subject:(Writing assessment)

University of Georgia

1. Payne, Ashley Renee. Development of the Academic Writing Motivation Questionnaire.

Degree: 2014, University of Georgia

► College students’ motivation to write contributes to their success as writers in college courses. To help college composition instructors determine the writing motivation of their… (more)

Subjects/Keywords: Writing; Motivation; Literacy; College; Assessment

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APA (6^th Edition):

Payne, A. R. (2014). Development of the Academic Writing Motivation Questionnaire. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/28576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2014. Web. 18 Jan 2021.

Vancouver:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/28576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New South Wales

2. Khongput, Somruedee. English language writing assessment: Teacher practices in Thai universities.

Degree: Education, 2014, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true

► This thesis explored the assessment practices of teachers of writing for English major students in Thai public universities in different parts of the country. Both… (more)

▼ This thesis explored the assessment practices of teachers of writing for English major students in Thai public universities in different parts of the country. Both teachers' views on assessment practices and their actual rating processes were investigated using an exploratory qualitative research design. First, a questionnaire was used to gather data about teachers’ personal and professional backgrounds as well as their views on effective writing instruction and writing assessment in Thai public university contexts. Then, follow-up case studies were conducted to gather more in-depth data from four teachers in four different locations. Semi-structured interviews, think-aloud protocols and stimulated recall interviews were adopted to gather verbal data from each teacher. The think-aloud protocols were used to capture the teachers’ thinking processes as they assessed their students’ work and to clarify what aspects of writing assessment criteria were emphasised. The data obtained by semi-structured interviews and stimulated recall interviews were then analysed using inductive analysis to identify the major themes relating to the teachers’ writing instruction and assessment practices; the think-aloud data were analysed using an adaptation of Cumming et al.’s (2002) framework to identify teachers’ decision-making behaviours during their rating processes.The overall findings revealed that teachers in Thai public universities noticeably varied in their writing assessment practices. The variability revealed itself in relation to teachers’ selection of rating criteria and their components, the degree of cooperation among co-teachers of the same course, the way in which teachers aimed to maintain validity and reliability in their assessment, and the decisions they took in coming to scoring decisions. The findings also revealed a high level of teacher autonomy in the conduct of writing instruction and assessment in the Thai public university contexts. The teacher variability was influenced by various factors: their individual perceptions, their prior or immediate education, their expertise and professional experiences, and contextual factors. This study offers contributions to the relationship between teacher perceptions and writing assessment, a practical basis for universities and teachers in relation to writing instruction and assessment, and further investigations in the areas of writing instruction, writing assessment and related teacher education in Thailand.

Subjects/Keywords: Writing assessment; Teacher practices

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APA (6^th Edition):

Khongput, S. (2014). English language writing assessment: Teacher practices in Thai universities. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Khongput, Somruedee. “English language writing assessment: Teacher practices in Thai universities.” 2014. Doctoral Dissertation, University of New South Wales. Accessed January 18, 2021. http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Khongput, Somruedee. “English language writing assessment: Teacher practices in Thai universities.” 2014. Web. 18 Jan 2021.

Vancouver:

Khongput S. English language writing assessment: Teacher practices in Thai universities. [Internet] [Doctoral dissertation]. University of New South Wales; 2014. [cited 2021 Jan 18]. Available from: http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true.

Council of Science Editors:

Khongput S. English language writing assessment: Teacher practices in Thai universities. [Doctoral Dissertation]. University of New South Wales; 2014. Available from: http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true

Mississippi State University

3. Slater, LaTonya Nicole. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.

Degree: PhD, Curriculum, Instruction and Special Education, 2019, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;

► This qualitative case study explored the writing assessment practices of upper elementary ELA teachers and factors that influenced their decision making when assessing student writing.… (more)

Subjects/Keywords: teaching writing; pedagogical knowledge of writing assessment; knowledge of writing assessment; writing assessment; assessing writing; effective professional development; teacher decision making; writing assessment practices; strategies for assessing writing

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APA (6^th Edition):

Slater, L. N. (2019). Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;

Chicago Manual of Style (16^th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Doctoral Dissertation, Mississippi State University. Accessed January 18, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

MLA Handbook (7^th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Web. 18 Jan 2021.

Vancouver:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Internet] [Doctoral dissertation]. Mississippi State University; 2019. [cited 2021 Jan 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

Council of Science Editors:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Doctoral Dissertation]. Mississippi State University; 2019. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;

California State University – Sacramento

4. Petty, Kyle S. From rigor to ruin: writing mandates and the miseducation of a community.

Degree: MA, English (Composition, 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1158

► The writer examines his school district???s implementation of a high-stakes writing curriculum that uses rubric assessment of mandated essays to justify English course completion. The… (more)

Subjects/Keywords: High-stakes writing assessment; Mandated writing curriculum; Rubric assessment

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APA (6^th Edition):

Petty, K. S. (2011). From rigor to ruin: writing mandates and the miseducation of a community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1158

Chicago Manual of Style (16^th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Masters Thesis, California State University – Sacramento. Accessed January 18, 2021. http://hdl.handle.net/10211.9/1158.

