1 Teresa L. Larkin, American University, Department of Physics, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058 [email protected] 2 Maria Feldgen, Universidad de Buenos Aires, Facultad de Ingenieria, Caseros 3580 P7, Dept. 220, Buenos Aires, Argentina 1263 [email protected] 3 Osvaldo Clúa, Universidad de Buenos Aires, Facultad de Ingenieria, Caseros 3580 P7, Dept. 220, Buenos Aires, Ar...

As class sizes increase, methods of assessments shift from costly traditional approaches (e.g. expert-graded writing assignments) to more economic and logistically feasible methods (e.g. multiple-choice testing, computer-automated scoring, or peer assessment). While each method of assessment has its merits, it is peer assessment in particular, especially when made available online through a Web...

AIMS This study investigated the efficacy of structured writing on reducing self-harm ideations and enhancing emotion regulation. METHODS Japanese university students (N=22) participated in the study. Participants were randomly assigned to the structured writing group (n=10; 70% female), or an assessment only control group (n=12; 67% female). For three consecutive days, participants in the in...

Advanced writing skills are an important aspect of academic performance as well as of subsequent work-related performance. However, American students rarely attain advanced scores on assessments of writing skills (National Assessment of Educational Progress, 2002). In order to achieve higher levels of writing performance, the working memory demands of writing processes should be reduced so that...

We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor stude...

This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 schools United States. We used confirmatory factor analysis (CFA) to collect validity evidence for WES our population. Results demonstrated acceptable and reliability. In addition, survey results indicated that teachers perceived be useful as writing assessment. make ca...