Relevant bibliographies by topics / Item Writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Item Writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Item Writing"

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Frey, Bruce B., Stephanie Petersen, Lisa M. Edwards, Jennifer Teramoto Pedrotti, and Vicki Peyton. "Item-writing rules: Collective wisdom." Teaching and Teacher Education 21, no. 4 (May 2005): 357–64. http://dx.doi.org/10.1016/j.tate.2005.01.008.

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Regan, Tom. "Item-Writing Guidelines for Physics." Physics Teacher 53, no. 8 (November 2015): 485–87. http://dx.doi.org/10.1119/1.4933152.

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Bejar, Isaac I. "Item Writing: Art or Science?" Contemporary Psychology: A Journal of Reviews 36, no. 4 (April 1991): 310–11. http://dx.doi.org/10.1037/029626.

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&NA;. "INTRODUCTION TO ITEM WRITING WORKSHOP." Pediatric Physical Therapy 8, no. 1 (1996): 39. http://dx.doi.org/10.1097/00001577-199600810-00012.

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Roid, Gale H. "Item Writing and Item Banking by Microcomputer: An Update." Educational Measurement: Issues and Practice 8, no. 3 (September 1989): 17–20. http://dx.doi.org/10.1111/j.1745-3992.1989.tb00327.x.

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Naeem, Naghma, Cees van der Vleuten, and Eiad Abdelmohsen Alfaris. "Faculty development on item writing substantially improves item quality." Advances in Health Sciences Education 17, no. 3 (August 12, 2011): 369–76. http://dx.doi.org/10.1007/s10459-011-9315-2.

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Dominguez-Lara, Sergio. "Algunas recomendaciones sobre la elaboración de ítems." Interacciones: Revista de Avances en Psicología 3, no. 2 (May 1, 2017): 95–98. http://dx.doi.org/10.24016/2017.v3n2.61.

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Chenevey, Bonnie. "Constructing Multiple-Choice Examinations: Item Writing." Journal of Continuing Education in Nursing 19, no. 5 (September 1988): 201–4. http://dx.doi.org/10.3928/0022-0124-19880901-05.

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Zheng, Ying, and Shaida Mohammadi. "An investigation into the writing construct(s) measured in Pearson Test of English Academic." Dutch Journal of Applied Linguistics 2, no. 1 (May 6, 2013): 108–25. http://dx.doi.org/10.1075/dujal.2.1.10zhe.

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Pearson Test of English Academic (PTE Academic) has six item types that assess academic writing either independently or integratively. This research focuses on evaluating the construct validity and effectiveness of the six writing item types. Exploratory Factor Analysis was performed to examine the underlying writing constructs as measured by the six item types. Item scores for different writing skills were subjected to Rasch IRT analysis. The difficulty of the item types was estimated and the effectiveness of each item type was evaluated by calculating the information function of each one. The results identified two writing constructs: an Analytical/Local Writing construct and a Synthetic/Global Writing construct. The study has implications for test developers on the use of multiple item types and their effectiveness, and for test users on how they can improve their writing skills.
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Dewi, Syahfitri Anugerah, and Misdi Misdi. "Difficulties in Writing News Item Experienced by Students of A Vocational High School in Cirebon." IJET (Indonesian Journal of English Teaching) 6, no. 2 (December 22, 2017): 272–80. http://dx.doi.org/10.15642/ijet2.2017.6.2.272-280.