MLA Handbook (7^th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Web. 18 Jan 2021.

Vancouver:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10211.9/1158.

Council of Science Editors:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1158

Texas A&M University

5. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157881

► This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

▼ This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific writing, and c) how to integrate writing-to-learn into current secondary science curriculum. Considered in concert, this work seeks to provide measures and methods for using writing as a tool to transform knowledge in secondary science classes. Students’ emotions about writing impact achievement, and therefore tools capturing motivation, attitude, and self-efficacy are needed to determine the extent that writing achievement is a result of skill development, affective issues, or a combination of both. Specifically, my first study describes the validation of a newly developed measure of self-efficacy towards writing for middle grades students called the Student Writing Affect Survey (SWAS). Findings indicate the SWAS yields reliable and valid scores to measure middle grades students’ self-efficacy towards writing. The purpose of the second study was to create and validate a rubric, known as the Rubric for Scientific Writing (RSW), which can be used to support writing instruction in science classes and evaluate scientific writing. This rubric assesses both students’ general writing skills and their ability to write appropriately within the scientific genre. My findings demonstrate that the RSW produces valid and reliable scores for two factors of students’ scientific writing – scientific argumentation and English rhetoric. The RSW has the potential to aid both science teachers who may lack training in the teaching and assessment of writing as well as researchers who need a stable measure of students’ scientific writing. Finally, the third study uses these tools to measure the effectiveness of a writing-to-learn intervention in middle and high school science classes. Prior literature posits that writing-to-learn strategies are less effective for younger students; however, few studies have implemented similar strategies across grade levels. Therefore, this study combines established best-practices to create a writing-to-learn intervention that can be implemented into existing science classes at various grade levels. While high school students did slightly outperform their middle-grade peers, further cluster analysis demonstrated that students who created visuals and used scientific vocabulary during the intervention made the most growth, regardless of grade level. Advisors/Committee Members: McTigue, Erin M (advisor), Kuo, Li-Jen (committee member), Eslami, Zohreh R. (committee member), Goodson, Patricia (committee member), Matthews, Sharon (committee member).

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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APA (6^th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16^th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7^th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 18 Jan 2021.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881

6. Bouwer, Renske. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.

Degree: 2016, NARCIS

URL: https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc

Subjects/Keywords: Writing; Writing intervention; writing assessment

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APA (6^th Edition):

Bouwer, R. (2016). Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. (Doctoral Dissertation). NARCIS. Retrieved from https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc

Chicago Manual of Style (16^th Edition):

Bouwer, Renske. “Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.” 2016. Doctoral Dissertation, NARCIS. Accessed January 18, 2021. https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc.

MLA Handbook (7^th Edition):

Bouwer, Renske. “Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.” 2016. Web. 18 Jan 2021.

Vancouver:

Bouwer R. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. [Internet] [Doctoral dissertation]. NARCIS; 2016. [cited 2021 Jan 18]. Available from: https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc.

Council of Science Editors:

Bouwer R. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. [Doctoral Dissertation]. NARCIS; 2016. Available from: https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc

Bowling Green State University

7. Athon, Amanda Gail. Fostering Language Diversity through Classroom-Based Writing Assessment Practices.

Degree: PhD, English (Rhetoric and Writing) PhD, 2014, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

► Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing… (more)

Subjects/Keywords: Composition; Rhetoric; Language Diversity; Writing assessment; Basic Writing; First-year Writing

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APA (6^th Edition):

Athon, A. G. (2014). Fostering Language Diversity through Classroom-Based Writing Assessment Practices. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

Chicago Manual of Style (16^th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Doctoral Dissertation, Bowling Green State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

MLA Handbook (7^th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Web. 18 Jan 2021.

Vancouver:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Internet] [Doctoral dissertation]. Bowling Green State University; 2014. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

Council of Science Editors:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Doctoral Dissertation]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

Virginia Tech

8. Lama, Prabin Tshering. Assessing the Impact of Writing Centers on Student Writing.

Degree: PhD, Rhetoric and Writing, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/82954

► This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for… (more)

Subjects/Keywords: Writing Center Assessment; Writing Centers; Writing Center Tutoring Best Practices

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APA (6^th Edition):

Lama, P. T. (2018). Assessing the Impact of Writing Centers on Student Writing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82954

Chicago Manual of Style (16^th Edition):

Lama, Prabin Tshering. “Assessing the Impact of Writing Centers on Student Writing.” 2018. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/82954.

