ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic Symbol Intraference in Textese and E-Mailese: Implications for Teaching and Learning Standard English
Author: Bode Ekundayo, Omowumi Steve
Date: 2014-00-00
Type: Journal Articles
Subjects: Telecommunications,Asynchronous Communication,Electronic Mail,English (Second Language),Language Usage,Computer Mediated Communication,Language Styles,Creativity,Second Language Learning,Language Variation,Standard Spoken Usage,Foreign Countries,Grammar,Qualitative Research

This paper examines how senders of text messages and informal e-mail redeploy linguistic symbols innovatively to communicate. Even a cursory look at an SMS text (textese) and informal e-mail (e-mailese) will show that its style is different from that of formal writing. Two thousand twenty text messages and five hundred informal e-mail were studied from June 2004 to May 2013 to establish how linguistic symbols &quot;intrafere&quot;; that is, how they are taken from their known and established areas of application and redeployed in text messages and e-mails, where they are not formally used. The texts and e-mails were analysed against the backdrop of formal English writing rules and items. The study, which is historical and descriptive, shows that senders creatively redeploy the extant writing signs and rules of English in new ways and environments; hence, the habit is conceptualised as the &quot;intraference&quot; of linguistic symbols and rules. Intraference is the redeployment of linguistic rules and features from where they have been established by usage to other areas in the same language where they did not used to apply. The paper asserts that the methods of SMS and e-mail will not ruin effective communication in English. Rather, the methods display a new interesting variety according to a &quot;techno-linguistic&quot; dimension. This variety refers to the creative redeployment of extant language rules and items as constrained by the dynamics of technological or mechanical devices, which should be isolated and taught as such in Standard English, or Educated Nigerian English in this case.
Assessment for Whom: Repositioning Higher Education Assessment as an Ethical and Value-Focused Social Practice
Author: Wall, Andrew F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethics,Higher Education,Student Evaluation,Commercialization,Alternative Assessment,Measurement Objectives,Social Influences,Political Influences,Educational Development,Educational Needs,Social Control,Educational Practices,Values,Educational Responsibility,Educational Policy,Politics of Education

It is often argued that as &quot;consumers&quot; of higher education, students, parents and leaders need objective, comparative information generated through systematized assessment. In response, we critique this trend toward reductionist, comparative, and ostensibly objective assessments in the United States. We describe how management has replaced democratic selfgovernance in higher education, and connect current managerial leadership with the use of assessment as a tool in furthering market based educational aims. Lastly, we provide an alternative view of assessment as an ethical, value concerned social practice that creates space for dialogue about how higher education contributes to learning toward the public good.
Detecting Items That Function Differently for Two- and Four-Year College Students
Author: Thelk, Amy
Date: 2008-00-00
Type: Journal Articles
Subjects: Test Bias,Probability,Test Items,Student Evaluation,Performance Based Assessment,Two Year College Students,College Students,Universities,Thinking Skills,Item Response Theory,Academic Ability,Cohort Analysis

Differential Item Functioning (DIF) occurs when there is a greater probability of solving an item based on group membership after controlling for ability. Following administration of a 50-item scientific and quantitative reasoning exam to 286 two-year and 1174 four-year students, items were evaluated for DIF. Two-year students performed better-than-expected on 13 items and worse than expected on 10 items. Reasons for DIF are explored, along with the importance of conducting this type of study
Growing up with No Child Left Behind: An Initial Assessment of the Understanding of College Students' Knowledge of Accountability Testing
Author: Zilberberg, Anna
Date: 2012-00-00
Type: Journal Articles
Subjects: Accountability,Testing Programs,Federal Programs,Federal Regulation,Educational Legislation,Federal Legislation,College Students,Misconceptions,Student Behavior,Student Attitudes,Elementary Secondary Education,Multiple Choice Tests,Familiarity,Knowledge Level,Self Efficacy,Attitude Measures

Despite the extensive testing for federal accountability mandates, college students' understanding of federal accountability testing (e.g., No Child Left Behind, Race to the Top, Spellings) has not been examined, resulting in a lack of knowledge regarding how such understanding (or lack thereof) impacts college students' behavior on accountability tests in higher education contexts. This study explores college students' understanding and misconceptions of federal accountability testing in K-12. To this end, we crafted nine multiple choice items with four distracters and piloted these items with two college student samples. The results indicated that college students tend to be moderately confident in their responses regardless of the accuracy of the response. These findings imply that educating students on the purpose and process of accountability testing will require not only imparting correct information, but also debunking misconceptions.
Understanding and Addressing the Challenges of Assessing College Student Growth in Student Affairs
Author: Bowman, Nicholas A.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Student Development,Student Improvement,Achievement Gains,Psychological Characteristics,Response Style (Tests),Self Disclosure (Individuals),Student Personnel Services,Student Personnel Workers,Student Evaluation,College Outcomes Assessment,Evaluation Problems,Evaluation Research,Evaluation Methods,Test Validity,Best Practices,Test Reliability

