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Journal articles on the topic 'Written assignments'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rehman, Rehana, and Rabiya Rehan. "HAND WRITTEN ASSIGNMENTS." Professional Medical Journal 23, no. 11 (November 10, 2016): 1296–97. http://dx.doi.org/10.29309/tpmj/2016.23.11.1750.

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Medical educationists tend to explore short comings of teaching methodologieswith the aim to modify and bring improvement for learning of the students. Structuredassignments were introduced on account of unsatisfactory performance of students in shortessay questions of respiratory, cardio- vascular module. The pass percentage of studentsenhanced from 35.5 to 69 percent as a result of this intervention.

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2

Mills, Caroline. "Acknowledging sources in written assignments." Journal of Geography in Higher Education 18, no. 2 (January 1994): 263–68. http://dx.doi.org/10.1080/03098269408709265.

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3

Hobson, Eric H. "Designing and Grading Written Assignments." New Directions for Teaching and Learning 1998, no. 74 (1998): 51–57. http://dx.doi.org/10.1002/tl.7405.

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4

Willingham, Daniel B. "Effective Feedback on Written Assignments." Teaching of Psychology 17, no. 1 (February 1990): 10–13. http://dx.doi.org/10.1207/s15328023top1701_2.

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5

Calver, Michael C., and James R. Tweedley. "A Technique for Expediting Comprehensive Written Feedback on Assignments." American Biology Teacher 78, no. 8 (October 1, 2016): 684–86. http://dx.doi.org/10.1525/abt.2016.78.8.684.

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Providing detailed feedback in large classes is challenging. We describe how we develop an archive of comments while marking – noting good points, what needs improvement, and how to correct shortcomings. Comments are recorded in a single document with codes. Relevant codes are marked on students' work where issues arise. Each student's annotated assignment is returned with a copy of the comments for the class. Thus, they receive specific feedback on their own work, plus all comments given to the class. Instructors save on marking time because comments are written once on the master list, and only codes and a personalized summary statement are written on the assignment. Markers may collaborate in preparing comments to assist in moderation; some generic comments (e.g., presentation and grammar) are portable across different assignments and years; and comments from past years may form a rubric for sharing with students before they start an assignment.

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6

Burke, Janet, and Charles Nikitopoulos. "Reviewing written assignments: A manageable approach." Performance + Instruction 25, no. 5 (June 1986): 22–35. http://dx.doi.org/10.1002/pfi.4150250509.

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7

Burke, Juel, and Charles Nikitopoulos. "Reviewing written assignments: A manageable approach." Performance + Instruction 25, no. 5 (June 1986): 23–25. http://dx.doi.org/10.1002/pfi.4150250510.

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8

Kuisma, Raija. "Criteria Referenced Marking of Written Assignments." Assessment & Evaluation in Higher Education 24, no. 1 (March 1999): 27–39. http://dx.doi.org/10.1080/0260293990240103.

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9

Cornock, Claire, and Alex Crombie. "Introduction of a video assignment: advantages and disadvantages from the students’ perspective." MSOR Connections 19, no. 1 (January 19, 2021): 41–45. http://dx.doi.org/10.21100/msor.v19i1.1128.

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We present a case study on the introduction of video assignments into Level 4 (year 1) and 6 (year 3) modules within a BSc Mathematics degree. The students were required to provide verbal explanations within a video about some written steps in their argument. We present the details of the assignments and assessment criteria. The introduction of the video assignments was evaluated through focus groups. We present a number of advantages and disadvantages from the students’ perspective when they compared the methods of providing answers through videos, presentations and written work. In particular, we present information on confidence levels, the ability to spot mistakes, skills development and the usefulness for job applications. We provide some practical suggestions for anyone thinking about introducing their own video assignment.

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10

Oermann, Marilyn H. "Short Written Assignments for Clinical Nursing Courses." Nurse Educator 31, no. 5 (September 2006): 228–31. http://dx.doi.org/10.1097/00006223-200609000-00011.

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11

Byrne, Ros. "Written Feedback on Student Assignments: Another Look." Business Communication Quarterly 60, no. 2 (June 1997): 100–108. http://dx.doi.org/10.1177/108056999706000209.

