ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Dimensionality of Examinee Motivation across Instruction Conditions in Low-Stakes Testing Contexts
Author: Finney, Sara J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Evaluation,Tests,Factor Structure,Reliability,Scores,College Freshmen,Randomized Controlled Trials,Factor Analysis,Student Attitudes,Student Surveys,Science Tests,Thinking Skills,Psychometrics

Research investigating methods to influence examinee motivation during low-stakes assessment of student learning outcomes has involved manipulating test session instructions. The impact of instructions is often evaluated using a popular self-report measure of test-taking motivation. However, the impact of these manipulations on the psychometric properties of the test-taking motivation measure has yet to be investigated, resulting in questions regarding the comparability of motivation scores across instruction conditions and the scoring of the measure. To address these questions, the factor structure and reliability of test-taking motivation scores were examined across instruction conditions during a low-stakes assessment session designed to address higher education accountability mandates. Incoming first-year college students were randomly assigned to one of three instruction conditions where personal consequences associated with test results were incrementally increased. Confirmatory factor analyses indicated a two-factor structure of test-taking motivation was supported across conditions. Moreover, reliability of motivation scores was adequate even in the condition with greatest personal consequence, which was reassuring given low reliability has been found in high-stakes contexts. Thus, the findings support the use of this self-report measure for the valuable research that informs motivation instruction interventions for low-stakes testing initiatives common in higher education assessment.
The Seven Silos of Accountability in Higher Education: Systematizing Multiple Logics and Fields
Author: Brown, Joshua Travis
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Accountability,Organizational Theories,Evaluation,Accreditation (Institutions),Institutional Research,Educational Assessment,Educational Policy,Public Policy,Holistic Approach,Educational Practices,Influences,Commercialization,State Norms,Professional Identity,Concept Mapping,Organizational Effectiveness,Synthesis

Higher education accountability is a field characterized by complexity. Prior frameworks grounded in psychometrics, economics, and history fall short in explaining the persistence and composition of its complexity. This article employs organizational theory to identify the multiple conflicting approaches of higher education accountability and explain their persistence. The seven identified fields function as specialized silos, each with a unique logic and approach toward accountability, they are: assessment, accreditation, institutional research, institutional effectiveness, educational evaluation, educational measurement, and higher education public policy. The seven accountability silos are systematized into a single conceptual model using an institutional logics framework. This article provides an alternative to the silo-based approach and argues that future accountability efforts must integrate by examining the knowledge domains of other silos to successfully navigate the changing environment of higher education. The implications of an integrated accountability approach are considered for five topic areas: data, the professions, structure, responsibility, and transparency.
Assessment as Reflexive Practice: A Grounded Model for Making Evidence-Based Decisions in Student Affairs
Author: Ryder, Andrew J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Decision Making,Student Personnel Services,Student Personnel Workers,Program Effectiveness,Content Analysis,Competence,Models,Evaluation Methods,Qualitative Research,Higher Education,Educational Improvement,Job Skills

Assessment to improve student learning and program effectiveness is an essential skill for student affairs practitioners. Empirical findings from a content analysis of the Professional Competency Areas for Student Affairs Practitioners (ACPA &amp; NASPA, 2010) shed important light on reflexivity as a foundational aspect of assessment. Based on these findings, we present a conceptual model that positions assessment and reflexivity at the center of student affairs practice and offer concrete recommendations for reflexive student affairs assessment.
Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese
Author: Jin, Yinxing
Date: 2017-00-00
Type: Journal Articles
Subjects: Affective Behavior,Correlation,Second Language Learning,Language Proficiency,Anxiety,Language Tests,Outcomes of Education,Second Language Instruction,Undergraduate Students,Japanese,English (Second Language),Chinese,Native Language,Predictor Variables,Student Surveys,Student Attitudes,Reliability,Classroom Environment,Foreign Countries,Multiple Regression Analysis

