A Phenomenological Investigation of Pre-sessional Students’Perceptions and Practices of Formative Assessment in English Writing

This thesis is a phenomenological study of English as Second Language (ESL) students’ perceptions and practices of formative assessment (FA) in English writing at a university in Northern England. This study adopted Carless learning-oriented assessment theoretical framework (Carless et al., 2006) to investigate students’ views and experience of three types of FA: 1) teacher feedback, 2) peer assessment, 3) self-assessment. The study involved six students, one instructor, and two teaching assistants from a pre-sessional program (PSP). The overall aim for this thesis is to examine students’ perceptions and practices of formative assessment when used as a tool to promote learning in English writing. Three research questions were pursed: 1. What are the participants’ attitudes towards formative assessment in their English writing? 2. To what extent do students engage with formative assessment tools – feedback, self-, and peer-assessment? 3. What are participants’ perceptions of formative assessment in terms of utility of learning? The study employed multiple data sources and methods to understand the students’ experience and practices of FA. Six students participated in the semi-structured interviews in which they responded to questions related to their attitudes and beliefs about FA, how they used FA to support learning, and the influence of FA in their learning. Classroom observations from two classes, as well as three teacher interviews were examined to understand actual practices of FA and support information gathered from the interviews. The data were analysed using content analysis. On the whole, the findings show that students value teacher feedback (TF), showed less interest towards peer-assessment (PA) and selfassessment (SA). In addition, most of the students read every feedback after receiving, but made revision based on TF more than PA and SA in their revision. Nevertheless, all students indicated that FA was considered to be an approach which is helpful in support learning outcomes

A teacher’s voice: Embracing change to make a difference

The challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction

Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students’ discourses of writing

In a time of economic constraints and increasing competition for places, negotiating “the transition” from school to university has become crucial for students’ educational success. Writing holds a dominant place in the academy as a mechanism of assessment. Therefore, exploring the writing practices of students as they move from school to university offers a valuable lens into how students negotiate the complex and multiple demands of moving between educational and disciplinary contexts. This paper will explore what insights an analysis of instantiations of students’ discourses of writing (Ivanič, 2004) can offer to develop a rich picture of how students experience their writing “in transition”. The data presented is taken from an ethnographic-style project that followed a group of British students from A-levels (HSC equivalent) to their second year of university study. Ivanič’s framework of discourses of writing offers a useful analytic tool, allowing analysis of the sets of beliefs and assumptions that students draw on when engaging in and talking about writing and can be applied to different kinds of data collected around students’ writing. Discourses of writing also provide an organising frame for exploring how students’ understandings of writing change as they move between educational and disciplinary contexts. This analysis shows that the ways students’ understand their writing are not only influenced by various discourses, which can change as students move between school and university, but understandings are individual, situated and context-dependent. The role of emotions, students’ “face work” (Goffman, 1967) and the dominant force of assessment emerge as significant areas for further development

Emerging from the MIST: A Connector Tool for Supporting Programming by Non-programmers

Software development is an iterative process. As user re-quirements emerge software applications must be extended to support the new requirements. Typically, a programmer will add new code to an existing code base of an application to provide a new functionality. Previous research has shown that such extensions are easier when application logic is clearly separated from the user interface logic. Assuming that a programmer is already familiar with the existing code base, the task of writing the new code can be considered to be split into two sub-tasks: writing code for the application logic; that is, the actual functionality of the application; and writing code for the user interface that will expose the functionality to the end user. The goal of this research is to reduce the effort required to create a user interface once the application logic has been created, toward supporting scientists with minimal pro-gramming knowledge to be able to create and modify pro-grams. Using a Model View Controller based architecture, various model components which contain the application logic can be built and extended. The process of creating and extending the views (user interfaces) on these model components is simplified through the use of our Malleable Interactive Software Toolkit (MIST), a tool set an infrastructure intended to simplify the design and extension of dynamically reconfigurable interfaces. This paper focuses on one tool in the MIST suite, a connec-tor tool that enables the programmer to evolve the user interface as the application logic evolves by connecting related pieces of code together; either through simple drag-and-drop interactions or through the authoring of Python code. The connector tool exemplifies the types of tools in the MIST suite, which we expect will encourage collabora-tive development of applications by allowing users to inte-grate various components and minimizing the cost of de-veloping new user interfaces for the combined compo-nents

Developing an interactive writing tool for business law students

Students&rsquo; performance in assessment tasks requiring logical written answers to case study problems can be adversely affected by difficulties in constructing a full length, logical written argument that demonstrates understanding to the level expected. This paper describes a teaching and learning tool developed to assist students in constructing logical full-length answers to given problems, using individual understanding of underlying concepts and their application. The tool allows students to see their thoughts and reasoning written into full-length answers of different styles. Developed initially for Business law students, this Answer Styles tool has scope to assist students&rsquo; writing in many disciplines.</div

Multiple-View Tracing for Haskell: a New Hat

Different tracing systems for Haskell give different views of a program at work. In practice, several views are complementary and can productively be used together. Until now each system has generated its own trace, containing only the information needed for its particular view. Here we present the design of a trace that can serve several views. The trace is generated and written to file as the computation proceeds. We have implemented both the generation of the trace and several different viewers