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Recent articles in Business Communication Quarterly advocate giving oral feedback on business communication assignments and compare such com mentary to written feedback: Little attention has been paid, however, to computer-assisted feedback. This article describes one way to give such word- processed feedback, describes some advantages of this mode over both hand written and audio comments, and identifies some limitations of this method.

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12

Widyandana, Widyandana. "Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 1. http://dx.doi.org/10.22146/jpki.25190.

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Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.

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13

Farewell, Stephanie M. "An Introduction to XBRL through the Use of Research and Technical Assignments." Journal of Information Systems 20, no. 1 (March 1, 2006): 161–85. http://dx.doi.org/10.2308/jis.2006.20.1.161.

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This project is designed to facilitate an understanding of eXtensible Business Reporting Language (XBRL). The materials are structured so that each can be used independently of the other components. The materials consist of a reading, research assignments, and two technical assignments. The reading is written to provide a background on XBRL. After obtaining a basic understanding of XBRL, research and technical assignments are used to increase the student's skill-set. The research assignments look at the evolution of XBRL. The first technical assignment modifies and styles eXtensible Markup Language (XML) tagged data. In the second technical assignment an industry extension is developed to the promulgated Commercial and Industrial (C-I) taxonomy. The second technical assignment concludes with the creation of an instance document and viewing of the instance document with a style sheet. Through an understanding of XBRL, students will possess an important basic skill-set for a technology that will likely play a significant role in the future of accounting. In addition, they should have an appreciation for the purpose of XBRL, including the nature of the technology and the inherent challenges.

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14

Rehman, Dr Rehana, and Dr Rabiya Rehan. "HAND WRITTEN ASSIGNMENTS; USE IN LEARNING OF PHYSIOLOGY." PROFESSIONAL MEDICAL JOURNAL 23, no. 11 (November 1, 2016): 1296–97. http://dx.doi.org/10.17957/tpmj/16.3446.

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Jansen, Carel J. M., Michael F. Steehouder, Albert Pilot, Dick Schrauwen, and Paul J. M. Looijmans. "ALEXIS: computer-assisted feedback on written assignments (1)." Computers and Composition 4, no. 1 (November 1986): 32–45. http://dx.doi.org/10.1016/s8755-4615(86)80004-4.

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16

Barker, Randolph T., and Robert H. Stowers. "Team Virtual Discussion Board: Toward Multipurpose Written Assignments." Business Communication Quarterly 72, no. 2 (April 6, 2009): 227–30. http://dx.doi.org/10.1177/1080569909334560.

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17

Mackenzie, Lee. "Investigating reflection in written assignments on CELTA courses." ELT Journal 73, no. 1 (September 20, 2018): 11–20. http://dx.doi.org/10.1093/elt/ccy037.

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18

Lutz, Evelyn M. "Classification of Teacher Written Comments on Student Assignments." Journal of Nursing Education 28, no. 5 (May 1989): 227–29. http://dx.doi.org/10.3928/0148-4834-19890501-09.

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19

Crabbe, David, and Marilyn Lewis. "Towards standards of feedback on written assignments in language teacher education." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 41–51. http://dx.doi.org/10.1075/aral.25.1.03cra.

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Abstract As alliances are formed between various tertiary institutions within and beyond the same country, the issue of standards arises, particularly with reference to the marking of assignments. This is true not only of the summative grading of assignments but also of the formative effect of written feedback. This paper reports on an exercise in analysing, comparing and reflecting on the feedback offered by two university lecturers on postgraduate programmes for teachers. The writers examine retrospectively the written feedback each provided on written assignments and suggest how the information might be used to derive feedback standards that themselves would be the basis for further evaluation.

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20

Borschevskaya, M. Yu. "System of Developing Writing Assignments (Izlozhenie) for Grades 5–11." Russian language at school 81, no. 5 (September 15, 2020): 23–30. http://dx.doi.org/10.30515/0131-6141-2020-81-5-23-30.

