Tutoring actions based on learning portfolio for writing assignments in engineering

2013 ◽  
Author(s):  
F. Tobajas ◽  
A. Morales ◽  
V. De Armas
Keyword(s):  
Writing Assignments

Evaluation of Writing Assignments

2017 ◽  
Vol 6 (2) ◽  
pp. 214
Author(s):  
Anita Jokić
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
Task Completion ◽  
Writing Assignments ◽  
Listening Skill ◽  
Job Application ◽  
Written Assignments ◽  
Insight Into ◽  
Teacher’S Responsibilities ◽  
Do So

Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more to evaluate and monitor progress. Teacher's responsibilities are to regularly provide opportunities to write, encourage students to learn from their mistakes and promote their success. In order to do so, students should be given clear instructions on evaluation/assessment and concise feedback. Since grading written assignments takes up a lot of time, the author proposes rubrics which can be used to assess various types of writing taught at secondary level (description of place/event/person, letters of complaint, job application, invitation, discursive/opinion/for-and-against essay etc.). Author suggests four fixed rubrics and subdivisions: Task completion, Cohesion / coherence, Grammar and Vocabulary. All rubrics and subdivisions are described in the paper. A survey was also conducted on a sample of 140 students and has given an insight into students’ opinion on importance of assessment and feedback and its influence on their progress.

The Power of Giving Feedback: Outcomes from Implementing an Online Peer Assessment System

2014 ◽  
Vol 31 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fred Phillips
Keyword(s):  
Peer Assessment ◽  
Individual Case ◽  
Assessment System ◽  
Financial Accounting ◽  
Writing Assignments ◽  
Quality Feedback ◽  
Course Work ◽  
Case Writing ◽  
Online Peer Assessment ◽  
Giving Feedback

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

Writing Assignments Augment Learning in Introductory Geology Courses

1992 ◽  
Vol 40 (4) ◽  
pp. 279-286 ◽  
Author(s):  
R. Heather Macdonald ◽  
Colleen Kennedy ◽  
Susan Howes Conrad
Keyword(s):  
Writing Assignments ◽  
Introductory Geology

Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kim M. Mitchell ◽  
Laurie Blanchard ◽  
Tara Roberts
Keyword(s):  
Nursing Education ◽  
Identity Development ◽  
Academic Writing ◽  
Relationship Building ◽  
Student Perspective ◽  
Professional Identity Development ◽  
Writing Assignments ◽  
Writing Practices ◽  
Qualitative Systematic Review ◽  
Transformative Writing

AbstractWriting practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals Crossing Boundaries: Steps Toward Measuring Undergraduates’ Interdisciplinary Science Understanding

2020 ◽  
Vol 19 (1) ◽  
pp. ar8 ◽  
Author(s):  
Brie Tripp ◽  
Sophia A. Voronoff ◽  
Erin E. Shortlidge
Keyword(s):  
Education Reform ◽  
Undergraduate Students ◽  
Science Students ◽  
Interdisciplinary Science ◽  
Writing Assignments ◽  
Assessment Development ◽  
New Instrument ◽  
Science Understanding ◽  
Interdisciplinary Framework ◽  
Undergraduate Science

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students’ interdisciplinary science understanding. Results indicate that individual writing-intensive activities are the most frequently used assessment type (69%). To understand how writing assignments can accurately assess students’ ability to think interdisciplinarily, we used a preexisting rubric, designed to measure social science students’ interdisciplinary understanding, to assess writing assignments from 71 undergraduate science students. Semistructured interviews were conducted with 25 of those students to explore similarities and differences between assignment scores and verbal understanding of interdisciplinary science. Results suggest that certain constructs of the instrument did not fully capture this competency for our population, but instead, an interdisciplinary framework may be a better model to guide assessment development of interdisciplinary science. These data suggest that a new instrument designed through the lens of this model could more accurately characterize interdisciplinary science understanding for undergraduate students.

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