scholarly journals Teaching-learning and Assessment Method of Writing Process through Protocol Analysis : Focused on the Text Production Model

2011 ◽  
Vol null (87) ◽  
pp. 5-36
Author(s):  
김평원
Keyword(s):  
Protocol Analysis ◽  
Writing Process ◽  
Assessment Method ◽  
Production Model ◽  
Text Production ◽  
Teaching Learning

Usage of Electronic Portfolios for Assessment

2009 ◽  
pp. 702-719 ◽  
Author(s):  
Yasemin Gulbahar
Keyword(s):  
Learning Process ◽  
Assessment Method ◽  
Electronic Portfolios ◽  
Assessment Criteria ◽  
Constructivist Approach ◽  
The World ◽  
End Products ◽  
Teaching Learning ◽  
K 12

This chapter introduces the use of electronic portfolios (e-portfolios) as an assessment method in the K-12 classroom. Aligned with the constructivist approach, the term e-portfolio is considered to be an umbrella, actually comprising of various components reflecting both the teaching-learning process and the end products. Having many advantages, the use of e-portfolios is spreading all over the world. This chapter, in which issues such as conceptual underpinnings, possible advantages and challenges, implementation ideas, and content and assessment criteria for e-portfolios are also reviewed, concludes with suggestions for teachers who are interested in implementing e-portfolios into their own subject fields.

Writing Process Differences in Subgroups Reflected in Keystroke Logs

2019 ◽  
Vol 44 (5) ◽  
pp. 571-596 ◽  
Author(s):  
Hongwen Guo ◽  
Mo Zhang ◽  
Paul Deane ◽  
Randy E. Bennett
Keyword(s):  
Markov Processes ◽  
State Transition ◽  
Writing Process ◽  
Writing Proficiency ◽  
Process Data ◽  
Essay Writing ◽  
Cognitive States ◽  
Text Production ◽  
Demographic Subgroups ◽  
Semi Markov Processes

We used an unobtrusive approach, keystroke logging, to examine students’ cognitive states during essay writing. Based on data contained in the logs, we classified writing process data into three states: text production, long pause, and editing. We used semi-Markov processes to model the sequences of writing states and compared the state transition time and probability for demographic subgroups that were matched on writing proficiency. Results suggested that the subgroups employed different processes in essay writing.

scholarly journals Percepções de estudantes de enfermagem sobre a utilização do portfólio reflexivo

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Antonio Germane Alves Pinto ◽  
Daniele Gomes da Silva ◽  
Estephani Vitorino Correia da Silva ◽  
João Paulo Xavier Silva ◽  
José Adelmo da Silva Filho ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Assessment Method ◽  
Traditional Teaching ◽  
Process Data ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Investigación Cualitativa ◽  
Teaching Learning

