scholarly journals Validity of Automated Learning Progress Assessment in English Written Expression for Students with Learning Difficulties

2021 ◽  
Author(s):  
Sterett Mercer ◽  
Joanna Cannon
Keyword(s):  
Progress Monitoring ◽  
Learning Difficulties ◽  
Preliminary Evidence ◽  
Written Expression ◽  
Narrative Writing ◽  
Writing Quality ◽  
Automated Learning ◽  
Learning Progress ◽  
Highly Correlated ◽  
Academic Year

We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2–12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the fall and spring of one academic year, and some participants (n = 33) also completed a standardized writing assessment in the spring of the academic year. The narrative writing samples were evaluated using aLPA, four hand-scored written expression curriculum-based measures (WE-CBM), and ratings of writing quality. Results indicated (a) aLPA and WE-CBM scores were highly correlated with ratings of writing quality; (b) aLPA and more complex WE-CBM scores demonstrated acceptable correlations with the standardized writing subtest assessing spelling and grammar, but not the subtest assessing substantive quality; and (c) aLPA scores showed small, statistically significant improvements from fall to spring. These findings provide preliminary evidence that aLPA can be used to efficiently score narrative writing samples for progress monitoring, with some evidence that the aLPA scores can serve as a general indicator of writing skill. The use of automated scoring in aLPA, with performance comparable to WE-CBM hand scoring, may improve scoring feasibility and increase the likelihood that educators implement aLPA for decision making.

scholarly journals Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring

2021 ◽  
pp. 082957352098775
Author(s):  
Sterett H. Mercer ◽  
Joanna E. Cannon ◽  
Bonita Squires ◽  
Yue Guo ◽  
Ella Pinco
Keyword(s):  
Progress Monitoring ◽  
Preliminary Evidence ◽  
Written Expression ◽  
Student Writing ◽  
Curriculum Based Measurement ◽  
Narrative Writing ◽  
Large Numbers ◽  
Community Based Organization ◽  
Highly Correlated ◽  
Total Words Written

We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students ( n = 174) with learning difficulties in Grades 1 to 12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written ( rs = 1.00), words spelled correctly ( rs = .99–1.00), correct word sequences (CWS; rs = .96–.97), and correct minus incorrect word sequences (CIWS; rs = .86–.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored.

scholarly journals Accuracy of Automated Written Expression Curriculum-based Measurement Scoring

2020 ◽  
Author(s):  
Sterett Mercer ◽  
Joanna Cannon ◽  
Bonita Squires ◽  
Yue Guo ◽  
Ella Pinco
Keyword(s):  
Progress Monitoring ◽  
Preliminary Evidence ◽  
Written Expression ◽  
Student Writing ◽  
Curriculum Based Measurement ◽  
Narrative Writing ◽  
Large Numbers ◽  
Community Based Organization ◽  
Highly Correlated ◽  
Total Words Written

We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1–12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = .99 – 1.00), correct word sequences (CWS; rs = .96 – .97), and correct minus incorrect word sequences (CIWS; rs = .86 – .92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored.

scholarly journals Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

2021 ◽  
Author(s):  
Joanna Zawadka ◽  
Aneta Miękisz ◽  
Iwona Nowakowska ◽  
Joanna Plewko ◽  
Magdalena Kochańska ◽  
...  
Keyword(s):  
Higher Education ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Living Conditions ◽  
Demographic Information ◽  
Academic Achievements ◽  
Initial Stage ◽  
Additional Support ◽  
Academic Year ◽  
Remote Learning

AbstractThis article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

Peningkatan keterampilan menulis narasi melalui model pembelajaran kooperatif tipe roundtable pada peserta didik kelas iii sekolah dasar

2019 ◽  
Vol 7 (8) ◽  
Author(s):  
Isnaini Suci Rahayu
Keyword(s):  
Elementary School ◽  
Writing Skills ◽  
Narrative Text ◽  
Narrative Writing ◽  
Initial Condition ◽  
Interactive Analysis ◽  
The Subject ◽  
Academic Year ◽  
Grade Iii ◽  
Text Writing

<p class="Abstract"><em>The purpose of this study is to improve the narrative text writing skills used Roundtable. This study is a Classroom Action Study (CAR) with two cycles. The subject is the student of state Elementary School  Bulukantil  in academic year 2018/2019 with 40 students. The data collection techniques of this study used observation, interviews, documentation, and test.The validity of data using source triangulation and technical triangulation. This study used an interactive analysis from miles-Huberman data analysis. The initial condition of narrative text writing skills of grade III students resuled in 27,5% classically. The first cylce begins with first meeting of 55% in classical. The second begins with first meeting of 87.5% classical completeness. The conclusions in this study is roundtable improved narrative writing skills on students at grade III of state Elementary School  Bulukantil  2018/2019 academic year.</em></p>

Text cohesion in children's narrative writing

1995 ◽  
Vol 16 (3) ◽  
pp. 257-269 ◽  
Author(s):  
Catherine Ann Cameron ◽  
Kang Lee ◽  
Suzanne Webster ◽  
Kim Munro ◽  
Anne Kathryn Hunt ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Narrative Writing ◽  
Writing Quality ◽  
Writing Processes ◽  
Children's Writing ◽  
Free Writing ◽  
English Speaking ◽  
Text Cohesion ◽  
The Relationship ◽  
Global Writing

