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Record identifier : 564825
Personal Name - Primary Intelectual Responsibility : Pezeshki,Maryam
Title and statement of responsibility : A Comparative Study of E-Portfolios, Portfolios and Conventional Writing Classes [Thesis]/پزشکی، مریم;supervisor: Susan Marandi;advisor: Fahimeh Marefat
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Allameh Tabataba.i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق:بررسی مقایسه ای کلاس های نگارش به روش پوشه کار الکترونی ، پوشه کار و روش مرسوم است.روش تحقیق شامل تعریف مفاهیم ،روش تحقیق،نمونه گیری و روشهای نمونه گیری ،نحوه شیوه اجرای آن شیوه گردآوری و تجزیه و تحلیل داده‌ها.نتیجه گیری:به علت کمبود زمان در آموزش استفاده از کامپیوتر و اینترنت به دانش آموزان ،محقق موفق به نتایج مورد انتظار نشده است.بنابراین تحقیقات وسیع تری در این زمینه مورد نیاز است تا بتوان به‌تاثیر روش های ذکر نشده پرداخت
: Assessment of writing has seen many fads and fashions in its history. Earlier, objective tests of writing were used, which were then supplanted by the holistic type of scoring. The last wave of assessment history saw the introduction of portfolios, which were attempts to put an end to the chronic ailments observed with those traditional types of assessment. Advantages were then proposed for the use of this new trend in assessment. Soon after, with the advent of technology in the classroom, assessment went a step further to incorporate the use of computers in order to assess the students. knowledge and proficiency in language. Electronic portfolios (e-portfolios) of writing came into vogue, which questioned the paper-based assessment of writing. The present study is an attempt to consider the possible effectiveness of any of the three methods of teaching and assessing writing through conventional classes, portfolios and e-portfolios. To this aim, the researcher compared three groups of students, each of which were assessed using one of these three methods (conventional, portfolio, and e-portfolio). In a pre-test-post-test design the students. scores were compared prior to the implementation of the treatment and after that, using two One-Way ANOVA procedures. The results of the analyses revealed no difference among the IV three groups either before the treatment or after that, that is to say, none of the three methods had any significant effects on the students. writing proficiency. The results of this study have implications for interested teachers, who may not have access to the computers or the Internet.
Topical Name Used as Subject : Conventional writing
: portfolio
: electronic portfolio
Information of biblio record : TL
 
 
 
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