Asking college students how much they have learned or grown is a common assessment practice in student affairs and elsewhere. Unfortunately, recent research suggests that these self-reported gains do a very poor job of measuring actual student learning and growth. This paper provides an overview of the psychological process of how students likely respond to such questions and why their responses can be seriously flawed. It also discusses circumstances in which self-reported gains are somewhat more valid and offers concrete suggestions for student affairs professionals and other higher education constituents who seek to accurately measure student outcomes.
Developments and Changes Resulting from Writing and Thinking Assessment
Author: Flateby, Teresa
Date: 2009-00-00
Type: Journal Articles
Subjects: General Education,Research Universities,Writing Evaluation,Summative Evaluation,Formative Evaluation,Educational Improvement,Evaluation Methods,Program Descriptions,Measurement Objectives,Performance Factors,Evaluation Problems,Evaluation Utilization,Educational Change,Educational Practices

This article chronicles the evolution of a large research extensive institution's General Education writing assessment efforts from an initial summative focus to a formative, improvement focus. The methods of assessment, which changed as the assessment purpose evolved, are described. As more data were collected, the measurement tool was transformed into a system of assessment. Additionally, challenges encountered are discussed.
Generalizability of Student Writing across Multiple Tasks: A Challenge for Authentic Assessment
Author: Hathcoat, John D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Performance Based Assessment,Writing Across the Curriculum,Standardized Tests,Outcomes of Treatment,Scores,Writing Assignments,Error of Measurement,Error Patterns,Test Reliability,Task Analysis,Interrater Reliability,Evaluation Methods,Evaluation Research,Educational Practices,Higher Education

Critics of standardized testing have recommended replacing standardized tests with more authentic assessment measures, such as classroom assignments, projects, or portfolios rated by a panel of raters using common rubrics. Little research has examined the consistency of scores across multiple authentic assignments or the implications of this source of error on the generalizability of assessment results. This study provides a framework for conceptualizing measurement error when using authentic assessments and investigates the extent to which student writing performance may generalize across multiple tasks. Results from a generalizability study found that 77% of error variance may be attributable to differences within people across multiple writing assignments. Decision studies indicated that substantive improvements in reliability may be gained by increasing the number of assignments, as opposed to increasing the number of raters. Judgments about relative student performance may require closer scrutiny of task characteristics as a source of measurement error.
Assessing Service-Learning
Author: Steinke, Pamela
Date: 2007-00-00
Type: Journal Articles
Subjects: Service Learning,Evaluation Methods,Matrices,Critical Thinking,Problem Solving,Measurement Techniques,Educational Assessment,Higher Education,Cognitive Development,Knowledge Level,Qualitative Research,Interviews,Scoring Rubrics

In an effort to increase the quality and quantity of service-learning assessment, this article provides a brief rationale for engaging in service-learning assessment and reviews a selection of available tools for doing so. The paper includes a matrix that lists cognitive outcomes, including critical thinking and problem solving, and the instruments that measure them. The conclusion emphasizes the role of service-learning assessment in transforming current assessment debates.
Social Learning Analytics: Navigating the Changing Settings of Higher Education
Author: de Laat, Maarten
Date: 2014-00-00
Type: Journal Articles
Subjects: Socialization,Formative Evaluation,Active Learning,Higher Education,Learner Engagement,Educational Trends,Educational Change,Cooperative Learning,Data Collection,Data Analysis,Learning Processes,Network Analysis

Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open and social learning environments. The analysis of digital traces of students' learning behaviors provides insight into learning opportunities and can raise students' awareness about where to be and whom to join. Against the background of these HE trends and challenges, we discuss opportunities for applying SLA to support open learning practices, that will move students from awareness to productive engagement in learning activities that promote co-construction of knowledge.
Embracing Big Data in Complex Educational Systems: The Learning Analytics Imperative and the Policy Challenge
Author: Macfadyen, Leah P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Network Analysis,Data Analysis,Data Collection,Educational Assessment,Feedback (Response),Student Improvement,Academic Achievement,Educational Change,Higher Education,Program Implementation,Technology Uses in Education,Educational Policy,Strategic Planning,Systems Analysis,Heuristics,Models