The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986), the Teacher Support Scale (Trickett &amp; Moos, 2002), the Affiliation Scale (Trickett &amp; Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Language Aptitude: Desirable Trait or Acquirable Attribute?
Author: Singleton, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Aptitude,Second Language Learning,Short Term Memory,Second Language Instruction,Correlation,Cognitive Ability,Psycholinguistics

The traditional definition of language aptitude sees it as &quot;an individual's initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity&quot; (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate, and indeed language aptitude has often been associated with the popular notion of a &quot;gift for languages&quot; (cf. Rosenthal, 1996, p. 59). The view of language aptitude as an innate trait has, however, long been questioned (see e.g., Neufeld, 1978). Recently, this questioning has intensified (see Singleton, 2014), especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, 2016). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g., Williams, 2012). The present paper will track the trajectory of the above theoretical discussion and will explore the implications of the stage it has now reached.
Circadian Rhythms and Second Language Performance
Author: de Bot, Kees
Date: 2017-00-00
Type: Journal Articles
Subjects: Individual Differences,Sleep,Language Processing,Second Language Learning,Native Language,Language Aptitude,Color,Interference (Learning),Reaction Time,Visual Stimuli,Executive Function,Vocabulary Development,Task Analysis,Verbal Ability,Statistical Analysis,Inhibition,English (Second Language),Language Tests,Questionnaires,Foreign Countries

Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (&quot;larks&quot;) while others tend to go to bed late and get up late and have their best performance later in the day (&quot;owls&quot;). In this contribution we report on three projects on the role of chronotype (CT) in language processing and learning. The first study (de Bot, 2013) reports on the impact of CT on language learning aptitude and word learning. The second project was reported in Fang (2015) and looks at CT and executive functions, in particular inhibition as measured by variants of the Stroop test. The third project aimed at assessing lexical access in L1 and L2 at preferred and non-preferred times of the day. The data suggest that there are effects of CT on language learning and processing. There is a small effect of CT on language aptitude and a stronger effect of CT on lexical access in the first and second language. The lack of significance for other tasks is mainly caused by the large interindividual and intraindividual variation.
Not so Individual after All: An Ecological Approach to Age as an Individual Difference Variable in a Classroom
Author: Pfenninger, Simone E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Age Differences,Individual Differences,Context Effect,Hierarchical Linear Modeling,Second Language Learning,Language Proficiency,Correlation,Longitudinal Studies,Foreign Countries,German,English (Second Language),Second Language Instruction,Focus Groups,Student Attitudes,Models,French,Elementary School Students,Secondary School Students,Language Tests,Listening Comprehension,Self Concept,Language Attitudes,Class Size,Parent Child Relationship,Vocabulary Development,Qualitative Research

The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset (AO). The results of several long-term classroom studies on age effects will be presented, in which I have empirically analyzed whether AO works similarly across settings and learners or whether it is influenced by characteristics of the setting and the learner--and if so, whether there are contextual variables that can help us understand why those outcomes are different. Results of multilevel analyses indicate that macro-contextual factors (i.e., the wider school context) turn out to have a mediating effect on the relation between AO and L2 proficiency increase, exerting both positive and negative influences and thus suggesting that AO effects are malleable, which is what one would expect if we are dealing with an ID variable. In contrast, no such phenomenon can be observed in relation to lower contextual levels; learners within classes do not vary with regard to how sensitive they are to AO. Since the broader social environment in which learning takes place seems to be more influential than the cognitive state assumed to be a characteristic of the individual, I suggest that an ID model that assumes that age is a &quot;fixed factor&quot; (Ellis, 1994, p. 35) is not entirely satisfactory.
An Analysis of Programs Serving Men of Color in the Community College: An Examination of Funding Streams, Interventions, and Objectives
Author: Keflezighi, Fnann
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,College Programs,African American Students,Males,Intervention,Funding Formulas,Financial Support,Educational Objectives,Content Analysis,Outcomes of Education,Change Strategies

