TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
Macklin 501 presentation ppt
1. English 501 - Seminar in the Methodology of Composition
Panacea or Lip Service?
An Analysis of Audio
Response in the
Composition Classroom
Tialitha Macklin
2. Background: Creating the
Study
❖ Formative Assessment with a Focus on Revision
❖ WSU’s Revision-Based Comp Program
❖ Technological Advancements
❖ Best Practices of Response
3.
4. Best Practices of Response
❖ Limit the scope of your comments and the number of
comments you present
❖ Select your focus of comments according to the stage
of drafting and relative maturity of the text
❖ Give priority to global concerns of content, context,
organization, and purpose before getting (overly)
involved with style and correctness
5. Best Practices of Response
❖ Do not take control over the student’s text
❖ Gear your comments to the individual student
❖ Turn your comments into a conversation
❖ Make frequent use of praise
(Straub, 2000b, pp. 24–48)
9. Gear Comments to Individual
Student
“I liked the verbal feedback because I feel it was more
personal than ‘elaborate’ in the margins and gave a better
idea of what I should do to improve the essay
-Student
11. Make Frequent Use of Praise
“Oral feedback has changed the way that I comment. It is
faster, more honest and positive, and my students really
seem to like it.”
-Teacher from Pilot Study
15. Methodology
❖ Voice Response Only
❖ Teachers = iAnnotate App with iPad and Adobe
Reader
❖ Students = Dropbox and Adobe Reader
❖ Written Response as Control
❖ Pre-Study Survey (Survey 1) and Post-Study Surveys
(Surveys 2A and 2W)
24. Findings Requiring Additional
Study
❖ Higher Level of Comprehension for Women in Written Study Group
❖ Higher than Average (22%) Choice of Audio Response for Some
Groups
❖ African American (56% - N=9), Hispanic (33% - N=15), Other Ethnic
Identifications (33% - N=9), and Multiple Ethnic Identifications (40% -
N=10) students had higher than average (22%)
❖ Small N makes this statistically invalid
❖ Small Numbers of Course Participants
❖ ENGL 100 (Audio), ENGL 105 (Written)
25. Results
❖ Students have mostly received feedback in the forms of
margins, end, and combo before coming into this study
❖ Most students chose combo as their first choice of response
type but audio response was preferred by nearly ¼ of
students who received audio feedback
❖ Students prefer feedback that is clear and easy to understand
❖ As a whole, students are satisfied with the response that they
receive from their writing teachers
26. Results
❖ Overall, students view teacher response as a positive element of the
composition class
❖ Most students indicate that they read/listen to most or all of their
teacher’s comments
❖ While most students indicate that they listen to all of our comments,
most students admit that they understand only some of our comments
❖ Overall, students are slightly more satisfied with written comments
❖ Audio response, in and of itself, is not a panacea
27. Didn’t Choose Audio
Feedback
❖ Didn’t work with their
personal learning style
❖ Technological glitches made
the process difficult
❖ Listening to commentary
took longer than with written
feedback
❖ Difficult to recall content of
comment
28. Chose Audio Feedback
❖ Teacher Felt Approachable
❖ Easy to Understand
❖ Diction and Tone
❖ Personal
❖ Quantity
❖ Depth of Feedback
30. Future Work
❖ Analyze Revision Using These Same Participants
❖ Expand Analysis of Student Demographics Who Choose
Audio
❖ Analyze How Choice in Response Type Influences
Revision
❖ Deep Analysis of Student Narrative Comments
❖ Dialogic Response Study in Progress
31. English 501 - Seminar in the Methodology of
Composition
Panacea or Lip Service?
An Analysis of Audio
Response in the
Composition Classroom
Tialitha Macklin
tialitha.macklin@wsu.edu
@timacklin
www.timacklin.com
Editor's Notes
voice response has been around since the mid-20th century (tapes, reel to reel, etc.) but has gained momentum with the growth of easier voice recording technology
this technology has everyone very excited about voice annotation
OVERALL Best practice is that conferencing with students is usually best
These apply typically to written feedback
These ones especially apply to audio feedback
We’ll discuss this in more depth
CONTROL!
Easy to appropriate student texts with this method
Minimally invasive
Audio feedback does support many of the best practices of response
There is a lot of positive scholarship on this type of feedback
Hard to know if this works because the research doesn’t fully support the claims
*** EXPLAIN WHAT EACH OF THESE CATEGORIES MEANS***
Survey 1 - Combo and conference were most popular
Survey 2A - More balanced (does applying an unfamiliar type of feedback to a class help students to know what they like?)
Survey 2W - Overwhelming choice of combo
Survey 1 - Ease of Understanding and Clarity
Survey 2A - Again, more balanced (Ease, Quantity, Clarity - Surprisingly little Personal Connection)
Survey 2W - More balanced - mostly the same as 2A
Overall, after the study more students indicated they were very satisfied with response – Average across all types of data (no N here)
More students indicated they were very satisfied in the WRITTEN response study
Very few students indicated not at all satisfied
No huge difference across demographic groups or across feedback types
Go over what the categories mean
Results were mostly equal amongst all 3 surveys with slightly higher instances of “helpful” and “looks forward to” in the written section
Comp “lore” says students don’t read or listen to our comments
This indicates that students THINK they are listening to our comments.
Not much difference between audio and written
Students came into study mostly understanding “Some” comments
this dramatically changed in both audio and written where more students understand “all” feedback
students in written feedback indicate a slightly higher % of students who understand all feedback but, on the whole, statistically the same
**INVESTIGATING: Female students in the written group indicated higher understanding of “ALL COMMENTS” at 76% (N=42) - higher level of satisfaction than in audio group, higher level of satisfaction than males in the written group with comments - STILL INVESTIGATING
Neither. Audio feedback isn’t anything without carefully constructed pedagogy that integrates this technology into the larger course outcomes
Clearly, more study and more practice with audio feedback is needed
collected essays from these student volunteers to compare their survey results to their revisions
see if audio feedback influences revision