In the new era of big educational data, learning analytics (LA) offer the possibility of implementing real-time assessment and feedback systems and processes at scale that are focused on improvement of learning, development of self-regulated learning skills, and student success. However, to realize this promise, the necessary shifts in the culture, technological infrastructure, and teaching practices of higher education, from assessment-for-accountability to assessment-for-learning, cannot be achieved through piecemeal implementation of new tools. We propose here that the challenge of successful institutional change for learning analytics implementation is a wicked problem that calls for new adaptive forms of leadership, collaboration, policy development and strategic planning. Higher education institutions are best viewed as complex systems underpinned by policy, and we introduce two policy and planning frameworks developed for complex systems that may offer institutional teams practical guidance in their project of optimizing their educational systems with learning analytics.
Solutions for Missing Data in Structural Equation Modeling
Author: Carter, Rufus Lynn
Date: 2006-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Error of Measurement,Data,Change Strategies,Data Collection,Data Analysis,Research Methodology,Research Problems,Maximum Likelihood Statistics,Comparative Analysis,Literature Reviews,Research Needs,Error Correction,Multivariate Analysis

Many times in both educational and social science research it is impossible to collect data that is complete. When administering a survey, for example, people may answer some questions and not others. This missing data causes a problem for researchers using structural equation modeling (SEM) techniques for data analyses. Because SEM and multivariate methods require complete data, several methods have been proposed for dealing with these missing data. What follows is a review of several methods currently used, a description of strengths and weaknesses of each method, and a proposal for future research.
Building Background: What It Takes to Really Make a Lesson Connect with Students
Author: Calderón Pachón, Jennifer Paola
Date: 2009-11-00
Type: Journal Articles
Subjects: Higher Education,Bilingual Education,Teaching Methods,Teaching Models,Program Descriptions,Research Projects,Curriculum Implementation,Prior Learning,Learning Experience,Recall (Psychology),Questionnaires,Workshops,Student Centered Curriculum,Concept Teaching,Lesson Plans,Educational Principles,Protocol Materials,Protocol Analysis,Vocabulary,Context Effect,Phenomenology,Foreign Countries,Intervention,Action Research,Observation,Video Technology

Seeking the best pedagogical practices for bilingual higher education and guided by the principles of the sheltered instruction observation protocol (SIOP), we describe a sub-study of the Sheltered Instruction Research Project (SIRP) which deals with how professors at ÚNICA college in Bogotá, Colombia implement one of the components of the model: &quot;building background&quot; (BB). This SIOP element involves the connection of prior learning and experiences with the new content material instructors teach. Such connections allow for students to gain better understandings by recalling facts and concepts from previously studied topics. The sources of data used to fulfill the purposes of this 30-day sub-study included class observations, a workshop and a questionnaire. The research explores the usage of direct experiences and childhood memories as the most effective means for uniting a topic with student feelings, age, needs, preferences and realities.
Beyond Bilingual Education: Multilingual Language Education in Nepal
Author: Taylor, Shelley K.
Date: 2010-11-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Guidelines,Language Minorities,Well Being,Foreign Countries,Workshops,Bilingual Education,Civil Rights,Indigenous Populations,Literacy,Educational Policy,Language Planning,Indo European Languages,Uncommonly Taught Languages,Second Language Instruction,Language of Instruction,Native Language,Teaching Methods,Course Content

The purpose of this paper is to describe the framework for implementing multilingual language education (MLE) countrywide in Nepal. I outline key tenets of MLE, explain the rationale for implementing it in the Nepali context, and describe the MLE framework that formed the basis of trainer workshops. The framework is divided into 7 topics: 4 of which are specific to MLE, and 3 of which are widely discussed in the literature on bilingual education and therefore not discussed in this paper. I argue that MLE should be implemented in other countries for both educational and socio-political reasons relating to the educational well-being of linguistic minority children.
The Use of Communication Strategies in the Beginner EFL Classroom
Author: Rodríguez Cervantes, Carmen A.
Date: 2012-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Communication Strategies,Nonverbal Communication,Teaching Methods,Audio Equipment,Interaction,Interviews,Observation,Comprehension,Repetition,Class Size,Classroom Environment,Learning Activities,High School Students,College Students,Adult Education,Foreign Countries,Teacher Student Relationship,Language Usage,Questioning Techniques,Spanish Speaking,Qualitative Research,Content Analysis

