Classroom Computer Experiences that Stick: Two Lenses on Reflective Timed Essays

Autor/in	Anthony, Jared Judd
Titel	Classroom Computer Experiences that Stick: Two Lenses on Reflective Timed Essays
Quelle	In: Assessing Writing, 14 (2009) 3, S.194-205 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
DOI	10.1016/j.asw.2009.09.001
Schlagwörter	Undergraduate Study; Qualitative Research; Research Methodology; Reflection; Hypothesis Testing; Cues; Computer Assisted Instruction; Student Attitudes; Test Validity; Writing Evaluation; Writing Tests; Educational Assessment; Evaluation Methods; Timed Tests; Student Evaluation; Essay Tests; College Students; Essays + Suchen Sie Ihr Suchwort? Grundstudium; Qualitative Forschung; Research method; Forschungsmethode; Hypothesenprüfung; Hypothesentest; Stichwort; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Testvalidität; Writing test; Schreibtest; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Schriftlicher Sprachgebrauch; Collegestudent; Essay; Aufsatzunterricht
Abstract	Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students' undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either method would independently. A quantitative approach appears to provide support for the hypotheses, revealing that students mention media-related experiences three times as often as they mention specific professors. A qualitative, close-reading approach both challenges and supports the hypotheses. The construct of media-related experiences includes mundane, instrumental encounters with computers as well as transformative experiences with them. This hybrid research methodology supports the identification of those transformative experiences and thus provides validity evidence for the use of reflective timed-essay responses in guiding endorsements of specific classroom practices. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10