Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.
Kajian tinjauan ini bertujuan untuk mengenal pasti tahap perspektif guru-guru terhadap kepentingan penerapan elemen kelestarian alam sekitar dalam mata pelajaran sejarah. Seramai 200 orang guru terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik. Data kajian ini dianalisis secara statistik deskriptif melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa tahap perspektif guru terhadap kepentingan penerapan elemen kelestarian alam sekitar berada pada tahap tinggi di samping memaparkan tahap yang tinggi berdasarkan profil demografi guru seperti jantina, umur, pengalaman mengajar, pengkhususan dan kelulusan pendidikan. Tambahan pula, dapatan kajian ini juga menunjukkan bahawa isu pencemaran udara dan air merupakan isu yang paling kerap diterapkan dalam mata pelajaran sejarah. Implikasi kajian ini menunjukkan bahawa guru-guru telah mempunyai perspektif yang tinggi terhadap keperluan menerapkan elemen kelestarian alam sekitar dalam proses pengajaran dan pembelajaran dengan mempelbagaikan isu-isu kelestarian alam sekitar dalam mata pelajaran sejarah.
Teacher development plays a pivotal role in the program of Master of Translation and Interpretation (MTI) but there was inadequate research on their current state and needs in China. This research aimed to investigate their current state in teaching, academic research and translation practice and present a detailed description of their age, professional title and academic qualifications. A mixed methodology design was adopted to ensure reliability and validity of data by means of triangulation. The sample in this study was 514 teachers from 32 provinces, municipalities and autonomous regions in China. They were surveyed via quantitative questionnaires and online interviews. The findings were as follows.1:Despite reasonable age structure, around 50% of them had less than three years’ teaching practice in MTI. 2: There was an increase in the figure for MTI teachers with doctoral degree but they felt it difficult to offer learners professional guidance. 3: A large percentage of MTI teachers were in a comparatively slow stream of promotion in the title of professional post. 4: The percentage of the academic achievements associated with translation in all the research projects and papers was small. 5: A majority of these university teachers worked as part-time translators. 6: About half of them were not very content with the effectiveness in their staff training program. Therefore, it is recommended that more chances be offered for the MTI teachers to conduct translation practice in the professional sector and more researches be needed to meticulously understand their requirement in terms of career development with a view to bridging the gap between the resources in the teacher training and their actual needs.
This paper discusses the differences of cohesive devices between English and Chinese in sentence structure and text organization. Chinese has the characteristics of topic prominence, while English is subject prominent; Due to the differences in thinking styles between China and the West, there are differences in subject consciousness and object consciousness between English and Chinese. This leads to the differences between theme and rhyme in English and Chinese texts, and these differences also lead to the differences in cohesion. In addition, the parallel structure and loose grammatical relationship of Chinese and the tree structure and relatively strict grammatical restrictions of English can make the difference of textual cohesive devices.
Kajian kuantitatif dengan reka bentuk tinjauan ini bertujuan untuk mengenal pasti tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu Kelestarian Alam Sekitar berdasarkan jantina dan aliran mata pelajaran. Kajian ini juga bertujuan untuk menentukan sama ada terdapat hubungan yang signifikan antara min kesedaran kendiri dan pengetahuan awal terhadap isu-isu Kelestarian Alam Sekitar. Seramai 180 orang murid tingkatan empat yang telah ditentukan berdasarkan teknik persampelan rawak terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik dan ujian yang telah diadaptasi dan disahkan kesahan kandungan dan konstruknya oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan Cronbach Alpha dan Kuder Richardson yang baik. Data kajian ini dianalisis secara statistik deskriptif dan inferensi iaitu ujian korelasi Pearson dengan menggunakan perisian pengaturcaraan IBMSPSS. Dapatan kajian ini menunjukkan bahawa tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu kelestarian Alam Sekitar berada pada tahap sederhana. Walau bagaimanapun, tahap kesedaran kendiri dan profil pengetahuan awal murid sejarah terhadap isu-isu Kelestarian Alam Sekitar juga berada pada tahap sederhana berdasarkan jantina dan aliran mata pelajaran. Walau bagaimanapun, dapatan kajian ini telah menunjukkan bahawa terdapat hubungan linear positif yang signifikan secara sederhana tinggi antara kesedaran kendiri dan pengetahuan awal terhadap isu-isu Kelestarian Alam Sekitar. Implikasi kajian ini yang telah memaparkan maklumat bahawa tahap kesedaran kendiri dan profil pengetahuan awal yang sederhana terhadap isu-isu Kelestarian Alam Sekitar dalam kalangan murid sejarah telah mencadangkan kepada guru-guru sejarah untuk menerapkan elemen Kelestarian Alam Sekitar dalam proses pengajaran dan pembelajaran bagi mengukuhkan keterampilan modal insan yang dihasratkan dalam kurikulum sejarah.
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