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The aim of the study was to justify the choice of such a writing assignment as a written reproduction (Rus: izlozhenie) as a synthesizing and developing form of educational activity in grades 5–11. To this end, the educational potential of reproducing an unfamiliar literary text was revealed, and a methodological system of developing written reproductions was created in correlation with the material being taught during the lessons of Russian language and Russian literature. When creating a system of written reproduction assignments, an analysis of studies reflecting the leading trends in the methodology of Russian language teaching (i.e. the convergence of lessons of the Russian language and Russian literature, meta-subjects modeling and interpreting activities, linguocultural and conceptual analyses), as well as the results of pedagogical practice, was carried out. The presented system with a complex of assignments gradually increasing in complexity develops both the logical and sensory-emotional sphere of students’ thinking, facilitates the formation of a creative linguistic personality and reading skills, as well as takes into account the requirements for graduates during the State final certification, contributing to a more successful result.

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21

Мацыяка, E. Matsyyaka, Обернихина, Galina Obyernikhina, Осипова, and I. Osipova. "On Analyzing and Improving Written Text Essays." Profession-Oriented School 3, no. 6 (December 18, 2015): 14–26. http://dx.doi.org/10.12737/16842.

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The paper considers the methods concerning how to analyze, edit and improve written text essays. Outlined are the stages of written text improving. Developed is the system of formative assignments, conducive to mastering the skills of proper text writing.

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22

Ersan, Ceyhun, and Banu Uslu. "Can Plagiarism Detected by Software be Prevented through Education? An Experimental Study with Preschool Teacher Candidates." International Journal of Technology in Education and Science 4, no. 2 (March 10, 2020): 118–32. http://dx.doi.org/10.46328/ijtes.v4i2.72.

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In this study, the effect of science and research ethics course on preschool teacher candidates’ possible plagiarism behaviors was examined. Fifteen teacher candidates were asked to prepare a written assignment (pre-test) before the start of the course. Similarly, a second written assignment (post-test) was taken at the end of the course which took approximately 12 weeks. Both assignments received from teacher candidates were evaluated in two similarity/plagiarism software programs and the similarity rates of each student's homework were calculated as a percentage. The Wilcoxon Signed Ranks Test was used to test whether there was a significant difference between these percentage scores in terms of pre-test and post-test. In addition, teacher candidates’ pre-test and post-test assignments were subjected to document analysis in the context of the matches determined by similarity/plagiarism software programs. According to the findings of the study, it was seen that science and research ethics course could have an effect on possible plagiarism behaviors of teacher candidates. The findings of the study were discussed regarding similarity/plagiarism software programs, course period and literature. Suggestions were made to help teacher candidates and to those who are concerned about avoiding unethical practices.

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23

Đorđev, Ivana. "The orthographic norm in secondary school students' written assignments." Research in Pedagogy 6, no. 2 (2016): 43–54. http://dx.doi.org/10.17810/2015.22.

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24

Barnum, Mary, and Carrie Graham. "Techniques for Providing Feedback to Students on Written Assignments." Athletic Therapy Today 13, no. 5 (September 2008): 2–5. http://dx.doi.org/10.1123/att.13.5.2.

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25

Edwards, Sharon L. "Critical thinking and analysis: a model for written assignments." British Journal of Nursing 7, no. 3 (February 12, 1998): 159–66. http://dx.doi.org/10.12968/bjon.1998.7.3.159.

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26

Cigler, Beverly A. "Integrated written and oral assignments for the MPA curriculum." International Journal of Public Administration 13, no. 1-2 (January 1990): 325–42. http://dx.doi.org/10.1080/01900699008524676.

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27

Scofield, Barbara W. "Using Quizzes for Feedback and Revision of Written Assignments." Business Communication Quarterly 59, no. 1 (March 1996): 81–85. http://dx.doi.org/10.1177/108056999605900108.

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28

Nemec, Eric C., and Matthew Dintzner. "Comparison of audio versus written feedback on writing assignments." Currents in Pharmacy Teaching and Learning 8, no. 2 (March 2016): 155–59. http://dx.doi.org/10.1016/j.cptl.2015.12.009.

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29

Storch, Neomy, and Joanna Tapper. "A useful kind of interaction? evaluations by university students of feedback on written assignments." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 147–67. http://dx.doi.org/10.1075/aral.25.1.08sto.

