This study examined the impact of audio versus written feedback on student revisions. Researchers analyzed revisions to 90 essay sets from first to second draft under two feedback conditions (audio and written). They found most revisions were surface-level changes and that the type and degree of revisions varied widely between students. Statistically, there were no significant differences between the feedback conditions except for one instructor's students who made smaller word count changes with audio feedback. Overall, the study found high variability in student revisions and little evidence that one feedback style leads to better outcomes over the other. Larger studies are needed to further explore differences.
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
These slide discuss the extending of the concept of correlation and show it can be used in prediction. The statistical test used is called regression. This is the process of using one variable to predict another when the two are correlated.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Orlando Lizaldes E.
Ciclo: Sexto
Bimestre: Segundo
Reliability and validity of Research DataAida Arifin
The following PPT is PPT submitted and presented in partial fulfillment of Research Methodology in English Language Teaching Course. under the guidance of Dr. H. Nur Samsu, M.Pd.
Testing is a matter of using data to establish evidence of learning. But evidence does not occur concretely in the natural state, but is an abstract inference. It is a matter of judgment.
These slide discuss the extending of the concept of correlation and show it can be used in prediction. The statistical test used is called regression. This is the process of using one variable to predict another when the two are correlated.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Orlando Lizaldes E.
Ciclo: Sexto
Bimestre: Segundo
Reliability and validity of Research DataAida Arifin
The following PPT is PPT submitted and presented in partial fulfillment of Research Methodology in English Language Teaching Course. under the guidance of Dr. H. Nur Samsu, M.Pd.
Testing is a matter of using data to establish evidence of learning. But evidence does not occur concretely in the natural state, but is an abstract inference. It is a matter of judgment.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
School of Accounting Trimester 3A 2013 Information Sheet Tes.docxkenjordan97598
School of Accounting Trimester 3A 2013 Information Sheet
Test 2 (15%) -Essay
Due Week 9 (5 pm on Friday 3rd January 2014 uploaded through Turnitin on Blackboard)
In the March 2001 edition of Australian CPA there was an article by Ian Nash and Adam Awty entitled “Just clowning around?”. The following is a quote from the article:
Basically, environmental and social reporting is when the accounting profession eases into its Birkenstock sandals and becomes green, fluffy and friendly. It’s the type of reporting that nobody is the market could possibly take seriously, and even if it’s on the horizon, it’s a long way from becoming a regulatory and legal issue. True or false?
With reference to accounting theory critically evaluate the above quotation and provide an opinion on the ‘true or false’ question
As outlined in the unit outline page 5, students are required to write an essay and address the following
The essay should be no smaller than 1000 words and no greater than 1500 words. (Use the word count in Microsoft office and write the number of words at the end of the essay).
Required Format Students are required to upload their document through “Turnitin” in Blackboard. By no later than 5pm on Friday 3rd January 2014. Essays should be typed using Microsoft Word with a minimum size 11 font and using minimum 1.5 line spacing (no single spaced submissions please). Left and right page margins should be at least 3 cm. Chicago referencing style is required for in-text and end-text referencing. A completed assignment coversheet should be included with the assignment and the declaration signed by the student indicating that the work submitted is his/her own work. University policies and procedures for academic misconduct and plagiarism will be applied. Further information is available at academicintegrity.curtin.edu.au. Unsigned declarations will not be accepted. Originality reports can be viewed by students to ensure they have referenced where appropriate and not plagiarised. (In summary, plagiarism is not giving due reference to work that is not your own whether copied or paraphrased). Students can reload their edited documents multiple times prior to the submission time. Assignment cover sheets may increase the percentage of similarity but this can be ignored along with percentages related to end-text references. Other similarity matches will all be examined closely to ensure that students submit their own work. As a guide, try to keep similarity below 20%. IMPORTANT -The file name of the word document submitted (ie the submission title) needs to reflect your location and student ID for example if you are from Sydney your file name should be (SYD_12345678) or Hong Kong (HK_12345678) or Singapore (SING_12345678). File name should not include your name or title test 2, you can include these in your actual document, NOT THE FILE NAME.
Failure to comply with labelling and formatting instructions will result in loss of u.
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
Pubrica's team of researchers and authors develop Scientific and medical research papers that can act as an indispensable tool to the practitioner/authors. Here is how we help.
Pubrica's team of researchers and authors develop Scientific and medical research papers that can act as an indispensable tool to the practitioner/authors. Here is how we help.