MLA Handbook (7^th Edition):

Lama, Prabin Tshering. “Assessing the Impact of Writing Centers on Student Writing.” 2018. Web. 18 Jan 2021.

Vancouver:

Lama PT. Assessing the Impact of Writing Centers on Student Writing. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/82954.

Council of Science Editors:

Lama PT. Assessing the Impact of Writing Centers on Student Writing. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82954

The Ohio State University

9. Kwak, Subeom. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.

Degree: PhD, EDU Teaching and Learning, 2019, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692

► Classrooms are to be supportive environments where students learn writing as a way to participate in activities, discussions, and communities. Writing researchers need to explore… (more)

▼ Classrooms are to be supportive environments where students learn writing as a way to participate in activities, discussions, and communities. Writing researchers need to explore the classroom context with a view of writing as a social practice. In 2016, the National Council of Teachers of English announced the position statement that the nature of writing instruction is contextualized and complex in order to support students’ writing and learning about a range of ideas and experiences as well as in a variety of genres. However, previous studies indicate that writing instruction implemented in secondary schools in the United States do not always align with this theoretical and practical perspective. Writing instruction is often designed through teacher experiences and pedagogical knowledge. However, several other influential factors such as teacher's differing epistemologies, individual experiences, and process of socialization shape the instructional designs of writing. To date, little evidence has confirmed the effectiveness of different epistemologies for teaching writing in English language arts classrooms. This study provides a unique perspective of writing instruction to show that although they have the same goal, teachers with different epistemologies orchestrate activities, understand concepts, and respond to student work differently. Using an ethnographic approach, I collected data—audio and video recordings, pre and post-observation interviews, student work, and artifacts—over a period of one academic year, from August 2017 to May 2018, in two ninth-grade English language arts classrooms. I argue that the landscape of teaching and learning argumentative writing can be fundamentally different due to different epistemologies, despite identical teacher training to incorporate the same writing approach. Through the exploration of writing instruction from two teachers with different epistemologies, this dissertation presents a way to build an iterative series of studies in the field of writing research. Identifying the benefits and challenges of teachers’ epistemologies will prove beneficial in expanding our understanding of the complex nature of writing instruction as a reflective practice. This work reveals teachers’ epistemologies for teaching writing, previously marginalized areas of writing research, making their theoretical and pedagogical contributions more accessible. In the process, it reveals teacher epistemology as a key factor in professional development and direction of classroom research, ultimately contributing to debates about the social dimensions associated with teaching and learning of writing. This research provides a rich, complex, and detailed picture of teachers and students within teaching and learning practices. The findings have brought many questions to light that still remain unanswered. Advisors/Committee Members: Newell, George (Advisor).

Subjects/Keywords: Education; Literacy; argumentative writing; teacher epistemology; writing research; secondary writing; writing assessment

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APA (6^th Edition):

Kwak, S. (2019). How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692

Chicago Manual of Style (16^th Edition):

Kwak, Subeom. “How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.” 2019. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

MLA Handbook (7^th Edition):

Kwak, Subeom. “How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.” 2019. Web. 18 Jan 2021.

Vancouver:

Kwak S. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

Council of Science Editors:

Kwak S. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692

University of Exeter

10. Lines, Helen Elizabeth. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.

Degree: PhD, 2014, University of Exeter

URL: http://hdl.handle.net/10871/14806

► This thesis presents an investigation into secondary school English teachers’ and students’ conceptualisations of good writing, and how they might use their understandings of quality… (more)

Subjects/Keywords: 808; good writing; writing quality; improving writing; writing assessment; evaluating writing; Secondary School teachers; Secondary School students; beliefs; cognition; pedagogy

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APA (6^th Edition):

Lines, H. E. (2014). "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14806

Chicago Manual of Style (16^th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021. http://hdl.handle.net/10871/14806.

MLA Handbook (7^th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Web. 18 Jan 2021.

Vancouver:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10871/14806.

Council of Science Editors:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/14806

11. Antepohl, Maria. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.

Degree: Faculty of Educational Sciences, 2015, Linköping UniversityLinköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

► Uppsatsen fokuserar på elevers kunskaper och förmågor ur främst ett kognitivt perspektiv. Syftet är att mäta och jämföra elevprestationer för läsning och skrivning för… (more)

Subjects/Keywords: reading; writing; assessment; läsning; skrivning; testning; bedömning

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APA (6^th Edition):

Antepohl, M. (2015). Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Thesis, Linköping UniversityLinköping University. Accessed January 18, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Web. 18 Jan 2021.