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Abstract In content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we investigated student reactions to teacher feedback in a law subject. Data included teacher feedback written on 76 student assignments, responses by 72 students to a questionnaire about the feedback and interviews with 9 students. Responses from two groups were compared. One group (Group A) comprised students born in Australia or another English-speaking country and those born in non-English speaking countries but who had been residents in Australia for over seven years. The other group (Group B) comprised students born in non-English speaking countries and who had been resident in Australia for less than seven years. The students from both groups were most interested in specific comments on content matters and only half were interested in comments on written expression. Students from Group B were more likely than Group A students to find teacher comments useful for subsequent assignment writing. The responses from all students indicate that although they found teacher comments useful, they were not necessarily totally satisfied with the nature of the feedback.

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Rank, Allison, and Heather Pool. "Writing Better Writing Assignments." PS: Political Science & Politics 47, no. 03 (June 19, 2014): 675–81. http://dx.doi.org/10.1017/s1049096514000821.

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ABSTRACTAlthough most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom’s taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers.

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31

Mynlieff, Michelle, Anita L. Manogaran, Martin St. Maurice, and Thomas J. Eddinger. "Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course." CBE—Life Sciences Education 13, no. 2 (June 2014): 311–21. http://dx.doi.org/10.1187/cbe.13-05-0097.

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Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

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32

Rhoad, Jonathan S. "Written Assignments in Organic Chemistry: Critical Reading and Creative Writing." Journal of Chemical Education 94, no. 3 (December 21, 2016): 267–70. http://dx.doi.org/10.1021/acs.jchemed.6b00402.

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33

Miihkinen, Antti, and Tuija Virtanen. "Development and application of assessment standards to advanced written assignments." Accounting Education 27, no. 2 (November 6, 2017): 121–59. http://dx.doi.org/10.1080/09639284.2017.1396480.

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34

Quible, Zane K. "Internet-Based Assignments and Written Business Communication: A Logical Union." Business Communication Quarterly 60, no. 4 (December 1997): 98–101. http://dx.doi.org/10.1177/108056999706000411.

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35

Hirsch, Maurice L., and Susan L. Gabriel. "Feedback strategies: Critique and evaluation of oral and written assignments." Journal of Accounting Education 13, no. 3 (June 1995): 259–79. http://dx.doi.org/10.1016/0748-5751(95)00015-e.

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36

Reilly, Anne H. "Using Reflective Practice to Support Management Student Learning: Three Brief Assignments." Management Teaching Review 3, no. 2 (July 14, 2017): 129–47. http://dx.doi.org/10.1177/2379298117719686.

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Reflective practice supports critical thinking and assessment skills through analyzing one’s own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well. Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.

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37

Johnson, Norris R. "A Methodology for Studying Stacking in Football and Baseball: A Preliminary Note." Sociology of Sport Journal 5, no. 3 (September 1988): 270–77. http://dx.doi.org/10.1123/ssj.5.3.270.

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This paper describes an instrument developed and used with an experimental methodology in a pilot study of stacking in football and baseball. The instrument was a positional profile purporting to represent an evaluation of young athletes on a number of position-relevant traits. Respondents were asked to assign each player to a position solely on the basis of this written evaluation. The race of the profiled player was systematically varied in order to measure the impact of race on positional assignment. Preliminary results showed that coaches achieve a high degree of consensus when making assignments on the basis of the written evaluations alone, and players who have been identified as white are significantly more likely to be assigned to the quarterback position than are players identified as black. No other evidence of racial differences in positional assignment was indicated.

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38

Riser, Diana K., Stephanie D. Clarke, and Allison N. Stallworth. "Scientific Memes: Using the Language of Social Media to Improve Scientific Literacy and Communication in Lifespan Development." Psychology Learning & Teaching 19, no. 3 (June 9, 2020): 275–89. http://dx.doi.org/10.1177/1475725720929277.