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This study was qualitative research that used descriptive analysis.The present study aimed at investigating out the students’ difficulties in writing news item and find out the most dominant difficulty in writing news item made by the eleventh graders of SMK Muhammadiyah Kedawung.in academic year of 2017/2018. The first research question was answered by taking 5 students at random to be analyzed to investigate students’ ability in writing news item text. Students faced four types of difficulty such as agreement, preposition, and article. In agreement, it was found that all the difficulties are omitting and misusing the verbs and helping verbs of the sentence. Furthermore, to find the main difficulty in writing news item was to analyze 22 result of test. Based on the data analysis, punctuation was the most difficult aspects in writing proved by having 222 cases or 61% of cases. Spelling had 77 cases or 21% of cases. Proposition had 27 or 8% of cases on omitting prepositions. Agreement had 23 or 6% of cases on ignoring and misusing verbs of the sentences in their writings. Article had 15 or 4% of cases on ignoring the definite and indefinite article. In conclusion, it is suggested for English teachers to increase students’ motivation in learning English, especially in writing news item text, and to make the students easier to understand and comprehend the material so the difficulties in grammar and mechanic can be decreased.
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Dissertations / Theses on the topic "Item Writing"

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Merriman, Carolyn S. "Critical Thinking & Test-Item Writing." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8443.

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Salisbury, Katherine. "The edge of expertise? : towards an understanding of listening test item writing as professional practice." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/the-edge-of-expertise---towards-an-understanding-of-listening-test-item-writing-as-professional-practice(360ba31f-a1db-4579-bc4e-7ad39f4892d2).html.

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Tunks, Jeanne L. "The Effect of Training in Test Item Writing on Test Performance of Junior High Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278411/.

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Students in an inner city junior high school in North Central Texas participated in a study whose purpose was to examine the effect of training in test item construction on their later test performance. The experimental group underwent twelve weeks of instruction using the Test Item Construction Method (TICM). In these sessions students learned to develop test items similar to those on which they were tested annually by the state via the Texas Assessment of Academic Skills (TAAS). The TICM aligned with state mandated test specifications.
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Foster, Garett C. "Faking is a FACT: Examining the Susceptibility of Intermediate Items to Misrepresentation." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487256025031404.

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Brasel, Michael D. (Michael David). "The Effectiveness of a Mediating Structure for Writing Analysis Level Test Items From Text Based Instruction." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332268/.

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This study is concerned with the effect of placing text into a mediated structure form upon the generation of test items for analysis level domain referenced test construction. The item writing methodology used is the linguistic (operationally defined) item writing technology developed by Bormuth, Finn, Roid, Haladyna and others. This item writing methodology is compared to 1) the intuitive method based on Bloom's definition of analysis level test questions and 2) the intuitive with keywords identified method of item writing. A mediated structure was developed by coordinating or subordinating sentences in an essay by following five simple grammatical rules. Three test writers each composed a ten-item test using each of the three methodologies based on a common essay. Tests were administered to 102 Composition 1 community college students. Students were asked to read the essay and complete one test form. Test forms by writer and method were randomly delivered. Analysis of variance showed no significant differences among either methods or writers. Item analysis showed no method of item writing resulting in items of consistent difficulty among test item writers. While the results of this study show no significant difference from the intuitive, traditional methods of item writing, analysis level test item generation using a mediating structure may yet prove useful to the classroom teacher with access to a computer. All three test writers agree that test items were easier to write using the generative rules and mediated structure. Also, some relief was felt by the writers in that the method theoretically assured that an analysis level item was written.
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Bolfek-Radovani, Jasmina. "Space, place and spatial loss in North African and Canadian writing in French." Thesis, University of Westminster, 2012. https://westminsterresearch.westminster.ac.uk/item/8z7yq/space-place-and-spatial-loss-in-north-african-and-canadian-writing-in-french.