Objetivo: Analisar as percepções de estudantes de graduação em Enfermagem sobre a utilização do portfólio reflexivo como método de ensino, aprendizagem e avaliação. Método: Pesquisa qualitativa, realizada em uma turma de acadêmicos de Enfermagem, os quais desenvolveram portfólios para a disciplina Tópicos Especiais do Cuidado de Enfermagem. Utilizou-se questionário sobre a percepção dos acadêmicos na construção do portfólio com ênfase em aspectos positivos e negativos do processo. Os dados foram categorizados pela análise de conteúdo temática. Resultados: Os resultados evidenciaram que a utilização do portfólio constitui uma ferramenta para superação do modelo tradicional de ensino, visando a reflexão do estudante no processo ensino-aprendizagem. O sucesso do uso do portfólio como metodologia ativa e método de avaliação depende da participação e interesse dos estudantes e professores. Conclusão: A reflexão no processo ensino-aprendizagem se torna possível com a utilização de metodologias ativas. Como implicações para a prática de Enfermagem, o portfólio se mostrou uma estratégia eficiente para a ampliação do conhecimento teórico, auxiliando no desenvolvimento das habilidades e competências da profissão.Descritores: Educação em Enfermagem; Aprendizagem; Avaliação educacional.PERCEPTIONS OF NURSING STUDENTS ON THE USE OF THE REFLECTIVE PORTFOLIOObjective: To analyze the perceptions of undergraduate nursing students about the use of the reflective portfolio as a teaching, learning and assessment method. Method: Qualitative research, conducted in a class of nursing students, who developed portfolios for the discipline Special Topics of Nursing Care. We used a questionnaire about the students' perception in the portfolio construction with emphasis on positive and negative aspects of the process. Data were categorized by thematic content analysis. Results: The results showed that the use of the portfolio is a tool for overcoming the traditional teaching model, aiming at student reflection in the teaching-learning process. The success of using the portfolio as an active methodology and assessment method depends on the participation and interest of students and teachers. Conclusion: Reflection in the teaching-learning process becomes possible with the use of active methodologies. As implications for nursing practice, the portfolio proved to be an efficient strategy for the expansion of theoretical knowledge, helping in the development of skills and competences of the profession.        Descriptors: Nursing education; Learning; Educational evaluation.PERCEPCIONES DE ESTUDIANTES EN REFERENCIA SOBRE EL USO DE LA CARTERA REFLECTIVAObjetivo: analizar las percepciones de los estudiantes de pregrado de enfermería sobre el uso de la cartera reflexiva como método de enseñanza, aprendizaje y evaluación. Método: Investigación cualitativa, realizada en un grupo de estudiantes de Enfermería, que desarrollaron portafolios para la disciplina Temas Especiales en Atención de Enfermería. Se utilizó un cuestionario sobre la percepción de los académicos en la construcción de la cartera con énfasis en los aspectos positivos y negativos del proceso. Los datos fueron categorizados por análisis de contenido temático. Resultados: Los resultados mostraron que el uso del portafolio es una herramienta para superar el modelo de enseñanza tradicional, con el objetivo de reflejar al alumno en el proceso de enseñanza-aprendizaje. El éxito del uso de la cartera como metodología activa y método de evaluación depende de la participación e interés de estudiantes y maestros. Conclusión: La reflexión en el proceso de enseñanza-aprendizaje se hace posible con el uso de metodologías activas. Como implicaciones para la práctica de enfermería, el portafolio demostró ser una estrategia eficiente para expandir el conocimiento teórico, ayudando a desarrollar las habilidades y competencias de la profesión.Descriptores: Educación en enfermería; Aprendizaje; Evaluación educativa.

scholarly journals DytectiveU application: contribution to the literacy in children with dyslexia

2021 ◽  
Vol 5 (36) ◽  
pp. 27-35
Author(s):  
Andrews Aviles Agama ◽  
Roberto Milanés Gómez
Keyword(s):  
Qualitative Methods ◽  
Learning Process ◽  
Basic Education ◽  
Writing Process ◽  
Descriptive Research ◽  
Literacy Process ◽  
Teaching Learning ◽  
Quantitative And Qualitative Methods

The result of research on DytectiveU application and its contribution to the reading-writing process in children with dyslexia is offered. An explanatory-descriptive research was developed, with the use of quantitative and qualitative methods to explore the reading-writing process mediated by technologies of the education. It was found that the DytectiveU application offers multiple actions to learn to read and write, during the learning of children with dyslexia. It concludes that the DytectiveU application reveals potentialities to develop the literacy process in children with dyslexia, as well as the reasons that lead to its use in the teaching-learning process of Basic Education.

scholarly journals abraFANZINE: da publicação independente à sala de aula

2016 ◽  
Vol 5 (10) ◽  
pp. 65
Author(s):  
Fernanda Ricardo Campos
Keyword(s):  
High School Students ◽  
School Students ◽  
Text Production ◽  
De Se ◽  
The Will ◽  
Theory Of Language ◽  
Belo Horizonte ◽  
The One ◽  
Teaching Learning ◽  
Formal School