It is difficult to assess the effectiveness of community college initiatives serving men of color when there is a lack of understanding of the nature of the programming taking place. The purpose of this study was to understand the funding streams, interventions, and objectives of programs serving men of color in the community college. This study was motivated by the belief that understanding common interventions, outcomes, and goals illuminates practitioners' perspectives of the personal and institutional barriers facing men of color and the strategies that should be employed to address these barriers. The researchers believe that the information presented in this analysis of minority male initiatives will serve as a reference for understanding common approaches taken in the field for serving men of color in community colleges.
Tracking the Evolution of &quot;Research &amp; Practice in Assessment&quot; through the Pages of RPA
Author: Anderson, Robin D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Practices,Evaluation Research,Educational Development,Educational Trends,Educational Change,Educational Research,Evaluation,Periodicals

Ten years ago, &quot;Research &amp; Practice in Assessment&quot; (RPA) was born, providing an outlet for assessment-related research. Since that first winter issue, assessment research and practice has evolved. Like with many evolutions, the assessment practice evolution is best described as a change of emphasis as opposed to a radical revolution. Previous areas of exploration and challenge have given way to more complex areas of study as the technical skills of assessment coordinators have advanced and stakeholders have become more willing to incorporate assessment into their practices. However, the promise of learning improvement has been slow to follow. In addition, stakeholders are asking new questions regarding the impact of a college education across one's lifespan. This article discusses how &quot;Research &amp; Practice in Assessment&quot; has evolved since its inception to meet the needs of research and assessment practitioners.
Communication Is Key: Unpacking &quot;Use of Assessment Results to Improve Student Learning&quot;
Author: Smith, Kristen L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Improvement,Evaluation Utilization,Communication Problems,Definitions,Intervention,Change Strategies,Communication Strategies,Higher Education,Educational Improvement

Although higher education institutions often engage in assessment practices, use of assessment results to improve student learning is rare (Blaich &amp; Wise, 2011). We surmised that this rarity could be partially explained by unclear communication regarding what &quot;use of results&quot; means. The current study qualitatively investigated how assessment professionals define &quot;use of assessment results to improve student learning&quot; in assessment literature, assessment rubrics, and regional accreditation standards. We found that most definitions were vague and lacked detailed examples. This ambiguity may help explain why using results to make data-supported curricular or pedagogical changes and then re-assessing students to determine the effect of those changes is so uncommon in higher education. Based on our findings, we clarify what it means to close the loop in an effort to facilitate greater use of results to evidence improved student learning.
Supporting School Responsiveness to Immigrant Families and Children: A University-School Partnership
Author: Mogge, Stephen G.
Date: 2017-02-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Immigrants,English Language Learners,English (Second Language),Second Language Learning,Family Relationship,Universities,Public Schools,Faculty Development,College Faculty

A partnership between a university program and an urban public school was created to help the school respond to the significant increase in the school's population of immigrant, English language learners. School staff and university faculty established an agenda to learn about local immigrant families, improve communications with the families, and provide responsive instruction to the children. Over a two-year period, a series of graduate courses were offered to teachers, focusing on culturally responsive curriculum, second language instruction, and Spanish language learning. In addition, the university faculty provided ongoing consultation with teachers in classrooms, as well as a series of parent workshops with the school families. Dedicated to embracing the immigrant community and children, more than twenty teachers and the school principal participated in the graduate courses and used the experience to change the school culture, promote school-community relationships, and improve classroom instruction for the English language learners.
Digging Deeper: Learning and Re-Learning with Student and Teacher Minecraft Communities
Author: Dodgson, David
Date: 2017-02-00
Type: Journal Articles
Subjects: Video Games,Computer Mediated Communication,Teaching Methods,Computer Simulation,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Reflection,Learning Experience

