The implications of process writing assessment on scores, quality and revisions of second draft for grade five and seven students (Record no. 20446)

MARC details
000 -LEADER
fixed length control field 02560nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Salhab, Abeer Ali.
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The implications of process writing assessment on scores, quality and revisions of second draft for grade five and seven students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of English
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 80 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study examines the effect of extended time on the scores and quality of revised drafts of 112 ESL grade five and seven students during writing assessment. It was carried out in one of Beirut schools in Lebanon. Instead of one-draft timed essay written in a 50- minute session, the participants were given an additional period to receive constructive peer feedback in order to improve the quality of their essays. Giving students extra time and making them use the process writing revising skills in an assessment context didn’t result in high outcomes though less proficient writers improved the quality of their essays and gained some cognitive and social skills. Statistical analysis including descriptives, t-tests, Chi-square test, multiple regression, and MANOVA showed a significant difference in the means of scores of all participants between the first and the revised drafts. Grade five participants showed higher increase of scores in the second drafts. Students of both grades devoted most of their time for substitutions, then additions and spellings. Male revisions were higher than females' and scored better on the revised drafts. Most substantive revisions were made by the low and mid-low achievers; their score on the revised drafts was mostly deferring from the mid-high and high achievers based on ideas, fluency and conventions. Certain pre-steps and procedures are necessary before the implementation of this writing assessment method in the future.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Basic Education English Language Education School Evaluation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement de base L’enseignement de la Langue Anglaise Evaluation Scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الأساسي تعليم اللغة الانكليزية التقييم المدرسي
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/101%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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