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661.
Gail Crimmins Gregory Nash Marama Liebergreen Janet Turley Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students. 相似文献
662.
Schembri A Wigglesworth G Johnston T Leigh G Adam R Barker R 《Journal of deaf studies and deaf education》2002,7(1):18-40
In this article, we outline the initial stages in development of an assessment instrument for Australian Sign Language and explore issues involved in the development of such a test. We first briefly describe the instruments currently available for assessing grammatical skills in Australian Sign Language and discuss the need for a more objective measure. We then describe our adaptation of an existing American Sign Language test, the Test Battery for American Sign Language Morphology and Syntax. Finally, this article presents some of the data collected from a group of deaf native signers. These data are used to demonstrate the range of variability in key grammatical features of Australian Sign Language and to raise methodological issues associated with signed language test design. 相似文献
663.
Elena L. Grigorenko Adam Naples Joseph Chang Christina Romano Damaris Ngorosho Selemani Kungulilo Matthew Jukes Donald Bundy 《Reading and writing》2007,20(1-2):27-49
A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500
school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to participate in the study. The proband and his/her siblings received a battery of reading-related tasks
and performance on these tasks was recorded and treated as phenotypic data. Molecular-genetic analyses were carried out with
47 highly polymorphic markers spanning three previously identified regions of interest harboring susceptibility loci for reading
difficulties: 2p, 6p, and 15q (DYX1–DYX3). The analyses revealed the involvement of these regions in the development of reading
difficulties in Swahili. The linkage signals are especially pronounced for time (compared with error) indicators of reading
difficulties. These findings are easily interpretable because in transparent languages such as Swahili deficits in reading
are more related to the rate/speed of reading and reading-related processes than to the number of errors made. In short, the
study incrementally advances the field by adding an understudied language and an understudied population to the variety of
languages and populations in the field of molecular-genetic studies of reading difficulties. 相似文献
664.
ABSTRACTNotions of place-making assume that individuals and groups of people have legitimate ‘rights to the city.’ This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of dis-placements that removed them from embodied experiences and in-location perceptions of their communities. Self-censoring, witnessing, historicizing, and re-veiwing were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools. 相似文献
665.
Adam K. Dubé Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908
Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent. 相似文献
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