Дисертації з теми "Assessing writing"
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Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.
Повний текст джерелаPh. D.
Hutchison, Allison Brooke. "Assessing the Feasibility of Online Writing Support for Technical Writing Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90375.
Повний текст джерелаDoctor of Philosophy
A feasibility study addresses whether or not an idea or plan is good. In the case of this dissertation, the idea is whether or not to offer online writing services—such as tutoring and a repository website—to students enrolled in Technical Writing at Virginia Tech. In order to study the feasibility of this plan, I first argue for bringing together the fields of writing centers and technical writing. Two strong reasons for uniting these fields are based upon their shared methods and practices of teaching collaboration and multiliteracies. Multiliteracies in this dissertation refers to critical, functional, and rhetorical computer literacies; each literacy is important for Technical Writing students to develop as they enter their future careers. Historically, writing centers are places on a college or university campus where students from all disciplines can go for tutoring; this is known as the generalist approach to writing tutoring. However, research demonstrates the effectiveness of a specialist approach—where a tutor is familiar with a student’s discipline—to writing tutoring over generalist writing support. Therefore, I take a specialist perspective in this study. I use service design system of methods to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Service design is commonly used in the service economy, such as restaurants and hotels, in order to design or redesign services. In particular, service design focuses on people and their needs. Using survey and interview data, I designed and piloted an online tutoring service and a website for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center at Virginia Tech is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center’s mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how online writing labs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаWeitzel, Larry. "Assessing business writing: An examination of scoring methods, writing sample complexity, and rating variability." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1750.
Повний текст джерелаOliver, Cynthia Catherine. "Technical writing, assessing curriculum and improvement rates for adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49150.pdf.
Повний текст джерелаOliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.
Повний текст джерелаix, 81 leaves ; 29 cm.
Veldtman, Helga Delene. "Assessing laboratory report writing skills of first entering bachelor of science students." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3401.
Повний текст джерелаConventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students.
Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.
Повний текст джерелаAlbertson, Luann R. "A cognitive-behavioral intervention study : assessing the effects of strategy instruction on story writing /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7710.
Повний текст джерелаDraper, Matthew. "The write rationale : teaching and assessing writing in English home language in the senior phase." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14154.
Повний текст джерелаHamakali, Hafeni Pamwenase Shikalepo. "Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction." University of the Western Cape, 2018. http://hdl.handle.net/11394/6621.
Повний текст джерелаThis study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.
O'Shaughnessy, Emma Vivian. "Re-assessing the inner city of Johannesburg : an exploration into emerging African urbanism and the discovery of black agency in Phaswane Mpe's Welcome to our Hillbrow and Kgebetli Moele's Room 207." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11595.
Повний текст джерелаAt present, we are witnessing an exciting moment in African urban discourse, one that sees writers and theorists engaging with new avenues in which the African city can be configured and read. The discourse reflects and focuses on the myriad, creative ways in which African urbanites capitalise on their environments, exploring the kinds of challenges and freedoms generated by a life in the African city. Underlying this exploration is the notion that through the development of creative tactics, African urbanites can lay claim to agency amidst difficult conditions and can also shape their urban environments into flexible and enabling spaces. This approach challenges the idea that African cities are simply 'dysfunctional' or 'chaotic'. Simultaneously, this allows the stigma attached to the entire 'sign' of Africa to be challenged. The following study uses this basis of African urban discourse and applies it to a South African context. Indeed, one local urban centre that has always garnered a wealth of interest is the inner city of Johannesburg. Recent theory and research around African cities allows me to delve deeper into the intricacies of its social and geo-political landscape. The purpose of this is ultimately to shape a literary study. The discourse will aid me as I analyse two novels set in the inner city, namely Phaswane Mpe's Welcome to Our Hillbrow and Kgebteli Moele's Room 207. The theoretical framework creates a context in which I explore the impact of these two, post-apartheid novels. The texts also provide a crossover point that enables me to explore the ideas propagated by emerging African urban theory in depth. Both novels are realistic and semi- autobiographical accounts of life in the inner city. In a sense, the novels provide a semi-fictionalised 'ethnographic' frame for my research. This is not to imply that literature can challenge social theory or that the two naturally should correspond. What this approach does allow for is for me to show how valuable the writer is in this kind of environment, as well as how the city generates a particular kind of story and storytelling. Furthermore, it gives me a space in which the central tenets of African urban thought can be explored and applied in detail. For these reasons, the following research is multidisciplinary, using a range of social, urban theory to understand two creative, urban texts. The contribution it aims to make is to both to the field of literature and to the study of (South) African city spaces.
