Download or read book A Comparative Study of the Effect of Student generated and Teacher provided Instructional Rubrics on Writing Achievement written by Maha Nabil Houssami and published by . This book was released on 2005 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of student- generated and te acher- provided instructional rubrics on the writing achievement of intermediate foreign language learners. In addition, the study examined whether using rubric s affected females and males' writing achievement differently or not. The sample in this study consisted of 74 eighth grade students whose English was their sec ond language and who were enrolled in a private school in Mt. Lebanon. Two secti ons of grade eight were randomly assigned to a writing treatment. Section A, 22 students, received the student- generated rubric treatment. Section B, 24 students, received the ru bric treatment while section C, 28 students, served as the comparable teacher-pr ovided group. Sections A and B received the same kind of instruction in writing a descriptive essay before they wrote their pretest. The difference between them was the treat ment itself, only. To examine whether the use of the rubric differed according t o gender, a t- test was run. The results showed that when the writing achievement of both females and ma les who use rubrics is compared, females perform better. To examine the effect o f and teacher- provided rubrics, an ANCOVA test was run followed by student-gene rated a post hoc test. It was concluded that when the effect of the two treatmen ts on students' achievement were compared, the only statistically significant di fference in the means was that between the students who used the teacher- genera ted rubric and those who received the traditional teacher feedback. The differen ce between the means of students who generated the rubrics and the means of thos e who used the teacher- provided rubric was not statistically significant. The s ame was true for the difference between the means of the student- generated rubr ic group and the group that received traditional teacher feedback. The results a re discussed and recommendations for further research are suggested.
Download or read book A Comparative Study of Student teacher Vs Teacher generated Rubrics in Character Writing Analysis written by Tricia Dudley Doran and published by . This book was released on 2009 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Writing Teachers written by Terry Locke and published by Routledge. This book was released on 2014-08-07 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The premise of Developing Writing Teachers is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus—on teachers as writers and the teaching of writing. Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21st century unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for for pre-service and in-service courses on the teaching of writing, the Companion Website provides aadditional readings/documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides.
Download or read book Effect of the 6 1 Trait Writing Model on Student Writing Achievement written by Nancy Kay DeJarnette and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study was to determine the difference between teaching the 6+1 Trait Writing Model to fifth graders and the traditional writing workshop method of teaching writing on overall student writing achievement according to the data supplied by a writing rubric. The study involved 8 classes of fifth graders in 2 different schools. One school provided instruction according to the 6+1 Trait Writing Model, and the other school provided instruction using the traditional writing workshop method of teaching writing. It was hypothesized that students receiving instruction using the 6+1 Trait Writing Model would exhibit greater gains in writing achievement and quality according to the data supplied by a writing rubric. Significant differences were found in two out of four component areas on the rubric used for scoring student papers. Results indicated that the type of method used to teach writing is not as significant as providing structured instruction as well as time for student writing. Suggestions for further research are also included.
Download or read book Using Action Research to Improve Instruction written by John E. Henning and published by Routledge. This book was released on 2009-02 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive, easy-to-understand book provides a guide to action research methods grounded in sources of data. Its highly interactive format enables readers to more quickly design and carry out successful action research in the classroom.
Download or read book Introduction to Rubrics written by Dannelle D. Stevens and published by Taylor & Francis. This book was released on 2023-07-03 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include:* Expanded discussion on use of rubrics for grading* Grading on-line with rubrics* Wider coverage of rubric types (e.g., holistic, rating scales)* Rubric construction in student affairs* Pros and cons of working with "ready-made" rubrics* Using rubrics to improve your teaching, and for SoTL* Use of rubrics in program assessment (case study)* Application of rubrics in the arts, for study abroad, service learning and students’ independent learning * Up-dated literature review
Download or read book Increasing Student Achievement through High Performance Teacher Leadership written by Matthew J. Jennings and published by Rowman & Littlefield. This book was released on 2021-11-19 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher leadership has many potential benefits for colleagues and students. Unfortunately, due to unsupportive conditions and a lack of professional training, these benefits frequently do not materialize. To succeed teacher leaders require a conducive school culture, supportive school administrators, time to complete responsibilities, appropriate incentives and recognition and feedback designed to improve performance. In addition, highly effective teacher leaders participate in high quality professional learning intended to prepare them to fulfill their roles and responsibilities. This professional development prepares teacher leaders to utilize effective interpersonal skills, diagnose and manage school culture and politics, lead professional growth activities, provide instructional leadership and assist with human resources management. This book provides the reader with both strategies for creating supportive conditions and the knowledge and skills required to meet the challenges of teacher leadership.