Pubrica's team of researchers and authors develop Scientific and medical research papers that can act as an indispensable tool to the practitioner/authors. Here is how we help.
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1. Comparative Revision Writing:
Quantitative & Qualitative Research on Students’
Perspectives of Multimodal Instructor Feedback
Way Jeng
Tialitha Macklin
Mark Triana
Stacy Wittstock
6. Methods
o Fall 13 - Spring 14
o First-Year Composition
o 143 Student
Participants
o 3 Teacher Participants
o 9 Sections
o Written Control Groups
o Same Assignments
o Same Response Style
o Free Software for
Teachers & Students
o Adobe Reader
o Dropbox
o iAnnotate
o Pre- & Post-Study
Survey
o Collected One Set of
Essays
9. Student Narrative Feedback
Reasons for
Rejecting Audio
Response
o Unfamiliar
o Learning Styles
o Prevalence of Global
Commentary
o Time
o Technical Difficulties
Reasons for Selecting
Audio Response
o Clarity
o Learning Styles
o Prevalence of Global
Commentary
12. Methods
o Fall 15 - Spring 16
o Same Data Set as Previous
Study (minus a few)
o 3 Comp Teachers (not part
of data set)
o 90 Essay Sets (redacted,
txt files)
o Removed Citation Pages
o Inter- Rater Reliability (4
essay sets)
o Training
o Google Docs
o Text Compare
o CWPA Grant
o Faigley, L., & Witte, S.
(1981). Analyzing Revision.
College Composition and
Communication, 32(4),
400–414.
13. Meaning Classifications
• Surface Change: No change to meaning at all. All Formal change types are
Surface changes.
• "You pay two dollars" → "You pay a dollar entrance fee.”
• "Because the horse lost his shoe the rider was lost." → "Because the
horse lost his shoe, the rider was lost."
• Local Change: These changes are fairly small. While they add, remove, or alter
information, the basic idea of the text remains the same. A summary
description of the text would not change, based on this revision.
• Global Change: These changes are substantial. They may have an effect on the
text globally. A summary of the text would change, based on this revision.
14. Type Classifications
- Addition: Make explicit what could earlier be inferred or was unknown
- Removal: Make implicit what was earlier explicit or make missing entirely
- Substitutions: Re-phrasing by using different words
- Permutations: Re-phrasing by using the same words
- Distributions: Material in one text unit is passed into more than one
- Consolidations: Material in multiple text units is compressed into fewer units
- Move: Material is moved whole
- Formal: Changes that affect only the form of text, and do not have the
potential to affect fundamental meaning. Often, these will be textual
features associated with a style guide or grammar rule
- Grammar: Grammatical elements (e.g., clause structure, punctuation) is
changed – syntactic structure
15. Coding Guide
Surface Local Global
Addition SA LA GA
Removal SR LR GR
Substitution SS LS GS
Permutation SP LP GP
Distribution SD LD GD
Consolidation SC LC GC
Move SM LM GM
Grammar SG LG GG
Formal SF
17. Coding Methodology
- Skimmed through each essay in the set
- Understanding the general gist of each essay helped with detecting
Global changes
- Worked in small, manageable samples, going paragraph by
paragraph in Text-Compare
- Worked consistently on the project as much as possible
- Long gaps between working on the project made it more likely that I
might change how I coded something
- Explained difficult coding decisions
- I felt that this might help the researchers understand coding
differences between raters
19. Inter-Rater Reliability
- Similar institutional backgrounds
- All raters taught in the same program at WSU
- All raters were either current or former graduate students at WSU
- All raters experienced the same professional and teacher
development efforts at WSU
- Training also fostered uniformity
- Practiced coding sample essay sets together
- Encouraged discussion of disagreements over coding decisions
20. Impact on Assessment
- Feedback during the semester—increased focus on Global
revision through screencast feedback
- Less is more!
- Teaching revision—increased focus on helping students to
understand the difference between Global vs. Local vs. Surface
changes
- Quality vs. Quantity in revision work
- Assessment—looking for Global vs. Local vs. Surface changes
- Did the student actually revise? Or did he/she proofread?
- What did I give feedback on? Basing assessment on what I actually
commented on.
21. Cultivating Peer Review Literacies
- Establishing a complex yet manageable vocabulary
- What is the value (or potential) of asking students to itemize,
compartmentalize, and classify their individual revisions as well as
those made by their peers?