Stapleton, Paul. "Assessing critical thinking in the writing of Japanese university students : insights about assumptions, content familiarity and biology." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30979.
Повний текст джерелаDelaney, Calum Milne. "How do assessors mark? : the process of assessing written work produced by students in higher education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4059.
Повний текст джерелаRoss, Alanna. "Teaching and assessing for information literacy learning: A united Arab emirates case study." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132446/2/__qut.edu.au_Documents_StaffHome_staffgroupW%24_wu75_Documents_ePrints_Julie_Ross_Thesis%5B1%5D.pdf.
Повний текст джерелаEnglish, Joel Alexander. "Assessing the synchronous online classroom : methodologies and findings in real-time virtual learning environments." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137523.
Повний текст джерелаDepartment of English
Hattingh, Karien. "The validation of a rating scale for the assessment of compositions in ESL / K. Hattingh." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4203.
Повний текст джерелаThesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.
DeForest, Reynolds Siri Torrence. "Validating Bloom's Revised Taxonomy as a Rubric for Assessing Middle School Students' Levels of Thinking." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6990.
Повний текст джерелаBira, Lindsay M. "Emotional Writing in an HIV+ Population: Assessing Two Scoring Methods of Emotional/Cognitive Processing and Their Effects on Health Status, Physical Symptoms and Psychological Well-being." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/294.
Повний текст джерелаMohammad, Elham Ghazi. "Using the science writing heuristic approach as a tool for assessing and promoting students' conceptual understanding and perceptions in the general chemistry laboratory." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаTollerton, David C. "Reading Job as Disruption : Assessing Receptions of the Book of Job by Jewish-American Theologians Writing within or in Response to 'Holocaust Theology'." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503881.
Повний текст джерелаTate, Dominique Tate. "Unraveling the molecular interactions between M. oryzae and rice Assessing our assessments: a look into the role assessments play in college level learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532015128204167.
Повний текст джерелаSchermbrucker, Ben Mathew. "Assessing the impact of an English for academic purposes course on the academic writing skills of English second language learners attending economically disadvantaged high schools : an interventionist case study." University of the Western Cape, 2016. http://hdl.handle.net/11394/5459.
Повний текст джерелаAcademic writing skills are vitally important for South African learners in both high school and tertiary contexts. The importance of such writing skills is even more pronounced for English Second Language (ESL) speakers, as such learners often attend low-performing schools (that inculcate poor levels of academic literacy), and also face the challenge of writing in a non-native language. This study is an attempt to understand how a specially designed English for Academic Purposes (EAP) course can improve the academic writing of bilingual, economically disadvantaged high-school South African learners. The study analysed the effects of the EAP course on Grade 11 learners from two 'nofees' high schools located in Khayeltisha and Delft. Over a seven-week period Grade 11 learners from these schools attended the EAP course twice a week (after school hours on their school premises) and submitted a total of fourteen written assignments (seven rough drafts, and seven final drafts). These assignments required the learners to formulate essay-like responses to literary and philosophical texts. The learners shaped their responses by making reference to structured classroom discussions (led by the EAP course instructor), as well as standardised notes and assignment instructions. The conceptual frameworks that guided this study were mapped using a variety of sources and materials. Whilst Hyland's (2005, 2006) influential writings on EAP helped the researcher situate the study's academic writing skill's course within an EAP paradigm, recent theoretical and empirical advancements in cognitive science (in particular by Tooby & Cosmides 1992; Gallistel 2000; Wagner &Wagner 2003) helped to justify the specifically 'modular' approach to academic writing skills that the course favoured. Finally, testimonies about the function of creative fiction (see Pessoa 2010; Kafka 2013; Barnes 2012; Pinker 2011) played an important part in shaping the EAP course's approach to text-orientated academic writing skills. Importantly, this study also aimed to describe and analyse various factors that threatened the implementation of