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You searched for +publisher:"McGill University" +contributor:("Bracewell, Robert J."). Showing records 1 – 2 of 2 total matches.

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McGill University

1. DeRemer, Mary. Writing assessment : raters' definition of the rating task.

Degree: PhD, Department of Educational and Counselling Psychology., 1998, McGill University

This descriptive case study examined how highly experienced raters do writing assessment, with a focus on how raters defined the task under two conditions: (1) as external raters and (2) as 'teacher as rater'. Three raters followed a think-aloud procedure as they evaluated student writing. The semantic structure of the think-aloud protocols was analyzed via the Task Independent Coding method. This analysis yielded a detailed representation of the objects and operations used by raters. The sequence which raters followed as they used these objects and operations was represented schematically by problem behavior graphs for each scoring decision made (N = 360). Analyses of the problem behavior graphs showed that raters defined the task in three very different ways: (1) by searching the rubric to make a match between their response to the text and the language of the scoring rubric (search task definition), (2) by assigning a score directly based on a quick general impression (simple recognition task definition), or (3) by analyzing the criteria prior to score assignment without considering alternative scores (complex recognition task definition). Raters differed in their use of task definitions when they evaluated the same texts. These results challenged current Writing assessment procedures which assume that raters Internalize a scoring rubric during training and make a direct match between the scoring rubric and text characteristics. In addition, these results indicated that task definition is related to individual characteristics of the rater rather than status as a rater (i.e., external rater or 'teacher as rater'). These findings are discussed in terms of the effect of different task definitions on the validity of writing assessment. Advisors/Committee Members: Bracewell, Robert J. (advisor).

Subjects/Keywords: English language  – Rhetoric  – Study and teaching.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

DeRemer, M. (1998). Writing assessment : raters' definition of the rating task. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile34716.pdf

Chicago Manual of Style (16th Edition):

DeRemer, Mary. “Writing assessment : raters' definition of the rating task.” 1998. Doctoral Dissertation, McGill University. Accessed October 14, 2019. http://digitool.library.mcgill.ca/thesisfile34716.pdf.

MLA Handbook (7th Edition):

DeRemer, Mary. “Writing assessment : raters' definition of the rating task.” 1998. Web. 14 Oct 2019.

Vancouver:

DeRemer M. Writing assessment : raters' definition of the rating task. [Internet] [Doctoral dissertation]. McGill University; 1998. [cited 2019 Oct 14]. Available from: http://digitool.library.mcgill.ca/thesisfile34716.pdf.

Council of Science Editors:

DeRemer M. Writing assessment : raters' definition of the rating task. [Doctoral Dissertation]. McGill University; 1998. Available from: http://digitool.library.mcgill.ca/thesisfile34716.pdf


McGill University

2. Tung, I-Pei. Documenting the use of digital portfolios in an elementary school classroom.

Degree: MA, Department of Educational and Counselling Psychology., 2004, McGill University

The Quebec Education Program (QEP) provides educators with detailed descriptions of competencies of learning achievement. However, current approaches used by educators to instruct and assess their students do not target the relevant QEP competencies. The goal of this thesis is to document efforts of one teacher to implement digital portfolios in her grade one and two classroom in order to instruct and assess her students according to the relevant QEP competencies. The study documents the kinds of technology and skills that are needed to implement digital portfolios in order to instruct and to assess and communicate student learning to their parents. Interviews with all participants were used to document the process from multiple perspectives. Overall, digital portfolios were found to be a very useful for instructing and assessing student and communicating with parents. Advisors/Committee Members: Bracewell, Robert J. (advisor).

Subjects/Keywords: Portfolios in education.; Grading and marking (Students); Educational tests and measurements; Education  – Data processing.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tung, I. (2004). Documenting the use of digital portfolios in an elementary school classroom. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile79982.pdf

Chicago Manual of Style (16th Edition):

Tung, I-Pei. “Documenting the use of digital portfolios in an elementary school classroom.” 2004. Masters Thesis, McGill University. Accessed October 14, 2019. http://digitool.library.mcgill.ca/thesisfile79982.pdf.

MLA Handbook (7th Edition):

Tung, I-Pei. “Documenting the use of digital portfolios in an elementary school classroom.” 2004. Web. 14 Oct 2019.

Vancouver:

Tung I. Documenting the use of digital portfolios in an elementary school classroom. [Internet] [Masters thesis]. McGill University; 2004. [cited 2019 Oct 14]. Available from: http://digitool.library.mcgill.ca/thesisfile79982.pdf.

Council of Science Editors:

Tung I. Documenting the use of digital portfolios in an elementary school classroom. [Masters Thesis]. McGill University; 2004. Available from: http://digitool.library.mcgill.ca/thesisfile79982.pdf

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