Vancouver:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2021 Jan 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Waikato

12. Li, Jinrui. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .

Degree: 2012, University of Waikato

URL: http://hdl.handle.net/10289/6590

► Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has… (more)

▼ Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has rarely been explored. Very few studies on teacher cognition of giving feedback have included data of real practice collected by think-aloud, observation, and stimulated recall. Traditional teacher cognition studies mainly focus on individual teachers’ beliefs and practices without in-depth study on how individual cognition evolves through and interacts with its social context in which individual teachers participate. It is the research space above that this thesis seeks to occupy, through an in-depth case study of the beliefs and practices of sixteen New Zealand university tutors who were employed in one of the university’s faculties to provide feedback on undergraduates’ assignments. In addition to exploring the beliefs and practices of this specific group of tutors, and the factors that influence these, the study aims to contribute to both the theoretical and methodological construction of teacher cognition studies by employing a holistic socio-cultural frame work based on Vygotsky’ s key notions of cognition, distributed cognition, and an activity theory approach. Data were collected chronologically across an academic year by five methods: preliminary survey for bio-data of participants and their general attitudes to giving feedback across the faculty, individual interviews for beliefs on giving feedback, think-aloud sessions on the actual practice of giving feedback, stimulated recall discussions as reflection in action, and focus group discussion as a means of collective reflection of various factors underlying their beliefs and practices. Data were firstly transcribed, stored, and open coded by NVivo8 for preliminary analysis and then analysed manually for deeper understanding of themes. Constant comparisons were made through the whole process of data analysis between data from different participants and between different sources of data. The findings reveal that there were convergences and divergences among tutors between their beliefs and practices about providing assessment feedback to the written work by undergraduate students. The convergences and divergences were due to the contextual factors in the activity system and tutors' previous experiences. The convergences and divergences of tutors’ beliefs resulted in emotional reactions. Tutors’ emotion interacts with cognition and actions (ECA interaction). The ECA interaction is affected by contextual factors in the activity system. The contradictions of the activity system constrain tutors’ cognition, cause negative emotions, and are often barriers to tutors’ work, but also form the potential of cognitive development. Co-operative effort is needed in the wider context of the activity to facilitate tutors’ cognitive development, promote positive emotions, and achieve a better outcome for the activity. It is concluded that a holistic socio-cultural framework of teacher… Advisors/Committee Members: Barnard, Roger (advisor), De Luca, Rosemary (advisor).

Subjects/Keywords: assessment feedback; cognition; activity theory; tutor; writing

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APA (6^th Edition):

Li, J. (2012). University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/6590

Chicago Manual of Style (16^th Edition):

Li, Jinrui. “University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .” 2012. Doctoral Dissertation, University of Waikato. Accessed January 18, 2021. http://hdl.handle.net/10289/6590.

MLA Handbook (7^th Edition):

Li, Jinrui. “University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .” 2012. Web. 18 Jan 2021.

Vancouver:

Li J. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10289/6590.

Council of Science Editors:

Li J. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . [Doctoral Dissertation]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6590

Louisiana State University

13. Hargrave, Benjamin. Using formative assessment to enhance student performance on geometric proof writing.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

URL: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

► The purpose of this research is to uncover best practices to create competent proof writers. Studies have shown the best setting to do this… (more)

Subjects/Keywords: Writing; Proof; High School; Assessment; Formative; Geometry

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APA (6^th Edition):

Hargrave, B. (2013). Using formative assessment to enhance student performance on geometric proof writing. (Masters Thesis). Louisiana State University. Retrieved from etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

Chicago Manual of Style (16^th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Masters Thesis, Louisiana State University. Accessed January 18, 2021. etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

MLA Handbook (7^th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Web. 18 Jan 2021.

Vancouver:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2021 Jan 18]. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

Council of Science Editors:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

Brigham Young University

14. Tanner, Lindsay Elizabeth. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.

Degree: MA, 2017, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd

► This project is a case study of writing assessment practices in a particular workplace called "High Hits," a local search engine optimization (SEO) company. The… (more)

Subjects/Keywords: writing assessment; writing tests; workplace assessment; grounded theory; English Language and Literature

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APA (6^th Edition):

Tanner, L. E. (2017). Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd

Chicago Manual of Style (16^th Edition):

Tanner, Lindsay Elizabeth. “Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.” 2017. Masters Thesis, Brigham Young University. Accessed January 18, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd.

MLA Handbook (7^th Edition):

Tanner, Lindsay Elizabeth. “Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.” 2017. Web. 18 Jan 2021.

Vancouver:

Tanner LE. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd.

