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Full-Text Articles in Education

Peer And Self Reflective Evaluations; Benefits And Techniques Used In A Middle School Art Room Setting, Mary Garrod Apr 2018

Peer And Self Reflective Evaluations; Benefits And Techniques Used In A Middle School Art Room Setting, Mary Garrod

Master's Theses

Students’ intentional development as independent learners is increased with the understanding of self efficacy, which contributes to motivation, persistence for learning, and future achievements. However, adolescence is a time when self efficacy and motivation in art often decline. Two effective teaching and learning practices that can aid middle school art educators in the development of adolescent student judgment skills and confidence as independent learners, are self assessment and peer assessment. This paper presents literature on the topics of peer assessment, self assessment, and their link to self efficacy beliefs in adolescents. It then provides applicable, research-based self and peer evaluation ...


A Method For Assessing And Describing The Informal Inferential Reasoning Of Middle School Students, Joshua Michael Goss Jun 2014

A Method For Assessing And Describing The Informal Inferential Reasoning Of Middle School Students, Joshua Michael Goss

Dissertations

Informal Inferential Reasoning (IIR) has emerged in the last decade in the study of statistics education. Developing students’ IIR ability is seen as a way of preparing students for the important topic of Formal Statistical Inference (FSI); however, research is still needed in order to investigate how students transition between informal and formal statistical reasoning. A primary difficulty is that we do not have a way of assessing and describing students’ IIR ability levels. In order to address this, an Assessment of Informal Inferential Reasoning (AIIR) was developed, along with a Structure of Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collis ...


Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall Feb 2014

Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall

Teaching/Writing: The Journal of Writing Teacher Education

Great authors embody their audiences through the language of their texts. Good readers learn to recognize and respond to the cues such writers embed in their texts about the kind of audience they are expected to be. They also learn from other authors how to fictionalize in their minds audiences like those they have experience being. In this article through an analysis of two texts, we showcase how two middle school writers through their texts, embody their audiences and cue readers to the roles they are expected to play. We then trace the rhetorical moves made by the writers to ...


Reframing Responses To Student Writing: Promising Young Writers And The Writing Pedagogies Course, Michael B. Sherry, Ted Roggenbuck Feb 2014

Reframing Responses To Student Writing: Promising Young Writers And The Writing Pedagogies Course, Michael B. Sherry, Ted Roggenbuck

Teaching/Writing: The Journal of Writing Teacher Education

This article describes an attempt to provide future teachers with an opportunity to practice evaluating and responding to student writing through a collaboration among members of an NCTE committee, a blended writing pedagogies course composed of education, creative writing, and professional writing students, and middle school teachers and their students in two states. Students’ texts were drawn from the NCTE’s “Promising Young Writers” contest, for which college students acted as judges and provided feedback to the middle school writers. We argue that the experience of responding to actual student writers about the texts they had submitted provided potentially important ...