22. Cultivating Peer Review Literacies
- Putting distinctions between individual revisions and
personalized revision strategies into practice
- How might we go about designing more focused, formative, and
diverse writing and peer review activities that target particular kinds
of revision (global, local, and surface)?
23. Cultivating Peer Review Literacies
- Constructing peer review ecologies predicated on reflection and
meta-cognition
- To what extent can we frame peer review as a complex genre of
writing, governed as much by rigid conceptual frameworks as
subjective or holistic responses to writing as a whole?
25. A Brief Note About Inter-Rater
Reliability
This study used 3 different coders who looked at essays to produce
data
- What if they disagreed?
- Inter-rater reliability (agreement) was measured by having all 3
raters look at several essays, then comparing their coding to each
other
- Numerically, this is reported as Cronbach’s Alpha, .962
- Generally consider a very high value
- Intraclass correlation measured at .895
- Suggests that there were patterns to the coding of each paper, meaning that
it is like that we are observing a true construct
- Because Inter-rater reliability is so high, this study treats the coders
as effectively identical for purposes of statistical analysis
26. The Elephant in the Room
What about comparative
statistics?
- T-tests?
- Statistical significance?
The short version: There are
no statistically significant
differences between
conditions on any variable
we have tested so far
27. Case Study: Word Count
How much did word count change from first draft to second?
- Looking at all students, across all teachers
- Written condition: Mean=120.93, SD=277.64, N=40
- Verbal condition: Mean=219.42, SD =290.85, N=50
- t stat=1.672, t-critical (2-tail)=1.987
- p value (alpha)=0.098
- There is an almost 10% chance that the difference in the means is purely
the result of chance
28. But How Can that Be Chance?
The word count change was almost double in the verbal condition!
- But variance (standard deviation) was SUPER high
- Essay 3299: 2390 -> 3097 (+707 words added total)
- Unusual, but not unheard of for a final portfolio
- Essay 3329: 2971 -> 2235 (-736 words removed total)
- Probably an essay that had a lot of unnecessary parts
- Removing these words might have indeed been a good idea!
What does this mean?
- Sometimes an observed difference can be the product of random
chance
- Even a fair coin will have streaks
- There’s almost a 10% chance that the difference in these data is an
illusion
29. What is a Standard Deviation?
A measure of variance
- How much data vary
- “3, 3, 3, 3” vs “1, 1, 5, 5”
- 2/3s of all samples will fall within 1 standard deviation of the
mean
- Plus or minus
Why are they important?
- A high standard deviation indicates that students are revising in
very different ways
30. So, What Does This Mean?
Which form of feedback is better?
- Right now, there is no clear answer
- Student revisions are roughly equivalent
- With the high variance in the data, small effects are difficult to
detect
- Further research with larger data collection is advised
- Teachers can/should use whatever they like better
- Teachers with a preference aren’t clearly disadvantaging students
Do student preferences line up with improved performance?
- Numbers of students with a clear preference for verbal (audio)
feedback were simply too rare in this sample to say either way
31. So, What Does This Mean?
Why are revisions so varied?
- Probably because the reasons to revise are so varied
- No single kind of revision accounts for
- No single pattern of revision can (or should) be seen as “right”
This matches the writing process itself
- If the writing process is highly contextual and individualistic,
then the revision process will be similarly contextual and
individualistic
32. But Didn’t You Find Anything?
So far, only 1 statistically significant relationship has been found
- Instructor 3’s students exhibited lower word count change in
the audio condition, as compared to the written
- Mean audio: 6.17% (N=22, SD= 12.4)
- Mean written: 22.2% (N=20, SD= 8.6)
Were there any other effects for Instructor 3’s students?
- So far, no
- Analysis of Instructor 3’s student revision for type of revision has
not shown any other statistically significant differences
- The kinds of revision were similar, but the size of revisions was
smaller
33. What Does That Mean?
Possibly nothing
- Instructor 3’s students may have been outliers
- There’s still almost a 3% chance this is not a real effect
- A larger data collection would really help
Possibly, it means instructors shouldn’t be forced to use a certain
style
- Instructor 3 disliked audio feedback
- Maybe the students made smaller revisions as a result
- Maybe aversion has more of an effect on pedagogy than
preference
34. What Does This Mean for Future
Research?
Revision research requires massive data collection
- This study collected 90 essays from 3 instructors, yet samples
were still too small
- Probably 400-500 essays is the minimum for a study of this
scope
Institutional support is needed
- Coding this quantity of data is very labor intensive
- Getting enough instructors and students to participate is
difficult
