion for the evaluation of the oral presentation and interaction in the Swedish curriculum of modern languages. Unfortunately, there are only few examples of communication strategies in the curriculum and teachers may ask themselves how different types of communication strategies can be distinguished and categorized. This study showcases how communication strategies used by 9th graders in group discussions can be identified and categorized based on a taxonomy of strategies and how this may contribute to evaluating the use of communication strategies. The research method used in this study is based on qualitative deductive content analysis. Results show, that communication strategies can be assigned uniquely to two major types of strategies, namely avoidance and resource expansion strategies. However, the assignment of communication strategies to different sub-categories proved to be more problematic. Furthermore, it could be determined that knowledge about the two major types of strategies contributes to the evaluation of communication strategies in oral presentation and interaction.
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Sexton, Amy Leuchtmann. "Creating characters and reconstructing texts: Evaluation in children's oral narrative re-tellings." Thesis, 2001. http://hdl.handle.net/1911/18018.
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This research analyzes the use of evaluative features in English language oral narrative re-tellings among a multi-lingual population of ninety-eight 2nd and 4th grade students. The results of the analyses strengthen our understanding of the use of evaluation by child narrators, suggesting that younger narrators reconstruct stories through re-creating the characters, while older children focus more on (precisely) reconstructing the text itself. Parallels with particular approaches to cognitive/psychological development are outlined, as are preliminary ramifications for educational methodology.
In the initial rounds of both qualitative and quantitative analyses, it was revealed that the employment of seven evaluative forms cited in earlier research (e.g., Peterson and McCabe 1983, Bamberg 1991, Reilly 1992) as among the most commonly used by the present age group (i.e., causals, compulsion words, emphatic pronunciation, gratuitous terms, hedges, lengthening, and negatives) was unable to account for differences in perceived narrative skill within the sample. The manipulation of these seven features was extremely homogenous across skill, age, and language groups. As a result, a second round of analyses was undertaken. Both qualitative and quantitative findings concurred that the use of two particular evaluative features (i.e., references to mental activity, and character speech ), in addition to the utilization of certain textual devices (i.e., the presentation of mental activity within causal constructions, deference to a third person "other" as the source of the narrative information, careful monitoring and marking of errors), were capable of distinguishing both skill and age groupings within the sample.
The manner in which the data from this research reflects the Vygotskian perspective on cognitive/psychological development is discussed. The educational implications of these findings---from assessment paradigms, to the planning of curriculum and instruction---are addressed. One of the major discoveries was that, counter to expectations, the multilingual subjects in this sample did not demonstrate divergent narrative forms based on their differing linguistic/cultural schemas. In fact, the perceived skill scores among the Limited English Proficient subjects appeased to be related to issues of fluency rather than differences in narrative form. These findings indicate that given a rich context in which information is repeatedly co-constructed, most language minority students are highly capable of both interpreting and reproducing information in a culturally/contextually prescribed manner.
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Armeiro, Sandra Maria Oliveira da Cruz Vale de. "Contributos da comunicação na promoção da saúde oral e na adesão de profissionais de saúde a um programa de saúde oral." Master's thesis, 2008. http://hdl.handle.net/10400.2/718.
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Dissertação de Mestrado em Comunicação em Saúde apresentada à Universidade AbertaEste estudo pretende ser um contributo no âmbito da comunicação e na promoção da saúde, em particular da saúde oral. As estratégias e os processos de comunicação, de informação e de educação em saúde, constituem áreas de vital importância para o planeamento, implementação, desenvolvimento, monitorização e avaliação de projectos e acções promotoras da saúde. Deste modo, esta investigação visa também, adquirir e aprofundar conhecimentos sobre estas temáticas. Os objectivos preconizados para esta investigação: investigar sobre a percepção dos profissionais de saúde face aos processos de comunicação afectos ao Programa de Saúde Oral (PSO) do Serviço de Saúde Ocupacional do Centro Hospitalar de Lisboa Central EPE – Hospital de S. José; conhecer e caracterizar a avaliação que os profissionais de saúde fazem sobre as dimensões constituintes deste Programa, incluindo a qualidade dos cuidados de saúde prestados e os processos e métodos comunicacionais usados no Programa de Saúde Oral; analisar através de uma perspectiva histórica/documental algumas dimensões e evolução deste Programa. Uma amostra de 75 profissionais de saúde com idades compreendidas entre 23 e os 63 anos, completou um questionário que incluiu medidas de avaliação demográfica, medidas de avaliação cognitiva (percepções sobre a comunicação, sobre o benefício, importância, relevância e impacto). Os resultados sugerem que existem relações positivas moderadas entre várias dimensões do PSO (importância do PSO para a saúde oral e geral, acessibilidade, o contributo para a aquisição de hábitos favoráveis, o beneficio do PSO