ABSTRACT. Do different creative writing processes lead to qualitatively different writing products? In this study we examined how Dutch speaking secondary school students (16-years old, 11th grade) wrote two poems. Students' on line writing processes were recorded by a keystroke logging program: Inputlog. Text production, pausing and several types of revision activities were coded. Each poem was rated holistically for quality by seven judges. Next, we examined the relationship between students' writing processes and the quality of their poems. We found that much text production in the beginning of the writing process and many high level revisions towards the end of the writing process, influenced the final text positively. Pausing and other types of revision were negatively related to the quality of the poem, at least in some of the phases of the writing process. Τίτλος. Πώς γράφουν ποίηση οι μαθητές του δευτεροβάθμιου σχολείου; Εξερεύνηση της σχέσης μεταξύ διαδικασιών δημιουργικής γραφής και τελικού προϊόντος Περίληψη. Οδηγούν διαφορετικές διαδικασίες δημιουργικής γραφής σε ποιοτικά διαφορετικά αποτελέσματα;. Σ' αυτή τη μελέτη εξετάσαμε πώς, ομιλητές της Ολλανδικής γλώσσας, μαθητές δευτεροβάθμιου σχολείου (16 χρονών, στην 11 τάξη) έγραψαν δύο ποιήματα. Οι διαδικασίες γραφής "on line" καταγράφηκαν με ένα πρόγραμμα "Inputlog". Παραγωγή κειμένου, παύση και πολλοί τύποι αναθεώρησης του γραπτού κωδικοποιήθηκαν. Κάθε ποίημα αξιολογήθηκε ολιστικά για την ποιότητά του H OW DO SECONDARY STUDENTS WRITE POETRY? 59 από επτά κριτές. Στη συνέχεια εξετάσαμε τη σχέση μεταξύ των διαδικασιών γραφής των μαθητών και της ποιότητας του τελικού κειμένου. Ευρήκαμε ότι σχετικά μεγάλη παραγωγή κειμένου στην αρχή της διαδικασίας γραφής και σχετικά πολλές αναθεωρήσεις υψηλού επιπέδου προς το τέλος της διαδικασίας γραφής, επηρέασαν θετικά το τελικό κείμενο. Οι παύσεις και άλλοι τύποι αναθεώρησης σχετίζονται αρνητικά με την ποιότητα του κειμένου, τουλάχιστον σε κάποιες φάσεις της διαδικασίας γραφής.Λέξεις κλειδιά: Διαδικασία παραγωγής γραπτού, δημιουργική γραφή, δημιουργικότητα, δευτεροβάθμια εκπαίδευσηTITOLO. In che modo gli studenti di scuola secondaria scrivono poesia? Esplorazioni sulla relazione tra i processi di scrittura creativa e i prodotti finali SINTESI. È vero che diversi processi di scrittura creativa conducono a prodotti finali qualitativamente diversi? In questo studio abbiamo esaminato come studenti di scuola secondaria di lingua olandese (16 anni di età, undicesimo anno di istruzione) hanno scritto due poesie. I processi di scrittura su computer da parte degli studenti sono stati registrati da un programma di registrazione dei tasti premuti, Inputlog. Eventi quali la scrittura del testo, le pause e i vari tipi di attività di revisione sono stati codificati separatamente. Ogni poesia è stata valutata da un punto di vista qualitativo nella sua interezza da sette giudici. Successivamente, abbiamo esaminato la relazione tra i processi di scrittura messi in atto dagli studenti e la qualità del testo finale. Abbiamo notato che i...
A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education.
What competences in visual literacy should students and European citizens in general master to be able to participate in contemporary society? This central question was addressed by the European Network of Visual Literacy (ENViL). This international community of experts developed a
structure of sixteen subcompetences: the Common European Framework of Reference for Visual Literacy. Based on this framework, we developed a tool for self-assessment in secondary education: the visual rubrics. This tool was tested in several countries. The current article describes the evaluation
of the criteria included in the tool and students’ comprehension of the tool as a self-assessment system. The consequences for improved rubrics are discussed.
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