ABSTRACTThis study employed multiple regression analysis to examine the relationship between global writing quality (holistic scores) and lower level analytic measures of writing, with a focus on cohesive indices. The subjects were 9-year-old English-speaking children who participated in either a story free-writing condition or a story rewriting condition. The results showed that both cohesive indices and lower level writing measures (type-token ratios, mean length of utterances in morphemes, composition length, etc.) each accounted for a significant amount of the variance in holistic scores. The story rewriting procedure proved to facilitate the children's writing processes and, hence, resulted in higher quality writing (in terms of both global writing quality and text cohesion) than the story free-writing condition.

scholarly journals Improving Low Academic Performance: Opportunities and Deficits in Russian Schools

2021 ◽  
Vol 26 (6) ◽  
pp. 69-82
Author(s):  
S.G. Kosaretsky ◽  
T.A. Mertsalova ◽  
N.A. Senina
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Research University ◽  
Learning Difficulties ◽  
Quality Education ◽  
Psychological Climate ◽  
Behavioral Difficulties ◽  
Low Achieving Students ◽  
To Receive ◽  
Academic Year

The paper analyzes the notions of parents and teachers about the reasons behind low academic achievements of children as well as about the opportunities to overcome learning difficulties provided by modern Russian schools. The study uses data from surveys of parents, students and teachers of comprehensive schools conducted as part of the Monitoring of the Economics of Education (IEE) implemented by the National Research University Higher School of Economics (NRU HSE) in the academic year 2020-2021.It is shown that the parents of low-achieving students notice the lack of attention from schools to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome these difficulties. This group of parents demonstrates a higher level of willingness to transfer their children to another school. As for the teachers working in schools with a large number of poorly performing students, they tend to have a lower sense of responsibility for the academic success of students and a higher level of dissatisfaction with the choice of profession. They are less likely to receive support from various specialists (psychologists, special needs teachers, etc.), and as they realize they lack the professional skills necessary for working with children with learning and behavioral difficulties, they tend to engage more in professional development activities. The paper concludes that the psychological climate existing in classes and schools with a high proportion of underachieving students is an impediment in overcoming low academic performance, and that the groups of parents and teachers experiencing the greatest difficulties in providing quality education also experience the greatest deficit of support.

Enhancing Students' Critical Thinking through Portfolios

2016 ◽  
pp. 235-259 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Crucial Role ◽  
Portfolio Assessment ◽  
Written Expression ◽  
Learning Tool ◽  
Write To Learn ◽  
Academic Year ◽  
Year 2013

Portfolios can serve a crucial role in helping students develop their critical thinking in writing, thereby promoting write-to-learn philosophy in education. Still, not any portfolio's content and approach can guarantee the achievement of this goal. Teachers' concern in promoting students' critical thinking needs to be reflected in their decision that is related to the evidences of students' needs that helps to select their approaches of integrating and using them into class. Students' reflection needs to underpin all stages of portfolio assessment through providing opportunities for their decision-making, initiation and creativity. Therefore, this chapter puts forward a student portfolio model along with its content and process of use. This learning tool was integrated within the course of Written Expression and used by 33 students at the Department of English at Abdelhamid Ibn Badis University during the academic year 2013-2014. Recommendations are also provided in order to make it a vehicle for critical thinking.

Comparability of students’ writing performance on TOEFL iBT and in required university writing courses

2018 ◽  
Vol 36 (2) ◽  
pp. 235-263 ◽  
Author(s):  
Lorena Llosa ◽  
Margaret E. Malone
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Proficiency ◽  
Writing Quality ◽  
Five Dimensions ◽  
Writing Courses ◽  
Toefl Ibt ◽  
Highly Correlated ◽  
Lower Magnitude

Investigating the comparability of students’ performance on TOEFL writing tasks and actual academic writing tasks is essential to provide backing for the extrapolation inference in the TOEFL validity argument (Chapelle, Enright, & Jamieson, 2008). This study compared 103 international non-native-English-speaking undergraduate students’ performance on two TOEFL iBT® writing tasks with their performance in required writing courses in US universities as measured by instructors’ ratings of student proficiency, instructor-assigned grades on two course assignments, and five dimensions of writing quality of the first and final drafts of those course assignments: grammatical, cohesive, rhetorical, sociopragmatic, and content control. Also, the quality of the writing on the TOEFL writing tasks was compared with the first and final drafts of responses to written course assignments using a common analytic rubric along the five dimensions. Correlations of scores from TOEFL tasks (Independent, Integrated, and the total Writing section) with instructor ratings of students’ overall English proficiency and writing proficiency were moderate and significant. However, only scores on the Integrated task and the Writing section were correlated with instructor-assigned grades on course assignments. Correlations between scores on TOEFL tasks and all dimensions of writing quality were positive and significant, though of lower magnitude for final drafts than for first drafts. The TOEFL scores were most highly correlated with cohesive and grammatical control and had the lowest correlations with rhetorical organization. The quality of the writing on the TOEFL tasks was comparable to that of the first drafts of course assignment but not the final drafts. These findings provide backing for the extrapolation inference, suggesting that the construct of academic writing proficiency as assessed by TOEFL “accounts for the quality of linguistic performance in English-medium institutions of higher education” (Chapelle, Enright, & Jamieson, 2008, p. 21).

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