東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Reflective Assessment, Feedback, and...

Kourilenko, Irina Nickolayevna.

Linked to FindBook

Google Book

Amazon

博客來

Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study./
Author:	Kourilenko, Irina Nickolayevna.
Description:	102 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3573869
ISBN:	9781303449819

Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study.
Kourilenko, Irina Nickolayevna.

Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study. - 102 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ed.D.)--Seattle Pacific University, 2013.

This study was designed to investigate the effects of reflective assessment on the academic achievement of high school students during the first year of the French language, N = 85. A mixed-methods, quasi-experimental, pretest-posttest control group design was employed in the study. Three intact classrooms were randomly assigned to the one of three treatment conditions, two of which practiced reflective assessment without teacher feedback in one group. It was the reflective assessment intervention that served as the independent variable in the study. The third group served as the control group, and received traditional curriculum of the first year of French.

ISBN: 9781303449819Subjects--Topical Terms:

1064562
Education, Foreign Language.

Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study.
LDR:02948nam a2200313 4500 001 1959517
005 20140520124322.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303449819
035 $a (MiAaPQ)AAI3573869
035 $a AAI3573869
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kourilenko, Irina Nickolayevna. $3 2094962
245 1 0 $a Reflective Assessment, Feedback, and Student Achievement in Foreign Language Studies: A Mixed Methods Study.
300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Arthur K. Ellis.
502 $a Thesis (Ed.D.)--Seattle Pacific University, 2013.
520 $a This study was designed to investigate the effects of reflective assessment on the academic achievement of high school students during the first year of the French language, N = 85. A mixed-methods, quasi-experimental, pretest-posttest control group design was employed in the study. Three intact classrooms were randomly assigned to the one of three treatment conditions, two of which practiced reflective assessment without teacher feedback in one group. It was the reflective assessment intervention that served as the independent variable in the study. The third group served as the control group, and received traditional curriculum of the first year of French.
520 $a An instrument was developed that was aligned with the lessons taught to the three experimental groups. This measure served as the dependent variable in the study. Descriptive and inferential statistics were used to describe the demographic nature of the sample and to analyze the data. The inferential statistics were also used to analyze the results of a retention test that was administered six weeks following the end of the study.
520 $a The posttest data gathered during the quantitative phase of the study did not reveal a statistically significant difference between the achievement of students who practiced the reflective strategy and the achievement of students in both the comparison and control groups. However, students who practiced the reflective strategy scored significantly higher on the retention test, which was a re-administration of the posttest. Likewise, the qualitative strand results emphasized the reflective assessment and teacher and peer feedback as aids to learning and building a sense of community in the classroom. In addition, the students in the experimental and comparison groups noted in their essays, responses to the survey, and interview questions that two prompts Clear/Unclear Windows and Week in Review were the most efficacious techniques to promote academic achievement in French.
590 $a School code: 1043.
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0444
690 $a 0291
690 $a 0727
710 2 $a Seattle Pacific University. $3 1021997
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 1043
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3573869