Council of Science Editors:

Tanner LE. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd

University of Dayton

15. Stainbrook, Emily Rose. A Usage Study of the Write Place at the University of Dayton.

Degree: MA, English, 2019, University of Dayton

URL: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371

► This is a usage study of the University of Dayton’s Write Place. Christina Klimo, the Write Place Coordinator, has noticed that as students progress through… (more)

Subjects/Keywords: Composition; Education; writing center; writing center assessment; usage study; remedial stigma; novice writing

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APA (6^th Edition):

Stainbrook, E. R. (2019). A Usage Study of the Write Place at the University of Dayton. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371

Chicago Manual of Style (16^th Edition):

Stainbrook, Emily Rose. “A Usage Study of the Write Place at the University of Dayton.” 2019. Masters Thesis, University of Dayton. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.

MLA Handbook (7^th Edition):

Stainbrook, Emily Rose. “A Usage Study of the Write Place at the University of Dayton.” 2019. Web. 18 Jan 2021.

Vancouver:

Stainbrook ER. A Usage Study of the Write Place at the University of Dayton. [Internet] [Masters thesis]. University of Dayton; 2019. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.

Council of Science Editors:

Stainbrook ER. A Usage Study of the Write Place at the University of Dayton. [Masters Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371

The Ohio State University

16. Harmey, Sinead J. Change Over TIme in Children's Co-Constructed Writing.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434

► The development of expertise in writing is a complex but important achievement for young children as they become literate. Writing is a critical component of… (more)

▼ The development of expertise in writing is a complex but important achievement for young children as they become literate. Writing is a critical component of literacy development, yet there are few accounts of change over time in early writing development that attend to both changes in writing behaviors, the complexity of written messages, and the context in which these changes occur. This is important as describing change over time permits identification of when development accelerates or goes awry. The purpose of this study was to describe change over time in the complexity of the written messages produced and observed writing behaviors of twenty-four children in a co-constructed setting. Mixed methods were used, with a microgenetic design for the analysis of written messages, to describe the path, rate, variability, breadth, and potential sources of change in what children produced, used, and did as they wrote with a teacher over the course of an early literacy intervention, Reading Recovery. To capture change, the reliability and validity of the Early Writing Observational Rubric, designed to capture change in the complexity of written messages and self-regulation of writing behaviors, was also established. Different profiles of progress were identified to explicate the different paths of progress taken by the participants in this study. Comprehensive descriptions of change over time in the complexity of the written messages produced and the observed writing behaviors of five children that characterized different profiles of progress were presented. Results demonstrated that the nature of change was idiosyncratic and proceeded in a series of progressions and regressions. Self-regulation of certain writing behaviors (legibility, spacing, and editing) were important. Many children characterized an asynchronous profile of progress in that their written messages did not change in complexity but they became more independent in the writing of these messages. Accurate writing of simple messages, however, limited opportunities for problem-solving. In many cases, teachers often assumed the role of editor and limited children's opportunities to monitor the accurate production of their written messages. An implication of the findings from this study is that the assessment of product alone is not satisfactory as self-regulation of writing behaviors is not necessarily reflecting in the complexity of written messages. This study provides a methodology that can be used to provide accounts of the different dimensions of change in both the complexity of written products and the observed writing behaviors of children in a co-constructed context. The Early Writing Observation Rubric, a rubric with established reliability and validity, has utility for both the assessment and instruction of writing. Advisors/Committee Members: Rodgers, Emily (Advisor).

Subjects/Keywords: Education; Literacy; Writing; microgenetic; mixed methods; early writing development; change over time; writing assessment

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APA (6^th Edition):

Harmey, S. J. (2015). Change Over TIme in Children's Co-Constructed Writing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434

Chicago Manual of Style (16^th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

MLA Handbook (7^th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Web. 18 Jan 2021.

Vancouver:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

Council of Science Editors:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434

University of Wollongong

17. Bates, Katherine. How do visual prompts shape students’ written responses?.

Degree: PhD, 2015, University of Wollongong

URL: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705

► This qualitative study investigates the role that visual prompts play in stimulating studentsʼ ideas for writing narrative within the context of large–scale narrative writing… (more)

Subjects/Keywords: Visual metalanguage; social semiotics; writing assessment; writing prompts; NAPLAN

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APA (6^th Edition):

Bates, K. (2015). How do visual prompts shape students’ written responses?. (Doctoral Dissertation). University of Wollongong. Retrieved from 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705

Chicago Manual of Style (16^th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021. 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

MLA Handbook (7^th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Web. 18 Jan 2021.

