scholarly journals An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement

2018 ◽  
Vol 3 ◽  
Author(s):  
Bronwen Cowie ◽  
Elaine Khoo
Keyword(s):  
Assessment For Learning ◽  
Ecological Approach ◽  
Student Writing ◽  
Writing Achievement ◽  
Student Writing Achievement

scholarly journals The Link between Speech Mastery and Writing Achievement: The Case of Madrasah Students in South Sumatera

Ta dib ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 159-171
Author(s):  
SHOHIBUL KAHFI
Keyword(s):  
Data Analysis ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Student Writing ◽  
Writing Achievement ◽  
Multiple Choice Questions ◽  
Parts Of Speech ◽  
Writing Skill ◽  
Tenth Grade ◽  
Student Writing Achievement

This study investigated the link between students’ parts of speech mastery and their achievement in writing skill. This study was aimed at finding out whether or not there was any significant link and significant influence among the two variables. The population of the study was tenth grade Madrasah students in South Sumatera. There were 330 students from five classes as the population in this study. However, 96 students were taken as the sample of this study. There were two variables involved in this study, students’ parts of speech mastery (variable X), and writing achievement (variable Y). The score of parts of speech mastery was taken from multiple choice questions, while the student’ writing achievement was taken from the test which was scored based on experts’ judgment. Based on the data analysis, it was found that the r-obtained (.293) was higher than r-table (.200). Then, the level of probability (p) significance (sig.2-tailed) was .443. It means that p (.004) was lower than .05. Thus, null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Based on the findings, it was concluded that there was significant link between students’ parts of speech mastery and their writing achievement. The obtained R-square was .083 indicated that students’ parts of speech mastery was likely to contribute with 8.3% contribution and to affect writing achievement.

scholarly journals The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study

2013 ◽  
Vol 9 ◽  
pp. 39-48 ◽  
Author(s):  
Hussein Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Control Group ◽  
Student Writing ◽  
Writing Classroom ◽  
Self Assessment ◽  
Efl Writing ◽  
Intermediate Students ◽  
Lifelong Learner ◽  
Writing Skill ◽  
Student Writing Achievement ◽  
Experimental Group

Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

Analyzing Language in Suicide Notes and Legacy Tokens

Crisis ◽  
2016 ◽  
Vol 37 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Michael J. Egnoto ◽  
Darrin J. Griffin
Keyword(s):  
Text Analysis ◽  
Low Cost ◽  
Computer Software ◽  
Student Writing ◽  
Computer Assisted ◽  
Automated Identification ◽  
Completed Suicide ◽  
Suicide Notes ◽  
Self Harm ◽  
Harm To Others

Abstract. Background: Identifying precursors that will aid in the discovery of individuals who may harm themselves or others has long been a focus of scholarly research. Aim: This work set out to determine if it is possible to use the legacy tokens of active shooters and notes left from individuals who completed suicide to uncover signals that foreshadow their behavior. Method: A total of 25 suicide notes and 21 legacy tokens were compared with a sample of over 20,000 student writings for a preliminary computer-assisted text analysis to determine what differences can be coded with existing computer software to better identify students who may commit self-harm or harm to others. Results: The results support that text analysis techniques with the Linguistic Inquiry and Word Count (LIWC) tool are effective for identifying suicidal or homicidal writings as distinct from each other and from a variety of student writings in an automated fashion. Conclusion: Findings indicate support for automated identification of writings that were associated with harm to self, harm to others, and various other student writing products. This work begins to uncover the viability or larger scale, low cost methods of automatic detection for individuals suffering from harmful ideation.

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