para a saúde, o impacto dos cuidados para a saúde e para o bem-estar, e ainda, com a avaliação global da qualidade dos cuidados de saúde oral). Verificou-se ainda que a comunicação pode constituir um mediador da avaliação da qualidade de cuidados prestados, na qual implicitamente as capacidades comunicativas dos técnicos de saúde são também avaliadas. Adicionalmente, a comunicação constitui também, um preditor na adesão a acções de promoção da saúde e a recomendações terapêuticas. Os resultados enfatizam a importância do acesso a programas promoção de saúde oral no local de trabalho, bem como a disponibilização de cuidados de saúde em contexto ocupacional de forma equitativa, tendo em conta os determinantes sociais, a aproximação aos factores de risco comum. Não obstante, os dados obtidos sugerem a melhoria de alguns aspectos do PSO, nomeadamente na metodologia de divulgação e de informação, que podem ser determinantes para que a transmissão de informação influencie a aquisição de conhecimentos e a adopção de comportamentos favoráveis à saúde oral. Pretende-se também, que a adesão dos profissionais a esta intervenção proporcione a aquisição de novas concepções de saúde, nomeadamente sobre a importância da saúde oral enquanto parte integrante e indissociável da saúde geral, da qual depende o bem-estar e a qualidade de vida dos indivíduos nos vários contextos onde estão inseridos
This study intends to be a contribute in communication and health promotion, particularly in oral health. The strategies and the communication processes, information and health education, constitute crucial important areas for implementation, development, assessment, projects evaluation, action in health promotion, also this investigation intent to acquire thoughtful knowledge on these subjects. The aims of this study is to investigate about the health professionals perception of communication processes in Oral Health Program (OHP); to know and to characterize health professionals evaluation of the OHP dimensions: access, adherence, importance and benefits, quality of the health cares, communication and information processes used in this program. A sample of 75 health professionals, with ages between 23 and 63 years old, completed a questionnaire, which included measures of demographic evaluation, of cognitive evaluation (perceptions about the communication, benefit, importance, relevance and impact). The results suggest that moderate positive relations exist between the PSO dimensions. It was still verified, that communication can be a mediator in the evaluation of the quality of health care, in which the communications skills of the health technicians are also evaluated. Additionally, communication may also be a forecaster in adherence to health promotion actions and therapeutic recommendations. The discussion of the results emphasizes the importance of the access to oral health programs at work, as well as the access to health care in an equal way, taking in account the social determinant of health, the approach to the factors of common risk. The results founds suggest the improvement of some aspects of PSO, in the popularization methodology and information, that can be decisive for the transmission of information to influence the knowledge acquisition and the favorable behaviors adoption to the oral health. It is also intended, that the professionals adhesion to this intervention, provides the acquisition of new health conceptions, specifically about oral health importance while it leaves integral and intrinsic on general health, which depends the well-being and individuals' quality of life in the several contexts
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Gould, Judy. "An evaluation of assessment instruments in the measurement of the spoken communication skills of rural aboriginal children." Thesis, 1999. http://hdl.handle.net/1885/148000.
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Almeida, Sandra Mónica Farinha de. "O papel e a integração das atividades de expressão e interação oral na aprendizagem de línguas estrangeiras." Master's thesis, 2016. http://hdl.handle.net/10362/20181.
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Este relatório resulta de uma reflexão sobre a importância do papel e a integração das atividades de expressão e interação oral na aprendizagem de línguas estrangeiras, realizada durante a prática de ensino supervisionada que decorreu durante o ano letivo 2015/2016, na Escola Secundária Ibn Mucana, em Alcabideche, sob a orientação científica da Professora Doutora Ana Gonçalves Matos e do Professor Doutor Alberto Madrona Fernández.
Na primeira parte do trabalho são abordados aspetos teóricos como ponto de partida para a compreensão do que se entende por interação oral e compreensão auditiva, quais as estratégias desenvolvidas ao longo da comunicação na interação oral e a sua respetiva avaliação.
Neste âmbito, de seguida apresento uma breve caracterização do contexto de trabalho, uma reflexão sobre o período de observação de aulas, uma exposição de atividades desenvolvidas relacionadas com o tema e, finalmente, uma análise e reflexão final sobre todo o trabalho desenvolvido.This report is a reflection on the importance of the role and integration of oral interaction activities in the foreign languages learning process, held during the supervised teaching practice, during the school year of 2015/2016, at Secondary School Ibn Mucana, in Alcabideche, under the scientific guidance of Professor Ana Gonçalves Matos and Professor Alberto Fernández Madrona. In the first part of this report, theoretical aspects are discussed as a starting point for understanding what is meant by oral interaction and listening comprehension, which strategies were developed over communication in oral interaction and its evaluation. The main goal of this report is to present a reflection about the observation period classes, how some activities were developed, and finally to analyze and reflect about the results.