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Social media is riddled with memes (i.e., captioned images intended to convey cultural ideas or beliefs) that often promote maladaptive and unsupported beliefs about human development and parenting. This paper presents a scientific writing assignment designed to help spread accurate information on human development beyond the classroom through creation and sharing of original material on social media. Students were tasked with identifying applicable themes of the course, transforming these themes into scientific memes with supporting research articles, posting these materials to social media, and reflecting on their experiences. This assignment helps students develop critical thinking and scientific literacy, as well as their ability to apply course concepts to everyday life and share those applications with others. Student outcomes from several sections of Lifespan Development—those with the scientific meme assignment versus those with a traditional writing assignment—were analyzed for differences in quantitative measures of student success (i.e., grades). Students’ written reflections were also assessed for common themes. Findings suggest advantages of social media assignments with regard to students’ sense of purpose, experience with scholarly discourse, and student growth, and may inspire creation of additional innovative assignments that promote student learning and application.

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39

Wong, Christina, and Lisa Purdy. "Teaching Professionalism: Comparing Written and Video Case-Studies." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020740.

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Purpose: Professionalism is a difficult concept to teach to healthcare professionals. Case-studies in written and video format have demonstrated to be effective teaching tools to improve a student’s knowledge, but little is known about their impact on student behaviour. The purpose of this research study was to investigate and compare the impact of the 2 teaching tools on a student’s behaviour during a simulation. Method: A 3-stage mixed method study was conducted with senior Medical Laboratory Science (MLS) undergraduate students. All students were randomly divided into a Written Group or Video Group to attend a mandatory professionalism workshop focused on bullying and gossip. Twenty-six students completed the voluntary assignment and 21 students participated in the voluntary group simulations. Thematic analysis was performed on the assignments and simulation. Frequencies of themes were calculated. A Group Simulation Assessment Rubric was used to score simulations and calculate an adjusted group performance average (AGPA). Results: The assignment demonstrates that students from both groups obtained a theoretical understanding of how to resolve gossip and bullying. From the Written Group and Video Group, 70%/18% of students discouraged/resolved gossiping and 80%/63% prevented bullying. The mean AGPA for the Written Group and Video Group was 5.4 and 4.9 respectively ( t(5) = 1.5, P = .2). Discussion: Students can successfully apply knowledge they have gained in written and video case-studies focused on the professionalism topics of bullying and gossip to a hypothetical situation. However, a discrepancy in their actions was found during the simulations. The data from the study suggests that written and video case-studies do not have different impacts on a student’s behaviour.

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40

Mehlmann, Marybeth Ames, and Michelle Korry Waters. "From Write to Right." Academic Therapy 20, no. 5 (May 1985): 583–86. http://dx.doi.org/10.1177/105345128502000512.

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41

Hernandez, Frank, and Joanne Marshall. "Auditing Inequity." Education and Urban Society 49, no. 2 (July 27, 2016): 203–28. http://dx.doi.org/10.1177/0013124516630598.

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While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were variable in their individual reflections, but that assignments, which required them to analyze the inequities in their schools and develop an implementation plan, led all of these aspiring administrators to seek to redress those inequities. The article discusses implications for other programs, which prepare educational leaders.

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42

Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto, and Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (November 30, 2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.

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This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.

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43

Keane, Kjrsten, Daniel McCrea, and Miriam Russell. "Personalizing Feedback Using Voice Comments." Open Praxis 10, no. 4 (December 28, 2018): 309. http://dx.doi.org/10.5944/openpraxis.10.4.909.

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While text-based feedback is normally used by college instructors to help students improve their written assignments, it is important to consider using voice comment tools for further personalization. New and easily-accessible technologies provide this option. Our study focused on surveying undergraduates who received voice comments on their written assignments. Students were queried on their preferences for feedback delivery and survey questions probed student responses both quantitatively and qualitatively. Two voice comment tools were used: Adobe Acrobat Reader and Kaizena voice comments. Results showed the majority (66.7%) of students surveyed preferred the addition of voice comment feedback over written comments alone. Appendices supply tool information, full data sets and extensive student commentary regarding their experience after receiving voice comments.

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44

Ondrakova, Jana, and Jitka Siruckova. "An Analysis of Mistakes in Written Assignments of Students of German." Procedia - Social and Behavioral Sciences 171 (January 2015): 847–53. http://dx.doi.org/10.1016/j.sbspro.2015.01.200.

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45

Davies, Warnock, Margaret F. Schulte, and Victoria E. Johnson. "Two-Draft Term Papers: Improving the Pedagogical Value of Written Assignments." Journal of Management Education 19, no. 2 (May 1995): 250–53. http://dx.doi.org/10.1177/105256299501900210.