Download or read book The Impact of Student Generated Rubrics on Accountability for Quality Homework Completion written by Sara Mueller and published by . This book was released on 2007 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of my study was to compare the use of a student-generated rubric to a teacher-generated rubric to a teacher generated rubric and its effect on the number of students that become proficient in technology. The study was conducted in the 8th grade computer science classes in the Cedar Rapids Community School District (CRCSD) using two groups, Hour 1 and Hour 2. Data sources for this study consisted of pre- and post- questionnaires, the CRCD's mandated eighth grade assignment for computer science, a student-generated rubric, and a teacher-generated rubric. Weekly meetings were also held with student groups. Anecdotal data were recorded once a week for each student. Both rubrics were an asset to my teaching practice and were effective tools in assisting the students to reach their technology goal. Hour 2 demonstrated they were able to create a useful rubric for their project. After collecting and analyzing the data, I conclude the study was effective. On the post-questionnaire, 100% reported the use of a rubric was helpful. Hour 2 did not believe a student-generated rubric helped more than a teacher-generated rubric. The evidence from the data of the students' grades suggested the use of a student-generated or teacher-generated rubric did not make much difference.
Download or read book The nature of human experience with language and education written by Çelen Dimililer and published by Frontiers Media SA. This book was released on 2023-06-05 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Efficacy and Achievement Based on Systematic Collaborative Writing Processes written by Dana Pearson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to further investigate ways educators can improve their instruction to close the achievement gap. Currently, more than half of students in California are not meeting English Language Arts (ELA) standards according to California Assessment of Academic Performance and Progress (CAASPP) data (CDE, n.d.). This problematic situation has directed the following research to answer the question: In what ways can ELA teachers utilize peer review and teacher-student collaborated rubrics to strengthen efficacy and achievement? The study concentrates on the subject area of writing within the elementary school context in a sixth-grade classroom to gain further insights of systematic collaborative writing processes for younger aged students. A convergent parallel design method sought to collect both quantitative and qualitative data in the form of student work samples, surveys, and reflections. The data was analyzed equally through a transformative leadership lens while using in vivo coding for the qualitative data and descriptive statistics for the quantitative data. Then, by triangulating the pre survey, student work, and post survey the researcher was able to validate the findings which indicated the teaching strategy of peer review and teacher-student collaborated rubrics combined to improve student writing efficacy and achievement. Therefore, teachers must be willing to improve their teaching practices through implementation of evidence-based strategies. In contribution to the field of education, this study supports the claim that without making continuous instructional improvements, not all students will succeed, resulting in widening the achievement gap. Based on this study, administrators in a professional development setting, such as professional learning communities (PLCs), should introduce both peer review and teacher- student collaborated rubrics as effective teaching strategies to implement across a school site. Willingness to change promotes positive effects within our schools and in turn our students.
Download or read book Organic Writing Assessment written by Bob Broad and published by University Press of Colorado. This book was released on 2009-09-01 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators strive to create “assessment cultures” in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad’s 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.
Download or read book The Framework for Teaching Evaluation Instrument 2013 Edition written by Charlotte Danielson and published by . This book was released on 2013 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book THE IMPACT OF THE USE OF PROFICIENCY BASED RUBRICS ON STUDENT GRADING written by Chena Williams Cayton and published by . This book was released on 2015 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine impact of the proficiency-based rubric on student learning, the teacher0́9s ability to provide consistency in student grading, and communication to parents regarding the child0́9s academic achievement in kindergarten, first and second grade in one Local Education Agency (LEA) in eastern North Carolina. Based on literature review, proficiency-based rubrics are an effective tool for teachers to use to help promote clarity and consistency in grading. Marzano (2000), Brookhart (2009), Guskey and Bailey (2001), and O0́9Connor (2002) are just a few of the researchers that provided examples of how rubrics assist teachers in effectively measuring student achievement. Therefore, this research study examined whether proficiency-based rubrics were effective in: (1) producing consistency in grading, (2) equipping teachers with a tool to convey to parents their child0́9s proficiency and (3) producing a positive impact on student achievement. The data used for this research study were collected from one LEA in eastern North Carolina. Teacher and principal perception as to the impact of the use of the proficiency-based rubric was collected through survey and focus group interviews. To answer the research questions, data were analyzed from surveys and focus group interviews given to both principals and teachers within the Pitt County School District. In order to provide findings regarding the research questions, survey and interview questions were categorized under the classifications of impact, consistency or communication. The data from the surveys and focus group interviews were triangulated in order to effectively summarize the data that were collected. The data from K-2 principals and teachers revealed that both participant groups perceived the proficiency-based rubrics had a positive impact on student grading. However, the data revealed a higher percentage of principals believed the use of the rubrics a more positive effect on student grading as compared to teachers0́9 beliefs. Based on the findings, consistent grading policies and procedures need to be established by the district as well as continuous professional development for principals and teachers. Additionally, teacher and principal preparation programs need to ensure pre-service candidates are exposed to, and know the value of proficiency-based rubrics on student learning.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
