1,720,959 research outputs found
Developing, Validating, and Incorporating a Rubric for Assessing the Construct of Integration into an EAP Program
Get PDFDue to their authenticity as an academic writing task, integrated writing tests are widely used for evaluating English for Academic Purposes (EAP) students’ writing ability. However, apart from validation studies focusing on a common set of standardized test rubrics, little research has explored the construct of integration or how to assess it effectively in second language (L2) writing classrooms. Thus, this dissertation designed and validated an analytic rubric for assessing the construct of integration in L2 writing while also examining students’ conceptualizations of integrated writing assessment in an EAP writing course.
Study 1 investigated which sub-constructs EAP instructors orient to when assessing L2 writers' integrated essays. Triangulation of data sources from instructor ratings, stimulated recall interviews, and textual analysis of the integrated essays informed the development of an analytic rubric with four categories (i.e., content, organization, source use and language use) for assessing classroom-based integrated writing tasks.
Study 2 focused on the validation of the rubric by employing a mixed-methods design, which involved a many-facet Rasch measurement analysis, semi-structured interviews with EAP instructors, and linguistic analysis of student essays for fluency, syntactic and lexical complexity, cohesion, and lexical diversity measures. Results from the Rasch model and textual analysis suggest the rubric is of good quality in terms of assessing one single construct and differentiating the students’ task performance across four levels. The instructor comments during the follow-up interviews contributed to the reformulation of descriptors.
Study 3 adopted a case study methodology and investigated L2 learners’ conceptualizations of integrated writing assessment and their use of the analytic rubric for self-assessment in an EAP writing course. Data sources included integrated writing samples that were evaluated by the students and their instructor, a writing self-efficacy questionnaire, individual retrospective interviews, and course materials. Qualitative analysis revealed themes related to three aspects of classroom-based integrated writing assessment: task requirements, task conditions, and instructor feedback. There was an overlap between students’ self-assessment and instructor evaluation of their integrated essays, suggesting that students could use the rubric effectively
Exploring EAP students' perceptions of integrated writing assessment
No full textDespite the breadth of integrated writing assessment research, few studies have examined student perceptions of classroom-based integrated writing tasks or the instructional value of analytic rubrics. Adopting a case study methodology, this exploratory research investigated L2 learners’ conceptualizations of integrated writing assessment and their use of an analytic rubric for self-assessment in an EAP writing course. Data sources included integrated writing samples that were evaluated by the students and their instructor, a writing self-efficacy questionnaire, individual retrospective interviews, and course materials such as syllabi, and task instructions. Qualitative analysis revealed themes related to three aspects of classroom-based integrated writing assessment: task requirements, task conditions, and instructor feedback. The themes were discussed in terms of students’ test taking strategies and the use of available support systems in EAP contexts. In addition, findings indicated an overlap between students’ self-assessment and instructor evaluation of their integrated essays, suggesting that students could use the evaluation criteria effectively. Implications for teaching and assessing integrated writing in EAP contexts are discussed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Real Reading: Creating an Authentic Reading Experience 1-4 by Lynn Bonesteel, David Wiese & Alive Savage (Eds.)
No full textVariations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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