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Bizarra, Maria de Fátima Paraneta. "Saúde oral na deficiência : avaliação de implementação de programas comunitários." Master's thesis, 2008. http://hdl.handle.net/10400.2/730.
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Dissertação de Mestrado em Comunicação em Saúde apresentada à Universidade AbertaPartindo de uma contextualização sobre a integração das pessoas com deficiência na sociedade e nas teorias sobre a avaliação de programas de saúde oral, este estudo pretendeu avaliar as intervenções de promoção de saúde oral nas instituições com pessoas com deficiências mentais e motores realizadas por alunos do curso de Higiene Oral da Faculdade de Medicina Dentária de Lisboa. Procurou-se identificar as expectativas, as motivações, e os obstáculos na perspectiva dos técnicos, dos utentes e dos pais, com o objectivo de melhorar a comunicação e as actividades nos próximos programas bem como avaliar a periodicidade mais favorável das intervenções. A abordagem metodológica escolhida foi a de um estudo qualitativo e exploratório, a partir de entrevistas semi-estruturadas a vinte e dois utentes e a um grupo de oito técnicos de instituições para deficiente, e um estudo quantitativo, realizado através de questionários efectuados a 182 famílias. As entrevistas foram sujeitas a análise de conteúdo o que permitiu analisar os dados em temas principais. Quanto à análise dos questionários, para além da caracterização dos inquiridos os dados foram analisados em forma descritiva, analisaram-se as intervenções do Higienista Oral na óptica das famílias. Os resultados obtidos permitem afirmar que técnicos, pessoas com deficiência e respectivas famílias avaliam os programas de saúde oral na sua globalidade positivamente, apesar de se fazerem sentir alguns constrangimentos e barreiras. Com este estudo procurou-se, fundamentalmente, reunir informação e dados que permitam, no futuro, implementar com maior eficácia as futuras intervenções de promoção de saúde oral na deficiência nas instituições frequentadas por pessoas com deficiência
Based upon the historical context of handicapped people integration in the society and the evaluation of oral health programs theories, the present study took as object the oral health promotion interventions in institutions for the handicapped, developed by the dental hygiene students from Lisbon Dental School. In order to identify aspects related to communication and to improve future interventions we analyze expectations, motivations and obstacles felt by caregivers, family and technical staff, and the handicap individuals regarding the developed oral health programs. The methodology chosen for this exploratory study was a qualitative approach using semi-structured interviews of twenty two (22) handicap individuals and eight (8) institution technical staff. The family perspective of the oral health interventions was studied through a questionnaire involving 182 subjects. A content analysis of the material collected by the interviews allow the identification of major themes to answer the study questions. The questionnaire was subjected to descriptive analysis. The results indicate that caregivers and handicap individuals evaluate the oral health interventions developed at their institutions as globally very positive despite several constrains and barriers. With this study we aimed to gather information that can contribute to improve the efficacy of future interventions of oral health promotion in institutions for the handicapped
Books on the topic "Oral communication Evaluation"
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Dicks, Joseph E. Maritime oral communication assessment portfolio (MOCAP): Evaluation techniques for French as a second language. [Halifax, NS]: Maritime Provinces Education Foundation, 1992.
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Kleiman, Larry I. Functional communication profile: Assessing communicative effectiveness in clients with developmental delays. East Moline, IL: LinguiSystems, 2003.
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Dick, Robert C. Assessing self-acquired competency portfolios in speech communication: National and international issues. [s.l.]: [World Communication Association?], 1991.
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Zechner, Klaus. Toward an understanding of the role of speech recognition in nonnative speech assessment. Princeton, NJ: Educational Testing Service, 2007.
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1943-, Jeroski Sharon, and British Columbia. Student Assessment Branch., eds. Enhancing and evaluating oral communication in the intermediate grades : teacher's resource package. Vancouver, BC: Student Assessment Branch, Program Effectiveness Division, Ministry of Education, Province of British Columbia, 1988.
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Enhancing and evaluating oral communication in the secondary grades: Teacher's resource package. Victoria, B.C: Ministry of Education, 1988.
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1943-, Jeroski Sharon, and British Columbia. Student Assessment Branch., eds. Enhancing and evaluating oral communication in the secondary grades : teacher's resource package. Vancouver, BC: Student Assessment Branch, Program Effectiveness Division, Ministry of Education, Province of British Columbia, 1988.