the academic writing skills course. In relation to attrition – a phenomenon which clearly presented the single greatest threat to the intervention – Bandura's theoretical writings on the structure of agency (2006, 2005, 2004, 2001, 1998, 1997, 1994) provided a rich source of justification for many of the conclusions that the study derived about the underlying factors that drove the high dropout rate. Another key aim of this study was to transmit writing skills that would boost levels of learner preparedness for matric and first-year university. To establish a link between the course and the writing requirements of certain matric and university subjects, the researcher compared the contents of the writing skills course to the contents of these subjects. This comparative analysis relied heavily on matric and first-year university source material (i.e. exam papers, memorandums, marking rubrics, departmental handouts, etc.). In terms of its findings, the study discovered many striking parallels between the Grade 11 learners at Khayelitsha and Delft. Firstly, in both experimental groups, a preintervention writing task revealed that – prior to the EAP course's inception – the overwhelming majority of the learners were not in firm possession of virtually any of the writings skills the EAP course aimed to transmit. Secondly, in both groups, it was found that the EAP course significantly improved the learners' academic writing skills. Although this improvement was not especially visible in the learners' grade-based results for the EAP course (due, mainly, to absenteeism and resulting missed assignments), a thorough qualitative analysis of the learners' preintervention, early and late EAP assignments demonstrated that – by the end of the course – most of the learners had gained fairly high degrees of proficiency in a range of critically important academic writing skills. Thirdly, qualitative data – derived from observations and interviews – established that the high rates of attrition and absenteeism that plagued both experimental groups was chiefly due to a single cause: weak levels of agency. On the basis of this study's findings, a number of recommendations can be put forward. Firstly, the many parallels between the two experimental groups suggest that the EAP course designed by this study could achieve comparable results in other South African township schools. Secondly, due to the difficulties that this study encountered in relation to high absenteeism and attrition rates, it is recommended that future implementations of the EAP course adopt a number of measures to improve learners' perceptions of their self-efficacy. Finally, it is recommended that future versions of the EAP course could include a 'matric study skills module'.
Sasakawa Foundation
Pinkelman, Lindsay Ann. "Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271353608.
Повний текст джерелаTypescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Middle Childhood Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 74-96.
周資娟. "Assessing Students’ Science Writing Performance With Peer Assessment." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/01634092038006806765.
Повний текст джерела國立新竹教育大學
應用科學系碩士班
95
Assessing Students’ Science Writing Performance With Peer Assessment Abstract The purpose of this study was to survey the effects by assessing students’ science writing performance with peer assessment for the curriculum of science and technology field. In this study, we adopted the method of pretest-posttest quasi-experimental design. The subjects were two fifth-grade classes of one elementary school in Taipei city, 30 children in each class. One of these two classes was the experimental and the other was control group. The experimental group was taught with the instruction of science writing and peer assessment , while the other group was taught only with the instruction of science writing. There were several findings. 1. There is no significant difference in learning achievement in natural sciences between students who receive science writing and peer assessment instructions and those who are given science writing. 2. The results showed that peer assessment can help promote students’ attitue toward to science writing. 3. By using science writing and peer assessment instructions could promote the students' the metacognition ability. 4. There were good validity and reliability among the elementary school students' peer assessment. The scores of peer assessment were significantly correlated with the scores of teacher assessment. 5. The elementary school students accepted the way of peer assessment highly. But different level students have different constructing comments. Finally, the researcher induced research conclusions, and offered some suggestions for applications and future research.
(9024011), Hadi Banat. "Assessing Intercultural Competence in Writing Programs through Linked Courses." Thesis, 2020.