Vancouver:

Bates K. How do visual prompts shape students’ written responses?. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2021 Jan 18]. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

Council of Science Editors:

Bates K. How do visual prompts shape students’ written responses?. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705

University of Kansas

18. Wood, Shane Alden. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.

Degree: PhD, English, 2018, University of Kansas

URL: http://hdl.handle.net/1808/29312

► Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies seeks to discover and examine the intersections between rhetorical genre studies and writing assessment. Rhetorical genre… (more)

Subjects/Keywords: Rhetoric; composition studies; first-year writing classrooms; genre theory; writing assessment

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APA (6^th Edition):

Wood, S. A. (2018). Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29312

Chicago Manual of Style (16^th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Doctoral Dissertation, University of Kansas. Accessed January 18, 2021. http://hdl.handle.net/1808/29312.

MLA Handbook (7^th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Web. 18 Jan 2021.

Vancouver:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1808/29312.

Council of Science Editors:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/29312

19. Quinn, Margaret. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.

Degree: PhD, Early Childhood Education, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/ece_diss/32

► Whereas interest in young children’s writing has increased in recent years, the focus has centered more around transcription skills (i.e., letter formation and spelling)… (more)

Subjects/Keywords: Writing (composition); Emergent literacy; Emergent writing; Preschool; Assessment; Early childhood education

6 more images…

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APA (6^th Edition):

Quinn, M. (2017). Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/32

Chicago Manual of Style (16^th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 18, 2021. https://scholarworks.gsu.edu/ece_diss/32.

MLA Handbook (7^th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Web. 18 Jan 2021.

Vancouver:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2021 Jan 18]. Available from: https://scholarworks.gsu.edu/ece_diss/32.

Council of Science Editors:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/32

Kent State University

20. Caswell, Nicole I. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.

Degree: PhD, College of Arts and Sciences / Department of English, 2012, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

► Current response research focuses on teachers’ practices (Sommers, 1982; Connors & Lunsford, 1993; Straub, 1996) and reading processes (Zebroski, 1989; Sperling, 1994; Phelps, 2000; Edgington,… (more)

▼ Current response research focuses on teachers’ practices (Sommers, 1982; Connors & Lunsford, 1993; Straub, 1996) and reading processes (Zebroski, 1989; Sperling, 1994; Phelps, 2000; Edgington, 2005) pushing aside the emotional processes teachers experience when they read and respond to student writing. A fuller understanding of emotions helps explain how individuals behave in different ways, such as the ways in which writing teachers respond to student texts. This dissertation considers the cognitive and emotional process teachers undergo as they read and respond to student writing as a way to develop a holistic understanding of how and why teachers read. Using surveys, video, and audio recordings from think-aloud protocols of twelve teachers from a diverse, stratified sample, this study answers three research questions about what emotions teachers experience, what triggers those emotions and what actions teachers make based on those emotions. Drawing from response, emotion, and education research, I argue that teachers experience emotions while reading and responding to student writing and that reading and responding to student writing is a reoccurring emotional activity. Using multiple data sources, I develop an emotional reading framework accounting for the emotional experiences of teachers including triggers, actions, emotions and values. In addition to reading and responding to student writing as an emotional activity, I argue that what triggers teachers’ emotions relates to teachers’ values in student writing. Further data analysis suggests that the emotions teachers experience while reading and responding to student writing shapes teachers’ perceptions of their identity. If teachers experience joy, their identity as a successful educator is confirmed, and if teachers experience anger, their identity as a successful educator is challenged. This study offers the field a new way to understand and value how teachers’ emotions shape the ways that they read and respond to student writing. Advisors/Committee Members: Huot, Brian (Committee Chair).

Subjects/Keywords: Composition; Rhetoric; Emotion; Writing Teachers; Response; Writing Assessment

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APA (6^th Edition):

Caswell, N. I. (2012). RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

Chicago Manual of Style (16^th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Doctoral Dissertation, Kent State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

MLA Handbook (7^th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Web. 18 Jan 2021.

Vancouver:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Internet] [Doctoral dissertation]. Kent State University; 2012. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

Council of Science Editors:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Doctoral Dissertation]. Kent State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

21. Miller, Katrina M. The Rhetoric* of Writing Assessment.

Degree: 2016, University of Nevada – Reno

URL: http://hdl.handle.net/11714/2149

► The Rhetoric* of Writing Assessment uses strategic variations of rhetorical theory to reimagine writing assessment’s complicated disciplinary past and rethink its foundational concepts through its… (more)

Subjects/Keywords: Composition; Composition and Rhetoric; Language; Writing Assessment; Writing Studies

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APA (6^th Edition):

Miller, K. M. (2016). The Rhetoric* of Writing Assessment. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Miller, Katrina M. “The Rhetoric* of Writing Assessment.” 2016. Thesis, University of Nevada – Reno. Accessed January 18, 2021. http://hdl.handle.net/11714/2149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Miller, Katrina M. “The Rhetoric* of Writing Assessment.” 2016. Web. 18 Jan 2021.

