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Teachers Perceptions About Implementing Peer Evaluation Strategies For Enhancing Written Work In A Hong Kong Primary School
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Book Synopsis Teachers' Perceptions about Implementing Peer-evaluation Strategies for Enhancing Written Work in a Hong Kong Primary School by : 廖靜怡
Download or read book Teachers' Perceptions about Implementing Peer-evaluation Strategies for Enhancing Written Work in a Hong Kong Primary School written by 廖靜怡 and published by . This book was released on 2013 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Peer Group Evaluation by : Patrick Joseph Baker
Download or read book Peer Group Evaluation written by Patrick Joseph Baker and published by . This book was released on 1981 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-Cheong Wong
Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-Cheong Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis SAGE Handbook of Research on Classroom Assessment by : James H. McMillan
Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Book Synopsis Feedback in Second Language Writing by : Ken Hyland
Download or read book Feedback in Second Language Writing written by Ken Hyland and published by Cambridge University Press. This book was released on 2019-07-04 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Book Synopsis Peer Response in Second Language Writing Classrooms by : Jun Liu
Download or read book Peer Response in Second Language Writing Classrooms written by Jun Liu and published by University of Michigan Press ELT. This book was released on 2002-05-30 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.
Book Synopsis ECSM2014-Proceedings of the European Conference on Social Media by : Asher Rospigliosi
Download or read book ECSM2014-Proceedings of the European Conference on Social Media written by Asher Rospigliosi and published by Academic Conferences Limited. This book was released on with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Classroom Writing Assessment and Feedback in L2 School Contexts by : Icy Lee
Download or read book Classroom Writing Assessment and Feedback in L2 School Contexts written by Icy Lee and published by Springer. This book was released on 2017-03-28 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementation of Curriculum-Embedded Formative Assessments in Two English for Academic Purposes Writing Courses in Hong Kong by : Xiang Wang
Download or read book Implementation of Curriculum-Embedded Formative Assessments in Two English for Academic Purposes Writing Courses in Hong Kong written by Xiang Wang and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Implementation of Curriculum-embedded Formative Assessments in Two English for Academic Purposes Writing Courses in Hong Kong" by Xiang, Wang, 王翔, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Formative assessment has been increasingly acknowledged as a powerful instrument to facilitate students' learning across disciplines and levels of education. However, it is a relatively new concept in second language (L2) writing. In fact, some key formative assessment strategies such as teacher providing feedback on students' drafts and students evaluating their own works have been widely used in L2 writing classrooms; however, the literature on L2 writing has rarely examined these strategies from the perspective of formative assessment. Therefore, this study aimed to fill the gap by drawing on the formative assessment literature to examine some writing instructional strategies in English for Academic Purposes (EAP) courses. A two-phase qualitative study design was adopted for the investigation. The first phase aimed to understand what curriculum-embedded formative assessments (CEFAs) were conducted in 2 EAP courses to facilitate students' learning of essay writing and how the teachers and students experienced and perceived the CEFAs. Participants were 2 teachers and 12 of their students in 2 first-year EAP classes in a university in Hong Kong. The main data sources included classroom observation, semi-structured teacher interviews and student interviews, and relevant documents such as students drafts, peer evaluation forms, course handbooks, classroom handouts, and relevant university documents. The second phase of the study, conducted approximately 5 months after the first one, was focused on the participants' reflection on the practices and usefulness of the CEFAs. Data were collected through semi-structured interviews with the 2 participant teachers, 7 of the participant students, and a coordinator of one of the concerned EAP courses. The findings revealed that 3 kinds of formative assessment strategies were conducted to varying extents in the classes: evaluation of a sample essay, teacher feedback on students' first drafts, and students' peer evaluation. The thesis described how these strategies were conducted in the two classes, how the students were engaged in them, and how the teachers and students perceived them. A qualitative analysis of the data identified 6 factors influencing the implementation of CEFAs in the EAP writing classrooms, which were teacher factors, student factors, classroom atmosphere, curriculum factors, impact of summative assessment, and sociocultural factors. This study builds a bridge between two significant fields of research, that is, formative assessment and L2 writing instructions. The findings add new perspectives to both fields. The identification of the factors that influence the practices of CEFAs in EAP writing in Hong Kong may provide an exploratory framework for understanding the implementation of CEFAs within similar contexts. Finally, the study may raise EAP writing teachers' awareness of effective ways to conduct formative assessments. DOI: 10.5353/th_b4979928 Subjects: Academic writing - Study and teaching (Higher) - China - Hong Kong Educational tests and measurements - China - Hong Kong
Book Synopsis ePub - European Conference on Social Media by : Sue Greener
Download or read book ePub - European Conference on Social Media written by Sue Greener and published by Academic Conferences Limited. This book was released on 2014-11-07 with total page 799 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessment for Learning and Its Relationship to the Quality of Written Language by : Terry L. Tisdale
Download or read book Assessment for Learning and Its Relationship to the Quality of Written Language written by Terry L. Tisdale and published by . This book was released on 2012 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This action research project investigated the central research question: To what degree does the quality of students' personal writings improve when students build criteria from exemplary writing? This project requested teachers to implement specific assessment for learning strategies into their written language instruction of personal writing. The students participated in one baseline write and three subsequent writes to determine if using the assessment for learning strategies of analyzing exemplary writing and developing criteria would increase the quality of writing based on the meaning strand of the BC Performance Standards in Writing. For further evidence of effectiveness of using assessment for learning strategies, students completed a rating scale on their perceived helpfulness of these strategies, for learning strategies, performance standards and participating within a learning team. The primary students' quality of writing improved substantially with the implementation of assessment for learning strategies. The students and the teachers perceived the assessment for learning strategies to be effective in increasing the quality of personal writing. The teachers believed the use of assessment for learning strategies, and performance standards and working within learning teams were highly effective in improving and assessing the quality of students' writing."--Leaf ii.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 766 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1026 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong by : Wing-Yin Han
Download or read book Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong written by Wing-Yin Han and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