Знайти повний текст джерелаInternationalization of higher education is a collaborative responsibility academic and non-academic programs share to facilitate the integration of various student populations within the broader culture of the university. My dissertation project links First Year Writing (FYW) classes of domestic and international students to promote and evaluate their intercultural competence development. My research questions explore the use of reflective writing as a genre for formative assessment in the writing classroom and investigate the data it provides about students’ continuous learning. My research methodology combines qualitative analysis of reflective writing and quantitative analysis of intercultural competence development. Participants come from four sections of FYW courses spanning two semesters – Spring 2016 and Fall 2017. I collected reflective writing data from four embedded reflective journals and a final reflective essay assigned to students in each section. Using a grounded scheme, I applied thematic coding analysis of reflective writing and traced frequencies of codes. I also mapped students’ reflections onto the Developmental Model of Intercultural Sensitivity (DMIS; Bennett, 1993). Results from both coding methods contextualize and interpret students’ development in both intercultural competence and writing skills. I also share pedagogical, assessment, and administrative implications for more effective teaching of reflective writing and better continuous assessment of intercultural competence skills within the context of the linked course model curriculum.
Smotrova, Yuliya, and 黃莉亞. "Defining and Assessing Critical Thinking in EFL Argumentative Writing." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7e4w6t.
Повний текст джерела國立清華大學
外國語文學系
106
Educators across disciplines have long seen critical thinking (CT) as a desirable educational outcome (for example, Dewey, 1910; Ennis, 1993). CT is an important part of EFL instruction as well (Davidson, 1998) and is defined as, for example, reasoning in making judgements (Alagozlu, 2007), using knowledge for problem-solving, posing questions and making inferences (Liaw, 2007), or as using skepticism, logic, and creativity for maintaining a democratic society (Atkinson, 1997). CT is mostly assessed through argumentative writing (Condon & Kelly-Riley, 2004; Ennis, 1993; Stapleton, 2001). However, there is a lack of a unified CT definition (Atkinson, 1997; Sternberg, 1986) to guide CT assessment in EFL argumentative writing, and hereby a lack of CT scoring guides and rubrics (Stapleton, 2001; Condon & Kelly-Riley, 2004). Another issue is that CT is often considered to be included in the language use assessment (Condon & Kelly-Riley, 2004). However, there seems to be a negative correlation between CT and language use (Condon & Kelly-Riley, 2004). In order to improve CT instruction and assessment in EFL argumentative writing it is necessary to develop a clear definition of CT and to understand the relationship between CT and language use. These goals are explored in this thesis by answering the following research questions: 1) How do EFL writing teachers operationalize CT in grading EFL argumentative essays? 2) To what extent do these definitions match the one reflected in existing CT scoring rubrics? 3) What is the relationship between CT and language use in EFL argumentative essays? To answer the first research question, five tertiary EFL writing teachers were asked to score 15 EFL argumentative essays based on their own conceptualizations of CT which were discussed in follow-up interviews. To answer the second and third research questions, the teachers were asked to score the same essays again using an analytic scoring rubric which combines CT and language use assessment. In the follow-up interviews, the teachers compared their original CT definition with the one reflected in the rubric. The relationship between CT and language use was analyzed by computing Spearman correlations and frequency statistics. The study found that the EFL writing teachers commonly define CT in EFL argumentative writing as having an argument which is logical, clear, developed and supported, focusing on the issue, and following guidelines. The participants were found to interpret the CT rubrics according to their own original definitions, and most participants found considerable similarities between their own and the rubric’s definitions. The individual differences in the original CT definitions and in the participants’ interpretations of the rubric were likely causes of little rater agreement in both rounds of rating. CT and LU in EFL argumentative writing were found to be related overall, with the strength of the relationship being contingent on the essay’s CT level and a particular rater. The relationship between LU and CT was stronger in essays with higher CT scores and weaker in essays with lower CT scores. The study has important implications for improving CT assessment in EFL argumentative writing. The more precise and relevant definition of CT in EFL writing may assist in developing a standardized CT scoring rubric for EFL writing assessment. However, training is necessary for the effective application of the rubric. In the absence of training, EFL teachers’ individual definitions of CT may provide a more fine-grained and consistent assessment. Finally, it is recommended that language use and CT elements relevant to EFL argumentative writing should be assessed separately.