Vancouver:

Miller KM. The Rhetoric* of Writing Assessment. [Internet] [Thesis]. University of Nevada – Reno; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11714/2149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller KM. The Rhetoric* of Writing Assessment. [Thesis]. University of Nevada – Reno; 2016. Available from: http://hdl.handle.net/11714/2149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

22. Hamakali, Hafeni P. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.

Degree: 2018, University of Namibia

URL: http://hdl.handle.net/11070/2503

► This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has… (more)

▼ This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.

Subjects/Keywords: Academic writing; Academic literacy; Alternative assessment; Assessment; Framework

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

APA (6^th Edition):

Hamakali, H. P. (2018). Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hamakali, Hafeni P. “Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.” 2018. Thesis, University of Namibia. Accessed January 18, 2021. http://hdl.handle.net/11070/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hamakali, Hafeni P. “Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.” 2018. Web. 18 Jan 2021.

Vancouver:

Hamakali HP. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. [Internet] [Thesis]. University of Namibia; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11070/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamakali HP. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. [Thesis]. University of Namibia; 2018. Available from: http://hdl.handle.net/11070/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

23. Hamakali, Hafeni Pamwenase Shikalepo. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .

Degree: 2018, University of the Western Cape

URL: http://hdl.handle.net/11394/6621

► This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has… (more)

▼ This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction. Advisors/Committee Members: Sivasubramaniam, Sivakumar (advisor).

Subjects/Keywords: Academic writing; Academic literacy; Alternative assessment; Assessment; Framework

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

APA (6^th Edition):

Hamakali, H. P. S. (2018). Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hamakali, Hafeni Pamwenase Shikalepo. “Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .” 2018. Thesis, University of the Western Cape. Accessed January 18, 2021. http://hdl.handle.net/11394/6621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hamakali, Hafeni Pamwenase Shikalepo. “Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .” 2018. Web. 18 Jan 2021.

Vancouver:

Hamakali HPS. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11394/6621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamakali HPS. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Lopes, Lenite Silva. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.

Degree: MAin Teaching, English, 2015, Bridgewater State University

URL: https://vc.bridgew.edu/theses/13

► While the educational benefits of alternative assessment are being increasingly recognized and alternative assessment procedures introduced into the different educational levels, in Cape Verde,… (more)

Subjects/Keywords: Education; Alternative Assessment; EFL Writing; Analytical Scoring; Self-assessment

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APA (6^th Edition):

Lopes, L. S. (2015). Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lopes, Lenite Silva. “Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.” 2015. Thesis, Bridgewater State University. Accessed January 18, 2021. https://vc.bridgew.edu/theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lopes, Lenite Silva. “Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.” 2015. Web. 18 Jan 2021.

Vancouver:

Lopes LS. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. [Internet] [Thesis]. Bridgewater State University; 2015. [cited 2021 Jan 18]. Available from: https://vc.bridgew.edu/theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopes LS. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. [Thesis]. Bridgewater State University; 2015. Available from: https://vc.bridgew.edu/theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Urbana-Champaign

25. Chung, Sun Joo. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.

Degree: MA, 1864, 2012, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/32005

► Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible… (more)

▼ Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible with the process-oriented curricula. Researchers and educators have started to explore other types of student assessment. Portfolio assessment has been suggested as an alternative to traditional writing assessment because it can integrate instruction and evaluation, which can be a way of providing for validity. In this study, I examined students’ perceptions of the portfolio assessment in an advanced academic writing course for ESL graduate students at the University of Illinois at Urbana-Champaign. Students in the course wrote four major assignments, each in a different genre, and they were required to provide drafts of the assignments. Students were also asked to write reflective journals where they kept records of their writing and revision processes and could set goals for future development. Students’ reflective journals were analyzed to understand students’ revision processes. Students were also asked to complete a questionnaire that investigated their past experiences with portfolios and their impressions of the portfolio they were required to compile for the course. I, then, analyzed students’ drafts in terms of fluency, accuracy, and grammatical complexity to find further evidence to support the use of portfolio assessment in an ESL classroom. The results of the reflective journals show that students were able to identify their strengths, weaknesses, and areas for improvement in the journals. However, the analysis also revealed an overreliance on peer reviews and writing conferences to write their journals. The results of the questionnaire show that students’ perceptions about portfolio assessment were generally positive with some recommendations about better guidance and instruction. Students also expressed the intent to use portfolios for other projects as a part of their professional development. The fluency, accuracy, and grammatical complexity were analyzed using one-way ANOVA. The one-way ANOVA did not yield statistically significant results but did provide some evidence for improvement in the ESL academic writing courses. It seems that genre and topic familiarity could have influenced students’ writing abilities because many international graduate students are accustomed to writing to specific audiences in their fields. General topics and genres could be more difficult to write for these students who may not be familiar to them. Limitations and suggestions for future study show a need for more research in areas of electronic portfolio software and their effects on the reflection process. In addition, dynamic assessment could play a role in improving portfolio assessment and future study could provide models for their use in second language classrooms. Advisors/Committee Members: Davidson, Frederick G. (advisor).

