Development and Assessment of a Thinking/Writing Course in Psychology

2009 ◽  
Author(s):  
E. Jean Johnson ◽  
Albert Tuskenis ◽  
Glenna Howell ◽  
Kim Jaroszewski
Keyword(s):  
Writing Course

Creating and validating assessment instruments for a discipline-specific writing course

2007 ◽  
Vol 2 (1) ◽  
pp. 75-104
Author(s):  
Frekricka L. Stoller ◽  
Bradley Horn ◽  
William Grabe ◽  
Marin S. Robinson
Keyword(s):  
Assessment Instruments ◽  
Writing Course

School of Nursing Sciences' First Research Retreat Workshop and Writing Course

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Boitumelo Joy Molato ◽  
Lufuno Makhado ◽  
Abel Jacobus Pienaar ◽  
Leepile Alfred Sehularo ◽  
Liberty Hove ◽  
...  
Keyword(s):  
School Of Nursing ◽  
Writing Course

Report on Conference

教室で行われるテスト問題作成の秘訣 • Tips for Item Writing for Classroom-based Tests

2018 ◽  
Vol 42 (4) ◽  
pp. 8
Author(s):  
Sawako Matsugu
Keyword(s):  
Instructional Goals ◽  
Instructional Objectives ◽  
Writing Course ◽  
Item Writing ◽  
Objective Tests ◽  
Goals And Objectives

本論では、教室で実施される客観テストに使用される問題の作成に必要な3つのステップを紹介する。具体的には、1. カリキュラム全体のゴールや学習行動目標の決定と構成概念の構築を含むテスト準備、2. テスト細目表の作成、3. 問題作成である。評価は授業と密接につながっており、授業は学習行動目標が反映されていなければならない。したがって、学習行動目標なしにテスト作成はできない。さらに、構成概念や授業で学習したユニットやトピックをバランスよく測定するにはテスト細目表が非常に便利である。テスト細目表とは、学習行動目標とトピック等の内容を二方向に1つの表にまとめたものである。最後に、テスト問題を作成するにあたって言語やフォーマット関連等の様々な注意点を紹介する。 This paper introduces three important steps for writing items in objective tests used in classroom-contexts; namely, preparing for the test, which includes writing course goals and objectives and defining the construct, making a table of specifications, and writing items. Because assessment is deeply intertwined with instruction, which reflects pre-determined course goals and objectives, tests cannot be developed without instructional goals and objectives. Furthermore, in order to assess constructs and units/topics covered in the class in a balanced manner, a table of specifications, which is a two-way chart that lists both the instructional objectives and test content, is an important tool. Finally, several tips for developing items are introduced.

Beyond templates 2: exploring students’ approaches to learning on a mathematical writing course

2010 ◽  
Vol 10 (2) ◽  
pp. 10-13 ◽  
Author(s):  
Teresa McConlogue ◽  
Sally Mitchell ◽  
Franco Vivaldi
Keyword(s):  
Approaches To Learning ◽  
Mathematical Writing ◽  
Writing Course

scholarly journals Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

2017 ◽  
Vol 11 (1) ◽  
pp. 33
Author(s):  
Grace Hui Chin Lin ◽  
Patricia J. Larke ◽  
Douglas S. Jarvie ◽  
Paul Shih Chieh Chien
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Advanced Level ◽  
English Writing ◽  
Emotional Factors ◽  
Writing Course ◽  
English Majors ◽  
Key Issues ◽  
Southern Taiwan ◽  
Time Restriction

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors’ advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced “anxiety” (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

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