Levey, Margaret. "Assessing academic writing: L1 English content professors’ accommodation to non-standard rhetorical organization in L2 student writing." Thesis, 2011. http://spectrum.library.concordia.ca/35808/4/Levey_MA_F2011.pdf.
Повний текст джерелаLIANG, HUI LING, and 梁惠玲. "Application of Alternative Multiple Chinese Test on Assessing Pupil's Writing Abilities." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/17283490271827663188.
Повний текст джерела國立臺北教育大學
語文與創作學系語文教學碩士班
97
The study constructed an alternative multiple-choice test in which each option of the test items scored differently. This aimed at examining the differences of learners’ ability in answering questions, so as to discuss the relationship between the test and learners’ composition ability. The research found that the correlation of the test and composition scores was .533, which was higher than that of the Mandarin test. This suggested that the alternative multiple-choice test could measure learners’ composition ability more accurately. Moreover, by comparing conceptualization, organization, and sentence construction of learners’ composition, correlation index of the alternative multiple-choice test was higher than those of the school Mandarin test. This indicated that the former is highly related to the three dimensions than the later.
Lopez, Esmeralda. "Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9870.
Повний текст джерелаNagrotsky, Kathryn. ""I'm Not Teaching Writing, I'm Just Assessing It" : Exploring Assimilationist Writing Pedagogies in a New Graduate School of Education." Thesis, 2020. https://doi.org/10.7916/d8-cxn8-j668.
Повний текст джерелаFerstle, Thomas G. "Assessing visual rhetoric : Problems, practices and recommendations for the assessment of multimodal compositions /." 2007. http://proquest.umi.com/pqdweb?did=1296096171&sid=1&Fmt=2&clientId=10361&RQT=309&VName=PQD.
Повний текст джерелаYang, Chia-Ching, and 楊家慶. "Assessing students' science writing performance with the rating scale: An action research study." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/29902148057435306539.
Повний текст джерела國立臺中教育大學
自然科學教育學系碩士班
94
The action research describes the process that how to assess science writing performance with the rating scale in elementary school. The researcher also analyzes the difficulties/problems in the process and tries to find the solutions. The growth and achievement of researcher are discussed in the following paragraph. The assessment of science writing was practiced in two six-grade classes in elementary school. The researcher is just the teacher. After the honest self-examination, the assessment of students' performance, the interscorer reliability and the interviews and the findings of the action research are described as the following: It's a practicable way to use rating scales to exam the science writing cooperating with the teaching plan. Design the rating scales with special observations of students' writing. The feedback can be the reference for teaching decision and also improve the quality of students' writing performance and communicative ability. Try to get the correct judgment and objective results. The assessment of science writing should be designed to correspond with the teaching goals so as to reflect the real situation of students' learning. Teachers should let the students understand the methods, standard and aims (goals) of the assessment before the examinations. They should explain the standard of the assessment clearly and create the learning environment with no pressure. It's the right goal to make students write down what they think in their minds. Students are the real essential part of learning. They should realize the representative meanings of the assessment results and keep their learning impetus. According the preceding findings, the researcher makes several suggestions as the following: 1.Science writing is hard to get the immediate results, and the students should practice their writing skills more. 2.The standard of the assessment about science writing should be understood clearly by students. 3.To encourage teachers collect their teaching portfolio.
Zheng, Ren-wun, and 鄭人文. "Assessing Coherence in EFL High School Students' Writing by Using Topical Structure Analysis." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44624628223294619246.
Повний текст джерела國立雲林科技大學
應用外語系
104
The current study aimed to explore how topical structures employed in senior high school students’ narrative writing influenced the coherence of their writing text. Twenty senior school students were the participants in the study. The writing samples were analyzed with topical structure analysis proposed by Liisa Lautamatti (1987). The findings of the current study showed that good writing samples demonstrated higher percentage of using sequential progression, and extended parallel progression, compared with the poor writing samples. The poor writing samples showed far higher percentage of parallel progressions compared with good writing samples. Moreover, the poor writing samples showed far higher percentage of coherence break, or rather the percentage of unjustified topic change, compared with the good writing samples. The finding of the current study would be beneficial to writing teachers in enhancing coherence in students’ writing. Topical structural analysis could be taught in class and serves as the revision tool for students.
