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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12001/24666

 
Title :学期のあいだ、学生のライティングが上達したか、教員は見分けることができるか -ケース・スタディ
Title alternative :Can Teachers Discern Improvement In Student Writing Over the Course of a Semester?- A Case Study
Authors :Bradley, Michael
Authors alternative :ブラッドリー, マイケル
Authors affiliation :沖縄キリスト教短期大学英語科教授 英語教育学
Issue Date :31-Jan-2019
Publisher :沖縄キリスト教短期大学
Type Local :紀要論文
Type (NII) :Departmental Bulletin Paper
ISSN :0385-1745
Abstract :Eleven teachers were asked to assess the writing of ten students. They were shown two pieces of writing by each student and had to decide which piece was better. Unbeknown to the teachers, the two compositions were students’ first and last assignments in a Current Issues class. I hypothesized that students would have improved their writing skills over the course of the semester and so teachers would likely choose the final assignment as the better piece of writing. In fact they only did so around half of the time. However, those teachers who used grammar and word choice as their primary assessment criteria, (rather than macro elements like overall structure and argument) did usually select the final assignment as the better piece of writing.
Rights :沖縄キリスト教短期大学
URI :http://hdl.handle.net/20.500.12001/24666
Citation :沖縄キリスト教短期大学紀要 = JOURNAL of Okinawa Christian Junior College no.48 p.25 -36
Appears in Collections:Journal of Okinawa Christian Junior College

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