Higher Education, Academic Writing Assessment and Formative Feedback

2020 ◽  
pp. 1-33
Author(s):  
Prithvi N. Shrestha
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Assessment ◽  
Formative Feedback ◽  
Education Academic

Writing assessment in higher education

2013 ◽  
Vol 2 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Marcus Callies ◽  
Ekaterina Zaytseva ◽  
Rebecca L. Present-Thomas
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Assessment ◽  
Corpus Linguistics ◽  
Writing Skills ◽  
Language Assessment ◽  
Assessment Methods ◽  
Key Concepts ◽  
The Common ◽  
Assessment In Higher Education

The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of proficiency. Use of the Common European Framework of Reference for Languages (CEFR) is one way to ensure the comparability of findings across research efforts and continue to move the field forward. This paper presents some key concepts and definitions from the fields of SLA and advancedness research, language assessment and corpus linguistics and introduces several papers that address writing assessment within the context of higher education.

scholarly journals International Saudi Arabia Students’ Level of Preparedness

2020 ◽  
Vol 10 (4) ◽  
pp. 976-1004
Author(s):  
Janina Brutt-Griffler ◽  
Mohammad Nurunnabi ◽  
Sumi Kim
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Academic Writing ◽  
Mixed Methods Research ◽  
Academic Expectations ◽  
Academic Literacies ◽  
Saudi Students ◽  
Success In Higher Education ◽  
Semistructured Interviews ◽  
Education Academic

Given that students’ level of preparedness for study abroad is malleable, this study aimed to assess Saudi students’ level of preparedness academically and socioculturally to enhance their overseas experiences and success in higher education. Using a mixed methods research design consisting of survey data, semistructured interviews, and case studies with undergraduate and graduate students in a predeparture Saudi context and those enrolled in U.S. programs, the study provides empirical data to understand students’ intent to study abroad, local institutions’ contributions to preparation, and challenges encountered. Findings across datasets corroborated that Saudi students are highly motivated, while articulating the need for substantive supports toward a better understanding of U.S. higher education, academic expectations, and sociocultural practices. Participants articulated the need for advanced English skills, especially academic literacies (academic writing and reading strategies) to cope with demanding workloads in graduate programs. The study discusses curricular implications for higher education in binational contexts.

Institutional Plagiarism Policy (Georgian higher education institutions’ case)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Natela DOGHONADZE ◽  
Ekaterine PIPIA ◽  
Nikoloz PARJANADZE
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Literature Review ◽  
Foreign Language ◽  
Academic Writing ◽  
Higher Education Institutions ◽  
Survey Questionnaire ◽  
Existing Problems ◽  
Copyright Violation ◽  
University Policies

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies. 

Cyber Security Analysis of Academic Services based on Domain Delivery Services and Support using Indonesian E-Government Ratings (PEGI)

2020 ◽  
pp. 263-270
Author(s):  
Imam Riadi ◽  
Iwan Tti Riyadi Yanto ◽  
Eko Handoyo
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Service ◽  
Information Services ◽  
Security Evaluation ◽  
Security Level ◽  
Framework Analysis ◽  
Academic Information ◽  
Education Academic ◽  
Academic Services

Safe academic services are the most important part of universities. The security of academic services is very important to maintain information optimally and safely. Along with the development of technology, academic information services are often misused by some irresponsible parties that can cause threats. To prevent these things from happening, it is necessary to know the extent of governance of higher education academic information system security by evaluating. So the research was conducted to determine the maturity of the security of Higher Education academic information service security by using the COBIT 5 framework in the DSS05 domain. The DSS05 domain in COBIT 5 is a good framework for use in implementing and evaluating the security of academic information services. Meanwhile, to determine the achievement of the evaluation of the security level of academic information systems, the Indonesian e-government ranking (PEGI) method is required. The combination of the COBIT 5 framework in the DSS05 domain using the PEGI method in academic information security service is able to provide a level of achievement in the form of Customer Value. The results of the COBIT 5 framework analysis of the DSS05 domain using the PEGI method get a score of 3.50 so that the quality of academic information service security evaluation achievement is at a very good level. At this level, universities are increasingly open to technological development. Higher education has applied the concept of quantification in every process, and has always been monitored and controlled for its performance in the security of academic information systems.

scholarly journals Multilingualism and internationalisation in doctoral education: Discourse, positioning and agency

2020 ◽  
Vol 8 (2) ◽  
pp. 257-277
Author(s):  
Stephanie Hofmann
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Cultural Diversity ◽  
Academic Writing ◽  
National Language ◽  
Macro Level ◽  
Lingua Franca ◽  
Diversity In Higher Education ◽  
Linguistic Repertoire ◽  
Education Discourse

AbstractDespite the growing linguistic and cultural diversity in higher education and research, little is known about how students and researchers use their plurilingual repertoire for writing and publishing. In particular, the roles of the national language(s) and the linguistic repertoire(s) vis-à-vis English as the lingua franca for academic writing and publishing have not been closely examined. This paper explores how doctoral researchers in Luxembourg position themselves in relation to macro-level discourses about language and academic success within their complex lingua-cultural and socio-economic setting. By analysing interview transcripts of two multilingual doctoral researchers from Russia and Germany, I show how in spite of their similar starting situations they negotiate agency to varying degrees. In particular, the prevalence of English and the pressure to publish in international journals seem to make them struggle to use their full linguistic repertoire in writing their theses.

scholarly journals Student-generated video creation for assessment: can it transform assessment within Higher Education?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Ruth Hawley ◽  
Cate Allen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Collaborative Group ◽  
Local Context ◽  
Assessment Practices ◽  
Video Creation ◽  
Education Academic ◽  
Robust Evidence ◽  
Video Format ◽  
Do So

Abstract Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

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