Huang, Hsifang, and 黃錫芳. "Assessing the Blackboard LMS Paperless Semester Experiment on EFL Writing from a Communal Constructivist Perspective." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/u5394f.
Повний текст джерела國立臺灣科技大學
應用外語系
99
This master’s report delineates the comprehensive findings of a one-year paperless semester experiment conducted in an applied foreign languages program at a major technological university in Taiwan via the “hyper-hybridization” of the Blackboard Learning Management System and face-to-face instruction in ten of the foreign instructor’s English as a Foreign Language (EFL) writing-related courses. More specifically, the study was conducted with the goal of assessing the instructor-student and student-students’ observed and reported assessments of their computer-mediated communication (CMC) interactions from a Vygotskian sociocultural communal constructivist epistemological perspective that viewed human learning as variations of participation and non-participation in learning communities. Data were gathered ethnographically via structured and semi-structured interviews, participant observations, the researchers’ and student-participants’ reflective journals, Bb LMS synchronous and asynchronous CMC, audio-recordings of selected courses, Bb LMS statistics, and students’ course evaluations, and were analyzed according to Strauss and Corbin’s (1998) grounded theory data codification procedures. Results indicate that the Bb LMS, admittedly often a source of dissatisfaction among both the focal participant instructor and the student participants, has tremendous potential in serving as more than merely a convenient online filing repository, a trendy “green” way of saving natural resources, or an alternative to “traditional” teaching methods. On the contrary, the Bb LMS fostered deep student-instructor and student-student interactions and acted as a platform or bridge upon which interlocutors could scaffold each others’ learning’ in authentic target-language (English) learning contexts. Moreover, the instructor reported that the Bb LMS proffered the instructor a window through which to view students’ protracted interlanguage development and “afforded” students the chance to comment on each others’ written texts both synchronously and asynchronously. Viewed objectively, however, this flurry of increased CMC interactions ushered in a number of expected and unexpected challenges. Predictably, heightened online interactions required a substantial time commitment on everyone’s part. The instructor found it difficult to surrender his revered “sage-on-the-stage” persona in favor of a more flexible teaching style that better accommodated e-learning demands. This report, albeit fraught with its own limitations, might be of interest to those who wish to upgrade their commitment to the creation of “hyper-hybridized” e-learning contexts in Taiwan and beyond.
Lu, Fang-Chen, and 呂芳鎮. "An Investigation of the Use of English-Chinese Dictionaries in Assessing EFL Learners' Writing Ability." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05816571957289266782.
Повний текст джерела中原大學
應用外語研究所
98
Abstract This study investigated the use of English-Chinese dictionaries in assessing EFL learners' writing ability. The purpose of this study was to examine the impact of dictionary availability in assessing the writing ability of English learners. The data collected included writing scores, writing essays, and EFL learners’ perceptions and attitude toward dictionary availability in English writing tests. A total of 60 subjects from the third-year in a senior high school in northern Taiwan were recruited for this study. The study participants were classified into two groups: experimental group with dictionary availability and control group without dictionary availability. Two timed essay writing tests were developed to evaluate participants’ writing ability. The products of the timed essay writing tests were also analyzed for potential qualitative differences between the essays produced with and without the English-Chinese dictionary availability. In addition, a questionnaire was administered to elicit EFL test takers’ attitudes and perceptions toward the availability of English-Chinese dictionary in writing tests. The main findings of this study were listed as follows: Firstly, the results showed that no significant difference was found between the two groups in terms of their performance in two timed essay tests. In addition, little performance difference was found between the two groups in the aspects of content, organization, and grammar, but statistically significant differences were found in the aspects of word choice, and mechanics. Secondly, students produced qualitatively different writing products in all aspects of analyses across two conditions. Relatively greater differences were found in terms of lexical choice and use of substitution whereas slighter differences were detected in terms of uses of addition, deletion and reordering. Thirdly, it was found that a large proportion of the students expressed their preferences for dictionary availability. Nevertheless, a small amount of the students reported that they preferred not to use dictionaries during writing tests even if they were made available due to time limitation. Finally, research and pedagogical implications were discussed regarding dictionary use in EFL writing tests.
