Effect on Performance of Timely Feedback on State Writing Assessments

2003 ◽  
Vol 92 (3) ◽  
pp. 1015-1021 ◽  
Author(s):  
Kevin D. Crehan ◽  
Mary Curfman
Keyword(s):  
Writing Assessment ◽  
State Department ◽  
The State ◽  
Scoring Method ◽  
Writing Assessments ◽  
Writing Performance ◽  
Timely Feedback ◽  
Teachers And Students ◽  
Trained Teachers

The effect of timely feedback for a state writing assessment on subsequent writing performance was investigated. Also, agreement between teachers' scores on assessment and the state department's scores was compared. Eighth grade English teachers ( N = 8) were trained on an analytic scoring method which yielded scores on ideas, organization, voice, and conventions. September state writing assessments from the teachers' class were scored by the teachers who also scored assessments for a partner teacher's class. A second parallel writing assessment was administered in February to the trained teachers' classes and eight control classes. Analysis showed good agreement between the teachers' scores and those by the state department. There was 75% agreement on the designation of adequate or inadequate for the students' writing between the teachers and the state department. There was no difference between the writing performance for students of the trained teachers and students in the control classes on the follow-up assessment.

scholarly journals The affectability of writing assessment scores: a G-theory analysis of rater, task, and scoring method contribution

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ali Khodi
Keyword(s):  
Writing Assessment ◽  
Generalizability Theory ◽  
Error Variance ◽  
Total Variance ◽  
Scoring Method ◽  
Writing Assessments ◽  
Assessment Scores ◽  
Peer Rating ◽  
Reliable Assessment ◽  
Writing Scores

AbstractThe present study attempted to to investigate  factors  which affect EFL writing scores through using generalizability theory (G-theory). To this purpose, one hundred and twenty students participated in one independent and one integrated writing tasks. Proceeding, their performances were scored by six raters: one self-rating,  three peers,-rating and two instructors-rating. The main purpose of the sudy was to determine the relative and absolute contributions of different facets such as student, rater, task, method of scoring, and background of education  to the validity of writing assessment scores. The results indicated three major sources of variance: (a) the student by task by method of scoring (nested in background of education) interaction (STM:B) with 31.8% contribution to the total variance, (b) the student by rater by task by method of scoring (nested in background of education) interaction (SRTM:B) with 26.5% of contribution to the total variance, and (c) the student by rater by method of scoring (nested in background of education) interaction (SRM:B) with 17.6% of the contribution. With regard to the G-coefficients in G-study (relative G-coefficient ≥ 0.86), it was also found that the result of the assessment was highly valid and reliable. The sources of error variance were detected as the student by rater (nested in background of education) (SR:B) and rater by background of education with 99.2% and 0.8% contribution to the error variance, respectively. Additionally, ten separate G-studies were conducted to investigate the contribution of different facets across rater, task, and methods of scoring as differentiation facet. These studies suggested that peer rating, analytical scoring method, and integrated writing tasks were the most reliable and generalizable designs of the writing assessments. Finally, five decision-making studies (D-studies) in optimization level were conducted and it was indicated that at least four raters (with G-coefficient = 0.80) are necessary for a valid and reliable assessment. Based on these results, to achieve the greatest gain in generalizability, teachers should have their students take two writing assessments and their performance should be rated on at least two scoring methods by at least four raters.

scholarly journals Exploring EFL Writing Assessment in an Egyptian University Context: Teachers and Students’ Perspectives

2018 ◽  
Vol 9 (6) ◽  
pp. 1229
Author(s):  
Abdelhamid Ahmed ◽  
Salah Troudi
Keyword(s):  
Social Constructivism ◽  
Writing Assessment ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Scoring Method ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Class ◽  
Teachers And Students ◽  
Final Exams

The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided.

The State Department Speaks

1944 ◽  
Vol 16 (2) ◽  
pp. 124-136
Author(s):  
Dexter Perkins
Keyword(s):  
State Department ◽  
The State

Long-term outcomes after corrective cartilaginous joint resection based on arthrographic findings of duplicated thumbs

2021 ◽  
Vol 46 (4) ◽  
pp. 367-372
Author(s):  
Kousuke Iba ◽  
Akira Saito ◽  
Megumi Hanaka ◽  
Toshihiko Yamashita
Keyword(s):  
Growth Period ◽  
Joint Space ◽  
Type Ii ◽  
Scoring Method ◽  
Joint Congruency ◽  
Thumb Duplication ◽  
Age At Surgery ◽  
Joint Connection

We report greater than 10-year outcomes in duplicated thumbs following corrective cartilaginous resection during the growth period. We have undertaken corrective resection of cartilaginous joint connections based on intraoperative arthrographic findings to reconstruct favourable alignment in six Wassel Type II and IV thumb duplication in six patients. The age at surgery was 13 months (range 10–15), and the average post-surgical follow-up was 134 months (range 120–160). We observed five excellent and one good outcome using the Japanese Society for Surgery of the Hand scoring method. Favourable joint congruency and alignment were preserved, and no growth plate arrest or joint space narrowing was present more than 10 years after surgery. We conclude that corrective resection of the cartilaginous joint based on intraoperative arthrographic findings has long-term reliability for duplicated thumbs, especially those of Wassel Type II and IV, which have a cartilaginous joint connection. Levels of evidence: IV

Enacting meaning-in-use: qualitative research on norms and international relations

2009 ◽  
Vol 35 (1) ◽  
pp. 175-193 ◽  
Author(s):  
ANTJE WIENER
Keyword(s):  
Qualitative Research ◽  
International Relations ◽  
Empirical Research ◽  
International Politics ◽  
Cultural Practices ◽  
Qualitative Approach ◽  
The State ◽  
Evaluation Technique

AbstractThis article proposes a framework for empirical research on contested meaning of norms in international politics. The goal is to identify a design for empirical research to examine associative connotations of norms that come to the fore when norms are contested in situations of governance beyond-the-state and especially in crises. If cultural practices shape experience and expectations, they need to be identified and made ‘account-able’ based on empirical research. To that end, the proposed qualitative approach centres on individually enacted meaning-in-use. The framework comprises norm-types, conditions of contestation, types of divergence and opposition-deriving as a specific interview evaluation technique. Section one situates the problem of contestation in the field of constructivist research on norms. Section two introduces distinctive conditions of contestation and types of norms. Section three details the methodology of conducting and evaluating interviews and presents the technique of opposition-deriving with a view to reconstructing the structure of meaning-in-use. Section four concludes with an outlook to follow-up research.

Ships in the Night: The CIA, the White House and the Bay of Pigs

1995 ◽  
Vol 27 (1) ◽  
pp. 1-42 ◽  
Author(s):  
Piero Gleijeses
Keyword(s):  
State Department ◽  
The State ◽  
White House ◽  
Campaign Rhetoric ◽  
Bay Of Pigs ◽  
Comprehensive Study

AbstractA comprehensive study of the available documents about the Bay of Pigs, including many that have been declassified within the last eighteen months, and extensive interviews with the protagonists in the CIA, the White House and the State Department lead me to conclude that the disastrous operation was launched not simply because Kennedy was poorly served by his young staff and was the captive of his campaign rhetoric, nor simply because of the hubris of the CIA. Rather, the Bay of Pigs was approved because the CIA and the White House assumed they were speaking the same language when, in fact, they were speaking in utterly different tongues.

Sign in / Sign up

Export Citation Format

Share Document