<p><strong>Resumo</strong>: Neste artigo, apresento a utilização do fanzine como nova linguagem e ferramenta para a produção de textos, um recurso de ensino-aprendizagem em sala de aula e incentivo à livre expressão. Interessa-nos despertar os alunos para um fato óbvio e, talvez exatamente por essa razão, tão pouco explorado: o de que todos temos algo a dizer e maneiras particulares de fazê-lo. O que se aprende com os zines? Essa pesquisa foi realizada durante uma oficina com alunos do Ensino Médio no ano letivo de 2008, em uma escola da rede federal, na região de Belo Horizonte-MG. Investigo o que se aprende com o fanzine e seu uso em sala de aula. Foram descritas as condições de produções dos fanzines sob diferentes temas. As análises das condições das produções textuais obtidas apontam para a necessidade de se considerar procedimentos que propiciam a produção de texto em situações efetivas de comunicação, observando-se, entre outros fatores, os objetivos de produção e os interlocutores possíveis.</p><p><strong>Abstract</strong>: The object of this research is the use of the fanzine as a new language and as a new tool for the text production. It is a teaching-learning resource in the classroom and an incentive to free expression. The interest for this theme came up because of the necessity to find out new ways to work the text composition in classroom. We are interested on showing to the students an obvious fact and, maybe exactly for this reason, so little exploited: the one that everybody has something to say and particular ways to do it. What is learned with “zines”? What motivates a teacher from formal school to make a decision of doing an activity that involves “zines” in the classroom? Is the will to search another ways to reach the teacher’s goals, and a certain curiosity about the unpredictable and about what the students really want to say? Then, I have chosen to use the interactionist theory of language teaching, based on the Applied Linguistics approach. This research have been done during an workshop with high school students in 2008, in a public (federal) school in the region of Belo Horizonte-MG. I investigate what is learned with the fanzine and its use in the classroom. It was described the conditions of production of the fanzines about different themes. The analysis the conditions of production results shows the necessity to consider procedures that make possible the text production in effective situations of communication. It was observed, among another factors: the importance of the debates that supported the fanzine production, and also the time that the students had to product, to think and to make the fanzine, inside and outside of the classroom.</p><p><strong>Keywords</strong>: <span lang="EN-US">fanzine; interaction; text production.</span></p>

scholarly journals Recruiting Frontstage Entextualization: drafting, artifactuality and written-ness as resources in police – witness interviews

2017 ◽  
Vol 37 (4) ◽  
Author(s):  
Frances Rock
Keyword(s):  
Police Officer ◽  
Writing Process ◽  
England And Wales ◽  
Writing Processes ◽  
Text Production ◽  
Witness Statements ◽  
Witness Memory ◽  
Witness Interviews ◽  
Institutional Actors

AbstractThis paper examines the complex literacy event through which police witness statements are produced in England and Wales. Witness statements are constructed through interviews which archetypally consist of a trajectory from the witness of the crime, through a police officer and onto a written page with the officer taking most control of the writing. This paper examines how this ostensibly inevitable trajectory materializes in practice. It identifies a distinctive way of traversing the trajectory through which the inner workings of the trajectory itself are put on display by the interviewing officer and through this display recursively influence the trajectory. This display of the trajectory draws on four discursive means: writing aloud, proposing wordings, reading back text just written and referring explicitly to the artifactuality of writing, which I label, collectively, “Frontstage Entextualization.” Through Frontstage Entextualization, the writing process comes to be used as a resource for both producing text and involving the witness in text production. The paper identifies three forms of activity which are accomplished through Frontstage Entextualization: First, frontstage drafting which allows words and phrases for possible inclusion to be weighed-up; secondly, frontstage scribing which foregrounds the technology of pen and paper which allows the witness to be appraised of writing processes; and finally, frontstaging the sequentiality of written-ness to textually resolve difficulties of witness memory. The paper concludes by suggesting that the analysis has shown how text trajectories can be made accessible to lay participants by institutional actors.

Separating recruitment and mortality time lags for a delay-difference production model

2015 ◽  
Vol 72 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Emilius A. Aalto ◽  
E.J. Dick ◽  
Alec D. MacCall
Keyword(s):  
Stock Assessment ◽  
Recovery Period ◽  
Time Lag ◽  
Simulated Data ◽  
Assessment Method ◽  
Production Model ◽  
Time Lags ◽  
Age At Maturity ◽  
Production Models ◽  
Pacific Rockfish

Many fishery production models implicitly incorporate a single time lag for both recruitment and mortality despite the fact that in populations of breeding adults, deaths occur yearly while the entry of new adults comes from juveniles born potentially many years prior to adulthood. Models that do not account for this difference in timing will overestimate abundance for a decreasing stock and underestimate increases during a recovery period. We investigated the effect of incorporating unequal recruitment and mortality time lags into depletion-based stock reduction analysis (DB-SRA), a stock assessment method for data-poor species. Using both simulated data and catch series of Pacific rockfish (Sebastes spp.), we found that for declining stocks with no mortality delay and a recruitment time lag equal to age-at-maturity, estimated overfishing limits were up to 40% lower than those from the model with both time lags equal to age-at-maturity. Deviation between the two models’ predictions increases with age-at-maturity and natural mortality rate, suggesting that time lag separation is most important for long-lived species. We propose a correction factor for net production models that eliminates stock overestimation due to implicitly equal time lags.