Lombard, Juliana Verwey. "An evaluation of two methods of assessing writing proficiency of standard 8 English second language pupils." Thesis, 2014. http://hdl.handle.net/10210/9239.
Повний текст джерелаThe aim of this study was to investigate the validity and reliability of two techniques of assessing writing proficiency. Both measuring techniques, Le. objective (multiple-choice question) and subjective (essay-type question) have their advantages as well as limitations and little agreement regarding their validity and reliability has been reached to date. Today great pressure is put on educational bodies to ensure that tests are fair to all those who attempt them and the cry for common standards is steadily increasing. The importance, therefore, of investigating the suitability of a multiple-choice test as a valid and reliable technique of assessing writing proficiency, is self-evident. Literature relevant to the following fields was reviewed: * Applied linguistics in relation to its application to pedagogy, especially to the teaching and testing of English as a second language * Perspectives concerning the methodology of teaching English as a second language, for example the traditional and functional/notional methods as well as the shift in emphasis from grammar oriented syllabuses to the new communicative approach * The writing process and the language skills and abilities involved * The validity and reliability of the essay-type test as opposed to multiple-choice testing as a measure of writing proficiency * The measurement of writing proficiency * Various scoring techniques...
Motteram, Johanna Mary. "Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach." Thesis, 2016. http://hdl.handle.net/2440/113317.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Humanities, 2016.
Li, Mei-Huei, and 李美惠. "Applying Science Writing in Science Teaching and Assessing -- An Example of Describing and Explaining of the Acid-Base Phenomenon in the Movie." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/70224819858335875951.
Повний текст джерела國立臺灣師範大學
科學教育研究所在職進修碩士班
93
Applying Science Writing in Science Teaching and Assessing -- An Example of Describing and Explaining of the Acid-Base Phenomenon in the Movie Abstract Drawn on the Systemic Functional Linguistics (SFL), the present study aims to explore the effects of applying science writing in science teaching and assessing. A Quasi-experiment was designed. After reading a text extracted from the science textbook, the experimental group was asked to accomplish science writing task as watching movie film, while the control group just watched movie film only. These students’ performance of acid-base tests and academic achievement including Chinese and Science were collected. Students’ science writing texts were analyzed by the grammatical system of transitivity in SFL and the relations between science writing and learning achievement were analyzed. The major findings were as follows: 1. In the text of students’ science writing, observational clauses were more than explanatory ones, the average lexical density was 3.14, where 29% was science content words. 2. Students’ science writing text was significant correlated with their academic achievement in Chinese and Science. However the coefficient of the later was higher than the former. 3. The experimental group performed better than the control group in the achievement test. Reading the science text promoted high-grade students’ learning achievement, while reading the science text accompanied with science writing promoted both high- and low-grade students’ achievements. 4. The combinations of the amount of content words, clauses and rank-shift, observational and explanatory clauses could be serve as possible rubrics for assessing the quality of students’ science writing. Issues and implications in science teaching of the above findings were discussed, and suggestions were proposed for further study.
Dobrescu, Nicoletta Laura. "A utilidade da aprendizagem criativa na aula de língua estrangeira." Master's thesis, 2016. http://hdl.handle.net/10362/17271.
Повний текст джерелаThis report is within my Supervised Teacher Training and represents my reflection on my initiation as a practitioner in English and French teaching at the 3rd level of Middle School and in Secondary Education. The object of my reflection is the notion of ‘creative learning’ in the modern foreign language teaching, including its implementation in the teaching of English and French in the two schools where I completed my training: Escola Secundária de Sebastião da Gama and Escola Básica do 2º e 3º Ciclos de Aranguez, both in Setúbal. Together with the attempt to systematise the theoretical approaches, in order to insert better the notion of ‘creativity’ into the modern foreign language teaching, my reflection aims to bring evidence of the way and situations when learning a foreign language becomes creative and creativity proves its benefits for the foreign language class.