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Aino, Sallinen-Kuparinen, ed. Perspectives on instructional communication. Jyväskylä: Viestintätieteiden laitos Jyväskylän yliopisto, 1987.
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Kleiman, Larry I. Functional communication profile: Assessing communicative effectiveness in clients with developmental delays. LinguiSystems, 1994.
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S, Simon Charlann, ed. Communication skills and classroom success, assessment of language-learning disabled students. San Diego, Calif: College-Hill Press, 1985.
Find full textBook chapters on the topic "Oral communication Evaluation"
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Nomaan, Saima. "Language Pedagogy: An Evaluation of Oral Communication Skill Materials in Secondary School ELT Books in Pakistan." In English Language Teaching: Theory, Research and Pedagogy, 345–67. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_21.
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García-Sánchez, Soraya, and Conchi Hernández-Guerra. "Academic ESP Oral Production." In Cultural Awareness and Competency Development in Higher Education, 255–71. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch015.
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Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.
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Issa, Tomayess. "Teamwork Assessment and Self/Peer Evaluation in Higher Education." In Handbook of Research on Emerging Priorities and Trends in Distance Education, 350–66. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5162-3.ch024.
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This chapter examines the challenges and opportunities associated with fostering students' learning skills through teamwork assessment and self/peer evaluation in the Business Technology 2 (BT2) undergraduate unit at an Australian university. This assessment will encourage students to promote skills in teamwork, communication (writing, interpersonal interaction and cultural awareness, and presenting), critical and creative thinking (problem-solving and solving and decision-making), Information Technology literacy, and information literacy, and is intended to increase their self-confidence in both their studies and in the future workforce. This chapter provides empirical evidence from 267 students, based on quantitative and qualitative data derived from two sources. The first consists of anonymous informal feedback collected during the semester, while the second (formal) source of students' evaluations and attitudes towards the BT2 unit and teaching is “eVALUate.” The students indicate that they are satisfied with this form of assessment as it assists them to develop specific skills and understandings, including time management, problem solving, decision-making, cultural awareness, oral presentation, communication, and meeting a deadline.
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Hoffmann, Roald. "Molecular Beauty." In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199755905.003.0027.
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My wife and I were on our way to Columbus, Ohio. After I settled on the airplane, I took out a manuscript I was working on—typical for the peripatetic obsessive chemist. Eva glanced over and asked, “What are you working on?” I said: “Oh, on this beautiful molecule.” “What is it that makes some molecules look beautiful to you?” she asked. I told her, at some length, with pictures. And her question prompted this essay. What follows is an empirical inquiry into what one subculture of scientists, chemists, call beauty. Without thinking much about it, there are molecules that an individual chemist, or the community as a whole, consider to be the objects of aesthetic admiration. Let’s explore what such molecules are, and why they are said to be beautiful. In the written discourse of scientists, in their prime and ritual form of communication, the periodical article, they’ve by and large eschewed emotional descriptors. Even ones as innocent as those indicating pleasure. So it is not easy to find overt written assertions such as “Look at this beautiful molecule X made.” One has to scan the journals for the work of the occasional courageous stylist, listen to the oral discourse of lectures, seminars, the give-and-take of a research group meeting, or look at the peripheral written record of letters of tenure evaluation, eulogies or award nominations. There, where the rhetorical setting seems to demand it, the scientist relaxes. And praises the beautiful molecule. By virtue of not being comfortable in the official literature—in the journal article, the textbook or monograph—aesthetic judgments in chemistry, largely oral, acquire the character of folk literature. To the extent that the modern-day subculture of chemists has not rationally explored the definition of beauty, these informal, subjective evaluations of aesthetic value may be inconsistent, even contradictory. They are subfield (organic chemistry, physical chemistry) dependent, much like the dialects, rituals or costumes of tribal groups. In fact the enterprise of excavating what beauty means in chemistry seems to me to have much of the nature of an anthropological investigation.
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Sainsbury, David C. G., Caroline C. Williams, and Felicity V. Mehendale. "Velopharyngeal dysfunction." In Oxford Textbook of Plastic and Reconstructive Surgery, edited by Hiroshi Nishikawa, Felicity V. Mehendale, and David C. G. Sainsbury, 777–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780199682874.003.0192.
