Applying Criteria to Examples or Learning by Comparison: Effects on Students' Evaluative Judgment and Performance in Writing

Bouwer, Renske; Lesterhuis, Marije; Bonne, Pieterjan; Mæyer, Sven De

doi:10.3389/feduc.2018.00086

Cited by 20 publications

(17 citation statements)

References 44 publications

(76 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Accordingly, Morton and Llinares (2018) encouraged teachers to make learners familiarized with evaluative sources and enhance their evaluative knowledge in doing the writing tasks more efficiently and critically. Bouwer et al (2018) also argues that the learners' ability to analyze the text in a critical manner relies on their ability to use evaku8atoive language consciously, which lies at the learners' exposure to an appropriate medium of instruction to learner appraisal resources.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, it was argued that teaching evaluative language can be a valuable practice for EFL and ESL teachers of academic writing to benefit from this instructional approach in developing the students' ability in writing argumentatively rather than descriptively. Bouwer et al (2018) encouraged language teachers to teach learners how to analyze texts through using evaluative language, which can pave the way for their quality writing, particularly academic one. Researchers found that learners' awareness of appraisal resources leads to their high potentials in developing self-regulated writing ability and boosting their critical voice in generating their claims more effectively.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The effect of evaluative language on high- and low-graded post-graduate students’ academic writing ability across gender

2021

View full text Add to dashboard Cite

Inspired by appraisal theory, the current study looked into the effect of using evaluative language on high-and low-graded post-graduate students' academic writing in an EFL context across male and female groups. Participants were 60 MA students of TEFL who were randomly assigned to experimental (n = 30) and control (n = 30) groups. Attitudinal and Graduation resources of evaluative language were taught to raise the students' critical stance in academic writing. Conventional writing instruction was provided for the control group. The writing pre-and post-test was the main instrument in order to investigate the difference between the students' performance in the study groups. Findings revealed that evaluative language could significantly result in increasing the post-graduate students' academic writing ability, while no significant difference was resulted between the male and female groups. Highgraded students were also found to act significantly better than the low-graded ones in writing academically. The results of the study revealed that evaluative language can contribute to the post-graduate students' possessions of critical stance in writing academically, which helps the writer to make a dialogic interaction with the reader.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The effect of evaluative language on high- and low-graded post-graduate students’ academic writing ability across gender

2021

View full text Add to dashboard Cite

show abstract

“…Exploring this concept of near and far comparators will prove interesting for both practitioners and researchers. Bouwer et al (2018) provide a promising way of doing this using software that supports pairwise comparisons.…”

Section: Harnessing Natural Comparison Processesmentioning

confidence: 99%

The power of internal feedback: exploiting natural comparison processes

Nicol

2020

Assessment & Evaluation in Higher Education

189

View full text Add to dashboard Cite

Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachersusually as comments on students' performance although most information is accessed by students themselves during task engagement, from their interactions with others, with resources and from memories of prior performances. Nearly all research on feedback in higher education focuses on comments as the comparison information. Ongoing and natural feedback comparisons with other information sources have been neglected: hence their potential for learning remains unexplored. To unlock the power of internal feedback, teachers need to have students turn some natural comparisons that they are making anyway, into formal and explicit comparisons and help them build the capacity to exploit their own comparison processes. To envision the possibilities, I present a new model of how students generate internal feedback as they self and co-regulate their learning, using information from multiple sources. I also synthesise two bodies of research to show how comparisons with different kinds of information, singly and in combination, can alter the nature and quality of the internal feedback that students generate. This lens of comparison changes everything. It calls for a fundamental shift in feedback practices and research.

show abstract

“…Or, its validity is anchored in what is valued by the community of practice within a given discipline [10]. Studies indicate CJ can be beneficial in some cases during a learning process [11,12]. Where rubrics, even those which specify performance levels and/or standards for each criteria, are often far too abstract for students to really grasp what 'quality' is for a given competence [13], CJ shows exemplars to students which is more relevant when it comes to understanding what quality is [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Can Comparative Judgement Improve Product Development and Product-Service System Design for Students

Dewit¹,

Corradi²,

Goossens³

2021

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

View full text Add to dashboard Cite

One issue within current product development literature entails, both with students and with professionals, the reliable scaling, and the objective assessment of products. This article will attempt to describe a way how master's students at the University of Antwerp, within a product development case, can both assess each other, assess the process of product development, and assess the final product using comparative judgement (CJ). This, while achieving learning goals described at master level. Our evaluation was anchored by use of Comproved, a validated instrument designed to comparatively evaluate products of students, during the design process (formative) and when uploading the final deliverables (summative) for the course. The current study evaluates how first year Master students (n=72) apply CJ using an online tool, Comproved (Comproved.com) during a semester-long group project on Product-Service System (PSS) design. Based on post hoc questionnaire details and interviews, we will list the advantages and the disadvantages of CJ, as stated by students. Finally, we will list the potentials of CJ during product development cycles and their impact on product quality, reliability of judgement and metacognitive strategies for learning.

show abstract

Applying Criteria to Examples or Learning by Comparison: Effects on Students' Evaluative Judgment and Performance in Writing

Cited by 20 publications

References 44 publications

The effect of evaluative language on high- and low-graded post-graduate students’ academic writing ability across gender

The effect of evaluative language on high- and low-graded post-graduate students’ academic writing ability across gender

The power of internal feedback: exploiting natural comparison processes

Can Comparative Judgement Improve Product Development and Product-Service System Design for Students

Contact Info

Product

Resources

About