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46

Arjulayana, Arjulayana. "Google Translate As an Alternative Tool to Assist EFL Undergraduate’s Students’ Assignment." CLLiENT (Culture, Literature, Linguistics, and English Teaching) 1, no. 02 (November 30, 2019): 190–97. http://dx.doi.org/10.32699/cllient.v1i02.950.

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This study aimed to present the data analysis regarding assistance tools for EFL undergraduate students in completing their assignments. In the digital era, the use of google translation is one of the most popular tools among EFL students, either for their assignment or improve foreign language’ skills. EFL undergraduate students of University Muhammadiyah Tangerang in 5th-semester areas the research subject, because most of them should complete their assignment and almost of their subject lesson should use English weather orally or written form. This research used purposive sampling with a total is 35 students, and a qualitative descriptive method is used to analyze and present the data comprehensively. The data collection starts from problem identification, field observation, interview and study document be based on their assignment submitted.

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Lownds, N. K. "Mini-essays: Using Writing for Fun and Creativity." HortScience 32, no. 3 (June 1997): 432F—433. http://dx.doi.org/10.21273/hortsci.32.3.432f.

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Good written communication skills are essential for the success of our graduates. To promote good writing, students in Ornamental Plant Identification classes have been required to write mini-essays, one-page responses to real-world scenarios. Student's responses have been good and their writing has been very acceptable. The mini-essays were, however, just assignments to complete. In an attempt to get students truly involved and passionate about their writing, assignments were designed to illicit creative, fun responses. Students were asked to explain concepts to fourth graders. This brought responses that ranged from exercises where kids were to stick out their tongues to imitate humming birds, to a short play demonstrating the importance of plant nomenclature. Another assignment asked students to complete a story about the famous detective, Hortus paradoxa. Student responses were incredibly creative, and some of the best writing I have ever seen. In addition, students had fun. It seems clear that, if students know that it is OK to be creative, they will greatly exceed your expectations. Just be prepared to have lots of fun while learning. Samples of the assignments, responses, and what is next will be presented.

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Miller, Kerrie A., Philip L. Gunter, Martha L. Venn, John Hummel, and Larry P. Wiley. "Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders." Behavioral Disorders 28, no. 2 (February 2003): 130–49. http://dx.doi.org/10.1177/019874290302800206.

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Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. In the first study, an ABA design revealed little difference in the students’ correct responding or on-task behavior when a function (writing a letter) was provided for written assignments. When a model for correct responding was added to the conditions, correct responding and on-task behavior increased for all students in both the functional and nonfunctional activities. In the second study, a multiple-baseline-across-students revealed only limited positive effects for on-task behavior when arithmetic assignments were shortened; effects were enhanced for two of the students when a model for correct responding was added to the shortened assignment modification. Results are discussed in terms of continuing research needed in the area of curricular and materials modifications for students with E/BD.

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Nevid, Jeffrey S., Michael A. Ambrose, and Yea Seul Pyun. "Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions." Teaching of Psychology 44, no. 4 (August 23, 2017): 324–29. http://dx.doi.org/10.1177/0098628317727645.

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Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom’s taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher level writing assignments. We based both higher and lower level writing assignments on the same concepts drawn from chapters of the accompanying textbook but which differed in level of cognitive complexity. The results favored a top-down approach by showing that higher level writing assignments produced significantly better performance on both lower and higher level exam questions derived from concepts students had written about.

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Etter, Edwin R., and Barbara W. Ross. "The Use Of Article Summaries In Accounting Courses: Improving Students Reading Comprehension, Learning, Thinking, And Communication Skills." American Journal of Business Education (AJBE) 6, no. 6 (October 29, 2013): 595–608. http://dx.doi.org/10.19030/ajbe.v6i6.8163.

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This paper describes the use of article summaries in accounting courses. Article summaries promote active learning. They assist students in improving their reading comprehension, learning, thinking, and written communication skills. We provide a template for the writing assignments, a grading rubric, and a list of accounting related periodicals for various accounting courses. We also suggest strategies for administering and grading the assignments to minimize the workload for instructors.

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