When language learners do not know how to say a word in English, they can communicate effectively by using their hands, imitating sounds, inventing new words, or describing what they mean. These ways of communicating are communication strategies (CSs). EFL teachers are not always aware of the importance of teaching communication strategies to their students or, if they are aware, they do not explicitly train their students to use them. They do not use these strategies themselves to serve as a model to their students. Very often, what we have observed is that teachers abandon the message or switch to the first language to avoid communication problems in the classroom. This study investigated the communication strategies used by two EFL teachers and their beginner level students; and the potential factors that influence the communication strategies they use in class. Data came from three sources: (1) audio-recordings of naturally occurring classroom interactions; (2) interviews with the teachers; and (3) observation notes taken in six class sessions. Data from the interaction transcripts were examined using Faerch and Kasper's (1983) taxonomy of communication strategies. Results indicated that the communication strategy most frequently used in both groups was language switch. However, while the teacher who seemed more involved with students used clarification request, comprehension check and asking for confirmation; the teacher who appeared more distant from students used comprehension check and repetition. Class size, seating arrangements and learning activity types were also some of the factors that influenced the communication strategies used.
Case Study: One Institution's Application of a Multiple Methods Assessment Framework
Author: Gustafson, Jacqueline N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Small Colleges,Private Colleges,Mixed Methods Research,Institutional Evaluation,College Outcomes Assessment,Models,Evaluation Methods,Scoring Rubrics

Program assessment has been a topic of significance in higher education over the last decade. Initially, program assessment was implemented in response to concerns over the quality of college graduates' education and increasing competiveness in the job market for American college graduates. Recently, higher education institutions have been encouraged to engage in assessment which can generate data that is comparable between institutions; resulting in assessment models which are predominantly quantitative. While quantitative data aids in cross-institution comparison, which remains important, alone it lacks the specificity that is needed to understand nuanced experiences of students, faculty, and administration. In this article, the assessment model that has been developed and implemented at one small-sized private institution is described. Focus is given to the qualitative elements of the multiple-method model. An evaluation of the model, post-implementation, is included in order to provide detail to facilitate potential application at other institutions.
Assessing High Impact Practices Using NVivo: An Automated Approach to Analyzing Student Reflections for Program Improvement
Author: Blaney, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Computer Software,Academic Achievement,Outcomes of Education,Learning Experience,Reflection,Online Searching,Search Strategies

Critical reflection allows students to synthesize their learning and deepen their understanding of an experience (Ash &amp; Clayton, 2009). A recommended reflection method is for students to write essays about their experiences. However, on a large scale, such reflection essays become difficult to analyze in a meaningful way. At Roanoke College, we have developed a system to automate the qualitative coding process using a software analysis tool (i.e., NVivo). This inductive approach allows us to identify patterns in student learning that indicate effective and ineffective aspects of applied learning experiences. It provides a more nuanced and rich approach to the analysis of student learning outcomes in order to ensure the quality of our programs through continuous improvement.
How Predictive Analytics and Choice Architecture Can Improve Student Success
Author: Denley, Tristan
Date: 2014-00-00
Type: Journal Articles
Subjects: Achievement Gap,Low Income Groups,Minority Group Students,Data Collection,Data Analysis,Prediction,Course Selection (Students),Computer Interfaces,Higher Education

This article explores the challenges that students face in navigating the curricular structure of post-secondary degree programs, and how predictive analytics and choice architecture can play a role. It examines Degree Compass, a course recommendation system that successfully pairs current students with the courses that best fit their talents and program of study for upcoming semesters. Data are presented to demonstrate the impact that this system has had on student success. In particular the data will show that by closing the information gap, this system is able to close the educational achievement gap for low-income and minority students.
Assessment's Place in the New MOOC World
Author: Sandeen, Cathy
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Open Education,Higher Education,Educational Development,Educational Trends,Performance Factors,Influences,Evaluation,Role Perception,Program Descriptions,Educational History,Educational Change,Change Strategies

Cathy Sandeen is Vice President for Education Attainment and Innovation at American Council on Education, the nation's largest organization providing leadership and advocacy for all sectors of higher education. Within this role she develops and articulates ACE's attainment agenda and currently oversees a large research project on Massive Open Online Courses. Until January 2013, she served as dean of Continuing Education and UCLA Extension at the University of California, Los Angeles. This essay provides a brief primer on the evolution of MOOCs, an overview of major forces and trends shaping this evolution, and the role of assessment within the MOOC context.