macklin 501 presentation ppt
TRANSCRIPT
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English 501 - Seminar in the Methodology of Composition
Panacea or Lip Service? An Analysis of Audio Response in the Composition Classroom
Tialitha Macklin
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Background: Creating the Study
❖ Formative Assessment with a Focus on Revision
❖ WSU’s Revision-Based Comp Program
❖ Technological Advancements
❖ Best Practices of Response
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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
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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)
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Do Not Control Student’s Text
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Do Not Control Student’s Text
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Do Not Control Student’s Text
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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
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Turn Comments into Conversation
“It allows me to feel more like I am talking to my
professor.”
-Student from Pilot Study
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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
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Audio Feedback as Panacea?
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Anson 1997, 1999
Balazs, 1967
Bauer, 2011
Berner, Boswell, & Kahan, 1996
Bilbro, Iluzada, & Clark, 2013
Briand, 1970
Farnsworth, 1974
Fitzpatrick, 1968
Gould and Day, 2013
Hallett, 1978
Harris, 1979
Hodgkinson, Walter, & Coover, 1968
Huang 2000
Hubbell, 1968
Ice et Al, 2007
Kates, 1998
Killoran, 2013
Kim, 2004
Klammer, 1979
Lowe, 1963
Lunt and Curran, 2010
Mathieson 2012
Medlicott, 1980
Mellen & Sommers, 2003
Moxley, 1989
Olsen, 1982
Patrie, 1989
Rahme, 1979
Silva, 2012
Sipple, 2006, 2007
Sommers, 1989, 2002, 2012
Stratton, 1979a, 1979b, 1979c
Still, 2006
Tanner, 1964
Vogler, 1971
Yarbro & Angevine, 1982
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Panacea?
❖ Anecdotal Evidence and Self-Reports
❖ Teacher-Focused
❖ Small Scale Research
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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)
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2013-2014 Study
❖ Participants
❖ 530 Student Participants (ENGL 100, 101, 105)
❖ 6 Teacher Participants
❖ Surveys
❖ Survey 1 - 428 Participants
❖ Survey 2A - 225 Student Participants
❖ Survey 2W - 112 Student Participants
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Previous Response Experience
24% 23% 22%
14%
3%
11%
3%0%
10%
20%
30%
Margins End Combo Conference Audio Grade Only Other
N=1530
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Choice of Response Type
19%
12%
36%
26%
3% 1% 3%
18%
10%
27%
18%22%
0% 5%13%
6%
59%
19%
2% 0% 1%0%
20%
40%
60%
80%
Margins Combo Audio Other
Survey 1 (N=541) Survey 2A (N=288) Survey 2W (N=111)
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Why Response Type is Preferred
32%
27% 27%
6%
21%23%
34%
27% 28%
12% 13% 12%14%
12%10%
1% 1% 0%0%
13%
27%
40%
Survey 1 (N=987) Survey 2A (N=678) Survey 2W (N=317)
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Satisfaction With Response
2%10%
7%2% 1% 1%
21%16%
5%
51%
42%47%
24%
31%
41%
0%
20%
40%
60%
Survey 1 Survey 2A Survey 2W
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Interaction with Response
22%
23%
24%
3%
2%
2%
11%
10%
10%
1%
1%
0%
20%
21%
24%
1%
1%
1%
14%
14%
14%
1%
1%
1%
0%
0%
0%
2%
1%
0%
1%
2%
0%
16%
15%
16%
8%
8%
7%
0% 10% 20% 30%
Survey 1 (N=1897)
Survey 2A (N=945)
Survey 2W (N=439)
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Read/Listen To Response
0% 0% 0%2% 1% 4%
30% 32% 32%
67% 66% 65%
0%
23%
47%
70%
93%
Survey 1 (N=426) Survey 2A (N=151) Survey 2W (N= 82)
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Understanding of Response
0% 0% 0%5% 2% 0%
67%
38% 36%28%
60%64%
0%
23%
47%
70%
93%
Survey 1 (N=427) Survey 2A (N=228) Survey 2W (N=107)
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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)
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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
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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
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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
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Chose Audio Feedback
❖ Teacher Felt Approachable
❖ Easy to Understand
❖ Diction and Tone
❖ Personal
❖ Quantity
❖ Depth of Feedback
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Panacea or Lip Service?
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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
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English 501 - Seminar in the Methodology of
Composition
Panacea or Lip Service? An Analysis of Audio Response in the Composition Classroom
Tialitha Macklin
@timacklin
www.timacklin.com