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This chapter explores velopharyngeal dysfunction (VPD), its impact, aetiology, assessment, and management. VPD may cause hypernasal, weak, and unintelligible speech, facial grimacing, nasal turbulence and nasal regurgitation, middle ear problems, and sinusitis. Such manifestations may be distressing for the patient, be associated with poor academic outcomes, be negatively perceived by others, lead to bullying and withdrawal, and result in relationship and employment difficulties. Like the effect of a visible difference on psychosocial confidence and self-esteem, the manifestations of VPD on emotional well-being and social interaction do not necessarily correlate with the amount of speech, language, or communication dysfunction. Normal anatomy, neuromotor function, and speech learning are prerequisites for effective velopharyngeal function. A problem with any of these components may result in a velopharyngeal mechanism that fails to efficiently and fully close throughout oral speech sound formation leading to VPD and an ensuing speech disorder. Perceptual speech evaluation is used to diagnose VPD. Lateral videofluoroscopy and nasoendoscopy are commonly deployed to assess velopharyngeal function and determine management strategies. Surgical interventions include pharyngoplasty, pharyngeal flaps, and velopharyngeal augmentation. Non-surgical interventions include speech prostheses and nasal obturators for speech improvement.
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Obilade, Titilola T. "Medication Errors." In Advances in Medical Education, Research, and Ethics, 111–20. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9658-7.ch005.
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Depending on the statistics examined, medication errors are responsible for 44000 to 400000 deaths annually. This chapter examined the role of societal attributes in medication errors. Although several studies have been conducted on medication errors there is still no uniformity in the definitions which makes evaluation of medication errors difficult. Despite the non-uniformity of definitions, all the research articles reviewed agreed that enhanced oral and written communications between health care providers and patients or parents of patients was a step towards the prevention of medication errors. The health literacy level of both health care providers and consumers also contribute to medication errors.
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Barkasi, Victoria, and Tetiana Filippyeva. "THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-2.
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The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.
Conference papers on the topic "Oral communication Evaluation"
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Hemalatha, S., N. Chidambararaj, and Ravikanth Motupalli. "Performance Evaluation of Oral Cancer Detection and Classification using Deep Learning Approach." In 2022 International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI). IEEE, 2022. http://dx.doi.org/10.1109/accai53970.2022.9752505.
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Mohamed, Abdullah-Adnan, Adelina Asmawi, Mohd Rashid Ab Hamid, and Zainol bin Mustafa. "Descriptive analysis of context evaluation instrument for technical oral presentation skills evaluation: A case study in English technical communication course." In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907491.
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Tauheed, Abu Saquib, Yaagyanika Gehlot, Nitesh Jangir, Nachiket Deval, Sujay Shetty, Gopikrishanan Babu, A. S. Nageshwaran, Basava M. Kumar, and Goutham Prasad. "Technical Evaluation of an AI based Secretion and Oral Hygiene Management System for Ventilator-associated Pneumonia." In 2019 11th International Conference on Communication Systems & Networks (COMSNETS). IEEE, 2019. http://dx.doi.org/10.1109/comsnets.2019.8711169.
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Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.
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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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Sonseca, Agueda, Oscar Sahuquillo, Jose Martinez-Casas, Javier Carballeira, Francisco David Denia, and Juan Jose Rodenas. "Assessment of oral and written communication competences in the European Higher Education Area: a proposal of evaluation methodologies." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.485.
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Hancock, Sophie, Maria Debattista, and Valerie O’Donnell. "125 ‘Better the letter’ – improving hospital discharge communication for palliative care patients: a service evaluation." In The APM’s Supportive & Palliative Care Conference, Accepted Oral and Poster Abstract Submissions, The Harrogate Convention Centre, Harrogate, England, 21–22 March 2019. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-asp.148.
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Brackin, Patricia D., and J. Darrell Gibson. "Techniques for the Implementation, Administration, and Evaluation of Industrially Sponsored Capstone Design Projects in the ME Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-16026.
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The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 120 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need. The capstone design course is the natural place to assess whether or not the outcome is met. It is the purpose of this paper to identify the necessary steps for soliciting, screening, and selecting the types of company projects that will enhance educational objectives and further industrial partnerships. A further purpose is to demonstrate how the course is used to assess the ABET design outcome. Finally the paper discusses how the authors have recently improved this client based design experience and the quality of the final design by utilizing project managers from Rose-Hulman Ventures (the innovation and incubation technology arm of Rose-Hulman) as "design review teams" to meet with and to serve as additional resources to the student teams.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.
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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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Banerjee, Satanjeev, Joseph E. Beck, and Jack Mostow. "Evaluating the effect of predicting oral reading miscues." In 8th European Conference on Speech Communication and Technology (Eurospeech 2003). ISCA: ISCA, 2003. http://dx.doi.org/10.21437/eurospeech.2003-791.
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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.
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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.