Minecraft has become well established in the world of education. Around the world, the game is being used in a variety of educational settings for virtual project work and as a virtual world for collaboration and social interaction. Minecraft is an activity players want to talk about. It is a game they want to learn more about. In order to do these things, the player has a strong motivation to communicate and interact with the multitude of resources at their disposal. It was the desire of English language learners to learn more about the game that first attracted the author to Minecraft as a potential educational tool. The author describes his experiences using Minecraft in Turkey and Gabon, as well as with the Electronic Village Online (EVO) Minecraft MOOC. He shares his reflections on what Minecraft can teach us about learning.
Intercultural Experience in Online Collaboration: A Case of Polish and Romanian Teacher-Trainees
Author: Wach, Aleksandra
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,English (Second Language),Second Language Learning,Intercultural Communication,Teacher Education,Language Teachers,Online Courses,Second Language Instruction,Computer Mediated Communication,Teacher Education Programs,Preservice Teachers,Action Research,Questionnaires,Likert Scales,Qualitative Research,Statistical Analysis

This study examines intercultural learning during an email collaboration project carried out as part of an EFL didactics course attended by Polish and Romanian teacher-trainees. Email entries and the results of a final questionnaire were used as sources of data that offered insight into the intercultural dimension of the participants' interactions. Analysis of the data focused on the intercultural knowledge, attitudes and skills developed by the participants in the course of the project, as well as their evaluation of the project's value. The findings showed that the students enriched their cultural knowledge, including their awareness of the nature of interactions in English as a lingua franca, and attempted to relate to and interpret information conveyed by their partners; moreover, their attitudes displayed a curiosity and openness toward their partners and their online collaboration. They also gained experience in overcoming intercultural communication problems. The didactic implications indicate a need to involve teacher trainees in intercultural interactions with the aim of broadening their intercultural perspectives, which is a necessary step in becoming an effective teacher.
Developing Metacultural Writing Competence for Online Intercultural Communication: Implications for English Language Teaching
Author: Xu, Zhichang
Date: 2017-02-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Writing Skills,Cultural Awareness,College Students,International Education,Higher Education,Foreign Students,Electronic Learning,Management Systems,College Faculty,Computer Mediated Communication,Foreign Countries,Discussion,Second Language Instruction,Persuasive Discourse

The internationalization of higher education has brought students from different countries into direct contact with one another. One of the scenarios is intercultural communication among international students in an online environment mediated through institutional e-learning systems, for example, Moodle and Blackboard. In this paper, I analyze data from an Australian university course online discussion forums involving written communication among international students. I extend the notion of &quot;metacultural competence&quot; (Sharifian, 2013, pp. 8-9) and propose that international students should also develop &quot;metacultural writing competence&quot; for intercultural communication. I also explore the implications for university students and lecturers, who engage increasingly in intercultural communication through writing in English.
An Academic Definitions Test
Author: Isbell, Daniel Richard
Date: 2017-02-00
Type: Journal Articles
Subjects: Second Language Learning,Vocabulary Development,Academic Discourse,Reading Comprehension,Reading Tests,Language Tests,English (Second Language),Second Language Instruction,Definitions,Correlation,Reading Ability,English for Academic Purposes,College Students,Statistical Analysis,Introductory Courses,Textbooks,Biology,Language Proficiency

L2 vocabulary is commonly conceptualized in terms of a size or depth of one's total lexical knowledge and tested discretely with selection-type items. Concerns exist, however, regarding L2 users' ability to cope with unknown vocabulary, especially in the context of academic reading. This motivated the creation of a test which measures the ability to identify definitions for unknown terms in an academic text. The test comprised a 768-word introductory biology textbook excerpt with non-words replacing ten technical terms, and test takers were asked to write definitions for each term. The test was piloted with 158 prospective university students of varying L2 English proficiency. Support for test score interpretations was sought by investigating the test's reliability, correlation with reading comprehension, and the qualities of test-taker responses. Internal consistency was adequately high, and a moderate correlation with reading comprehension was found. Test-taker responses aligned with expectations, demonstrating utilization of the in-text definitions. The test shows promise for those interested in academic reading abilities and vocabulary learning.