scholarly journals A Novel Fuzzy Based Assessment Method for Learning Outcomes

2019 ◽  
Vol 8 (4) ◽  
pp. 1665-1669
Keyword(s):  
Student Performance ◽  
Assessment Method ◽  
Program Outcomes ◽  
Student Centered ◽  
Outcome Based Education ◽  
Assessment Activity ◽  
Class Room ◽  
Teaching Learning ◽  
Course Outcomes ◽  
And Behavior

Outcome based education (OBE) is a recent development in student-centered teaching-learning model that emphases on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes suggested in Blooms taxonomy. The OBE approach encourages students to become active learners because it focusses on student attainment in comparison to teacher-centered learning approach. The level of the attainment of Course Outcomes (COs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. In Outcome Based Education every activity performed in the class room is linked with the measurable course outcomes. In this paper, we present an effective fuzzy based approach to assess the attainment of outcomes by mapping every assessment activity performed in the class room with the Course Outcomes (CO) and eventually to Program Outcomes (PO). The attainments of outcomes by the students are also expressed as fuzzy memberships which can also be represented graphically. The entire work is based on the OBE implementation case study of Marian College Kuttikkanam, (MCK)

Decision Model Research of Production Model Based on Fuzzy Theory

2011 ◽  
Vol 295-297 ◽  
pp. 1847-1851 ◽  
Author(s):  
Ren Chun Lin ◽  
Ru Ying Pang ◽  
Yang Yang ◽  
Wei Song
Keyword(s):  
Decision Model ◽  
Fuzzy Theory ◽  
Paired Comparison ◽  
Comparison Method ◽  
Assessment Method ◽  
Production Model ◽  
Expert Assessment ◽  
Fuzzy Matrix ◽  
Model Based ◽  
Mode Of Production

This paper is a new mode of production decision model based on fuzzy theory. The decision model was a combination of qualitative and quantitative analysis, Firstly, according to expert assessment method to establish fuzzy matrix, Application of the paired comparison method to establish the weight, Then considering the combined effects of factors of business costs to build mathematical decision model of order penetration point, Calculate the optimal inventory point of a variety of products in line with order penetration point, through the location of the inventory point to determine the mode of production. The case shown that the decision model can help companies determine which kind of production model can be used, Make-to-order, Make-to stock or Hybrid.

scholarly journals Internet Commentary as a Secondary Text: Semiotic Production Model

2019 ◽  
Vol 21 (3) ◽  
pp. 839-849
Author(s):  
I. V. Saveleva
Keyword(s):  
Focal Point ◽  
Online News ◽  
Production Model ◽  
The Internet ◽  
Complex Nature ◽  
Text Generation ◽  
Semiotic Model ◽  
Text Production ◽  
The Individual ◽  
Secondary Text

The phenomenon of secondary text production has become a focal point due to the integrative nature of this speech product. The possibilities of the Internet greatly enhance the creation of derivative texts, thus expanding the formats of virtual communication. The formation of new genres, as well as the modification of existing ones, brings the problem of studying the mechanisms of text generation to a new level. This paper describes the Internet comment viewed as a secondary textual activity of the individual. An analysis of the network response, posted to online news content, has been conducted from the standpoint of linguopersonological and linguosemiotic approaches to the text construction. Importantly, the iconic and discursive patterns of the event have a significant impact on the reader’s commenting activity. This makes it possible to highlight the semiotic model of secondary text generation. The analysis of text representations of this model shows that the semiotic "view" on the text stimulus can be reflected in the comments at the explicit and implicit levels. The authors propose the typology of the semiotic model including five variants, i.e. metalinguistic, simulation, cross-language, transmutational, and intertextual. The variants can be allocated on the basis of different approaches to source text decoding. The complex nature of the phenomenon of Internet commentary, determined by its secondary character and new communicative environment, provides a comprehensive approach to the study of this type of text. In the future, the study can provide a description of cognitive, axiological, and pragmatic models of text production.

Sign in / Sign up

Export Citation Format

Share Document