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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...29 Hits 1 – 20 of 567 1 Impact of Cleft Palate Anastomosis in Cleft Lip and Palate Patients with Coexisting Cleft Lip Anastomosis Scar Based on Cephalometric Measurements Natalia Kaczorowska; Marcin Mikulewicz In: Applied Sciences; Volume 12; Issue 3; Pages: 1104 (2022) BASE Show details 2 A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency Purpura, James Enos. - 2021 BASE Show details 3 Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses Cabrera, Alvaro Andres. - 2021 BASE Show details 4 Adaptive Kompetenzen von Kindern mit Down-Syndrom – ein Follow-up über zehn Jahre ... : Adaptive competences of children with Down syndrome - a ten-year follow-up ... Sarimski, Klaus. - : Pabst Science Publishers, 2021 BASE Show details 5 Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ... Browning, Adam. - : Werklund School of Education, 2021 BASE Show details 6 Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021) BASE Show details 7 Adaptive Kompetenzen von Kindern mit Down-Syndrom – ein Follow-up über zehn Jahre ; Adaptive competences of children with Down syndrome - a ten-year follow-up Sarimski, Klaus In: Empirische Sonderpädagogik 13 (2021) 2, S. 100-109 (2021) BASE Show details 8 Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ... Kunnel, Johnson. - : Werklund School of Education, 2021 BASE Show details 9 Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ... Rindlisbacher, Barbara. - : Waxmann, 2021 BASE Show details 10 Long-term measurements from a photovoltaic power plant and meteorological stations at the Laboratory LINTE^2 of Gdańsk University of Technology ... Andrzej Augusiak. - : Gdańsk University of Technology, 2021 BASE Show details 11 TRUNAJOD: A text complexity library to enhance natural language processing ... Palma, DIego; Soto, Christian; Veliz, Mónica. - : Zenodo, 2021 BASE Show details 12 TRUNAJOD: A text complexity library to enhance natural language processing ... Palma, DIego; Soto, Christian; Veliz, Mónica. - : Zenodo, 2021 BASE Show details 13 Using Analytic Rubrics to Support Second Language Writing Development in Online Tasks Rock, Kristin Naomi. - : University of Hawai'i at Manoa, 2021 Abstract: With the accelerated move to online learning, writing skills have become increasingly important for managing digital genres, such as educational blogs and discussion forums. Although effective written communication via such media is important for student success, many university-level second language learners navigate these unfamiliar tasks without access to guidelines concerning content, structure, and language use. Researchers in Applied Linguistics have suggested communicating teacher expectations through descriptive rubrics (Crusan, 2010; Ferris & Hedgcock, 2014; Weigle, 2002), and this dissertation investigates the effects of sharing an analytic rubric on learners’ written development. The first phase of this sequential mixed-methods research involved the expert review of academic blog posts written by learners of English as a foreign language (EFL). Quantitative and qualitative data gathered during the review led to the identification of five categories around which learners’ written performance was assessed, including (a) genre-specific features (i.e., use of hyperlinks), (b) task fulfillment and relevancy, (c) content, (d) organization and balance, and (e) language use. On the resulting analytic rubric, each category was assessed on a 1- to 6-point scale. In Phase II, six raters used the rubric to score the posts written by 163 EFL learners. A many-facets Rasch analysis revealed that the rubric categories were functioning appropriately; however, the raters were not using the full 6-point scale. In the final phase, written data from the blog entries of 31 learners were collected over two years, with 15 participants having access to the revised (4-point) rubric. After data collection, raters who were unaware of the order of composition scored three posts per participant according to the revised scale. A two-way repeated measures analysis of variance showed that the presence of the rubric, time, and the interaction of the rubric and time had a significant positive impact on average scores (p < 0.001). Participants’ longitudinal written development was also analyzed via nine linguistic indices covering lexical diversity, lexical sophistication, and syntactic complexity. The mean values for two variables, noun-adjective and verb-direct object dependency bigrams, demonstrated a significant change over time, while the moving-average type-token ratio (MATTR) and lexical decision time contributed to a regression model predicting 16% of variance in language use scores. A subsequent rhetorical moves analysis revealed a sequence of optimal steps for constructing an academic blog post. The results of this study are of use to pedagogues and researchers interested in digital genres, technology-mediated tasks, and second language writing assessment. ; Ph.D. Keyword: assessment; Educational tests & measurements; Linguistics; rubrics; second language writing URL: http://hdl.handle.net/10125/81669 BASE Hide details 14 Tradução e adaptação linguística e cultural da Nurse Spiritual Care Therapeutics Scale : NSCTS ; Translation and cultural adaptation of the Nurse Spiritual Care Therapeutics Scale : NSCTS Santos, Susana Cristina Henriques dos. - 2021 BASE Show details 15 Dissociation Between Users’ Explicit and Implicit Attitudes Toward Artificial Intelligence: An Experimental Study Fietta V.; Zecchinato F.; Stasi B.D.. - 2021 BASE Show details 16 Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie Loignon, Guillaume. - 2021 BASE Show details 17 Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis Lee, Elizabeth. - 2020 BASE Show details 18 Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners Getman, Edward Paul. - 2020 BASE Show details 19 Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy Barnett, Elisabeth A.; Kopko, Elizabeth Mary; Cullinan, Dan. - : Community College Research Center, Teachers College, Columbia University, 2020 BASE Show details 20 Speech rehabilitation in chronic post-stroke aphasia using visual illustration of speech articulators.A case report study HALDIN, Célise; Loevenbruck, Hélène; Hueber, Thomas... In: WFN 2020 - 11th World Congress for NeuroRehabilitation ; https://hal.archives-ouvertes.fr/hal-03098915 ; WFN 2020 - 11th World Congress for NeuroRehabilitation, Oct 2020, Lyon (online), France ; https://www.wcnr-congress.org/ (2020) BASE Show details Page: 1 2 3 4 5...29

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