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Yu, Shulin; Zhang, Yiran; Zheng, Yao; Yuan, Kaihao; Zhang, Limin – Assessment & Evaluation in Higher Education, 2019
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised…
Descriptors: Peer Evaluation, Feedback (Response), Masters Theses, Learner Engagement
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Young, Karen; Joines, Jeffrey; Standish, Trey; Gallagher, Victoria – Assessment & Evaluation in Higher Education, 2019
In the last 10-15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time…
Descriptors: Student Evaluation of Teacher Performance, Response Rates (Questionnaires), Online Surveys, College Faculty
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Webster, Rob; Blatchford, Peter – European Journal of Special Needs Education, 2019
This paper reports on results from a descriptive study of the nature and quality of the day-to-day educational experiences of 49 13-14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health and Care Plan (EHCP) or a Statement, and attended in mainstream secondary school in England. Pupils…
Descriptors: Individualized Instruction, Teaching Methods, Teacher Role, Teaching Assistants
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Steyn, Carly; Davies, Clint; Sambo, Adeel – Assessment & Evaluation in Higher Education, 2019
Student evaluations of teaching and learning are playing an increasingly important role in the delivery of high-quality, student-centred education. Insights into student perceptions of their learning experience provide important information that can be used to inform course design and development. The majority of course evaluations take the form…
Descriptors: Student Evaluation of Teacher Performance, Feedback (Response), Curriculum Development, Course Content
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Steen-Utheim, Anna; Hopfenbeck, Therese N. – Assessment & Evaluation in Higher Education, 2019
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students' self-reported reflection logs, we present findings about students' experiences with oral and written feedback and how they act upon this…
Descriptors: Feedback (Response), Undergraduate Students, Self Evaluation (Individuals), Oral Language
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Howard, Emma; Meehan, Maria; Parnell, Andrew – Assessment & Evaluation in Higher Education, 2019
In "Maths for Business," a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz…
Descriptors: Remedial Instruction, College Mathematics, College Freshmen, Undergraduate Students
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Alsina, Ángel; Ayllón, Sara; Colomer, Jordi – Assessment & Evaluation in Higher Education, 2019
This article focuses on the validity of the new Narrative Reflection Assessment Rubric (NARRA) used to assess students' reflective narratives in higher education. We evaluate its formulation and usefulness from an instructional point of view. To those ends, we engage in both a quantitative and a qualitative analysis, using data from 100+…
Descriptors: Scoring Rubrics, Personal Narratives, Reflection, Higher Education
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Guasch, Teresa; Espasa, Anna; Martinez-Melo, Montserrat – Assessment & Evaluation in Higher Education, 2019
Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were…
Descriptors: Writing Evaluation, Feedback (Response), Writing Assignments, Collaborative Writing
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Alqassab, Maryam; Strijbos, Jan-Willem; Ufer, Stefan – Assessment & Evaluation in Higher Education, 2019
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers' beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback…
Descriptors: Secondary Education, Preservice Teachers, Mathematics Teachers, Mathematics Instruction
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Ion, Georgeta; Sánchez Martí, Angelina; Agud Morell, Ingrid – Assessment & Evaluation in Higher Education, 2019
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students' development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight…
Descriptors: Student Evaluation, Peer Evaluation, Feedback (Response), Cognitive Development
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Spanoudis, George C.; Papadopoulos, Timothy C.; Spyrou, Spyroula – Journal of Learning Disabilities, 2019
Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a…
Descriptors: Language Impairments, Reading Difficulties, Comorbidity, Foreign Countries
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Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
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Toste, Jessica R.; Capin, Philip; Williams, Kelly J.; Cho, Eunsoo; Vaughn, Sharon – Journal of Learning Disabilities, 2019
This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier…
Descriptors: Intervention, Reading Skills, Syllables, Grade 4
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Wroblewski, Althea P.; Dowdy, Erin; Sharkey, Jill D.; Kyung Kim, Eui – Journal of Positive Behavior Interventions, 2019
The present study examined whether high school students' (N = 1,658) self-reported social-emotional strengths collected at the beginning of the school year via schoolwide screening could predict student membership in one of three truancy categories (low, moderate, and high to chronic truancy) using discriminant analysis. Results indicated that…
Descriptors: High School Students, Emotional Response, Interpersonal Competence, Truancy
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Sideridis, Georgios D.; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios; Georgiou, George K. – Journal of Learning Disabilities, 2019
The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis.…
Descriptors: Naming, Reading Difficulties, Elementary School Students, Reading Comprehension
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