Subjects/Keywords: Portfolio Assessment; English as a Second Language (ESL); Writing Assessment

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

APA (6^th Edition):

Chung, S. J. (2012). Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed January 18, 2021. http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Web. 18 Jan 2021.

Vancouver:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

26. Duong, Mai Thu. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.

Degree: 2011, University of Melbourne

URL: http://hdl.handle.net/11343/36623

► Process-oriented writing assessment methods with the focus on both the writing processes and writing products have gained increasing popularity in various educational contexts in the… (more)

Subjects/Keywords: writing assessment; portfolios; ESL; Rasch measurement; assessment instruments; validation

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

APA (6^th Edition):

Duong, M. T. (2011). The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/36623

Chicago Manual of Style (16^th Edition):

Duong, Mai Thu. “The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.” 2011. Doctoral Dissertation, University of Melbourne. Accessed January 18, 2021. http://hdl.handle.net/11343/36623.

MLA Handbook (7^th Edition):

Duong, Mai Thu. “The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.” 2011. Web. 18 Jan 2021.

Vancouver:

Duong MT. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. [Internet] [Doctoral dissertation]. University of Melbourne; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11343/36623.

Council of Science Editors:

Duong MT. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. [Doctoral Dissertation]. University of Melbourne; 2011. Available from: http://hdl.handle.net/11343/36623

University of Georgia

27. Granade, Jeremy Brian. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22920

► The purpose of this study was to investigate how interactions between rater-candidates and trainers during scheduled training conferences facilitate raters’ understanding and application of scoring… (more)

Subjects/Keywords: Writing assessment; Rater training; Qualitative Analysis; Applied conversation analysis; Performance assessment; Accuracy; Reliability; Statewide Assessment

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

APA (6^th Edition):

Granade, J. B. (2014). A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Granade, Jeremy Brian. “A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/22920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Granade, Jeremy Brian. “A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.” 2014. Web. 18 Jan 2021.

Vancouver:

Granade JB. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/22920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Granade JB. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

SUNY College at Brockport

28. Taylor, Debra M. Writing Rubrics as Formative Assessments in an Elementary Classroom.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

URL: https://digitalcommons.brockport.edu/ehd_theses/258

► This qualitative study with second and third grade students investigated what happens during the co-construction of a writing rubric between students and teacher for… (more)

Subjects/Keywords: writing rubric; formative assessment; self-assessment; elementary education; Education; Educational Assessment, Evaluation, and Research

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

APA (6^th Edition):

Taylor, D. M. (2013). Writing Rubrics as Formative Assessments in an Elementary Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Thesis, SUNY College at Brockport. Accessed January 18, 2021. https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Web. 18 Jan 2021.

Vancouver:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2021 Jan 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

29. Zapitis, Marina. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/29492

►

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In… (more)

Subjects/Keywords: Self-Evaluation; Self-Assessment; Authentic Assessment; Formative Assessment; Assessment for Learning; Self-Regulated Writing; Criterion-based Feedback; Self-Evaluation Training; 0727

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

APA (6^th Edition):

Zapitis, M. (2011). The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29492

Chicago Manual of Style (16^th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Masters Thesis, University of Toronto. Accessed January 18, 2021. http://hdl.handle.net/1807/29492.

MLA Handbook (7^th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Web. 18 Jan 2021.

Vancouver:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1807/29492.

Council of Science Editors:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29492

University of Otago

30. Mallan, Vijay Kumar. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .

Degree: 2010, University of Otago

URL: http://hdl.handle.net/10523/330

► This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud… (more)

Subjects/Keywords: native speakers of English; academic writing; think aloud protocols; assessment in writing; composition

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

APA (6^th Edition):

Mallan, V. K. (2010). The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/330

Chicago Manual of Style (16^th Edition):

Mallan, Vijay Kumar. “The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .” 2010. Doctoral Dissertation, University of Otago. Accessed January 18, 2021. http://hdl.handle.net/10523/330.

MLA Handbook (7^th Edition):

Mallan, Vijay Kumar. “The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .” 2010. Web. 18 Jan 2021.

Vancouver:

Mallan VK. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10523/330.

Council of Science Editors:

Mallan VK. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/330

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Open Access Theses and Dissertations