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Assumptions about space, argues the feminist geographer Doreen Massey, are such an integral part of intellectual and everyday discourse that we are often not conscious of their existence and significance, and yet, they have profound consequences for how society is organised. However, these assumptions are not inherent to our thinking; they are socially constructed, produced and inherited through a number of hegemonic and Eurocentric discourses on space, leading to what Edward Soja and Henri Lefebvre refer to as the “mystification” of space and spatiality. The main aim of this research is to investigate how the literary treatment of space and place shapes the representations of space, place and spatial loss in the writing of ten postcolonial Francophone authors from the Maghreb and Canada from a cross-cultural and cross-generational perspective. It asks whether these authors participate in the “demystification” (in the sense this concept is used by Edward Soja) or the unveiling of the hidden relationship between space and power contained in the Eurocentric discourse on space by creating counter-discourses and strategies that challenge dominant constructions about space, or whether they in fact reinforce this (these) discourse(s) on space despite their presumed postcoloniality. The research presented critically evaluates the concepts and theories of space and place in human geography and applies these to the study of space, place and spatial loss in the postcolonial Francophone texts selected from the viewpoint of three main literary themes (imagination, memory and the border) and the potential that these three themes offer for a “demystification of space”. It combines a range of theoretical perspectives and, simultaneously, tests a method of close reading (semiotic analysis) in the analysis of the texts selected and the literary spaces they are seen to belong to in a more systematic way than previously attempted. It sets out to examine how a semiotic reading of the (Western and non-Western) postcolonial Francophone text engages with Massey’s and Soja’s socio-political understandings and theories on space and spatiality, and what limitations and advantages can be observed through the use of these theories in combination. The research concludes that the postcolonial discourse on space and place in the texts selected is expressed through the values and strategies of ambiguity and ambivalence, not subversion as has been previously suggested. It shows that the themes of imagination, memory and the border play a significant role for the ways in which space and place are conceptualised in those texts, with the theme of the border offering the highest potential for challenging hegemonic assumptions about space. It shows that semiotics can become an effective tool in the unveiling of the values and value systems embedded in the Eurocentric discourse on space, when used in combination with other theoretical approaches. By debating the issue of the “demystification of spatiality” in the literary context, it ultimately raises the larger question of the status and relationship of literariness (or poetics) and political engagement (or politics) of the texts produced within the postcolonial Francophone context.
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Silveira, Carolina Coury. "Mapeamento de repertórios de leitura e escrita em escolas com baixos índices na Prova Brasil." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/6060.

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The Brazilian Ministry of Education is effectively measuring text comprehension by the national evaluation called Prova Brasil. However, lowered averages performance recurrent propagation for the schools raises two assumptions: the first one, that students may not have fully learned previous repertoires, more basic, which might influence their performance in text comprehension measures; and the second one, is related to the fact that Prova Brasil presents an informative character, not having as main objective to provide specific teaching procedures linked to the measures used. This Prova Brasil feature make arduous for the teachers and coordinators to program interventions that produces improvements in this complex repertoire. Both studies of this work aimed to contribute with the discussion of these assumptions. In Study 1 basic reading and writing repertoires were characterized regarding regular and irregular isolated words for 5th grade students of three schools with low rates in Prova Brasil. The results indicated deficits for varied basic repertoires in the three schools, however, were observed most affected performances for writing under dictation and for irregular words. In Study 2, it was described the items construction that composed a reading comprehension assessment, based on a behavioral interpretation. Evidences for validity and reliability were also investigated by the items, using Item Response Theory (IRT). The results not only corroborate the low median performance presented at Prova Brasil by the students, but also allowed verify the validity and consistency of the items to evaluate intermediate reading comprehension repertoire. The two studies allowed mapping reading and writing repertoires, from basic to complex, showing the feasibility of the two evaluations to prescribe specific teaching procedures in order to remediate the deficits identified.
O Ministério da Educação vem medindo com eficácia a compreensão de textos pela avaliação nacional da Prova Brasil. Contudo, a recorrente divulgação de médias de desempenho defasadas para as escolas, levanta duas suposições: a primeira, de que os alunos podem não ter apreendido repertórios prévios, mais básicos, que possam influenciar seus desempenhos em medidas de compreensão de textos; e a segunda, relaciona-se com o fato de a Prova Brasil apresentar caráter informativo, não tendo por objetivo principal prover procedimentos de ensino específicos atrelados às medidas utilizadas. Esta característica da Prova Brasil pode dificultar a programação pelos professores e coordenadores de intervenções que acarretem melhoras neste complexo repertório. Os dois estudos deste trabalho pretenderam contribuir com a discussão sobre estas duas suposições. No Estudo 1 foram caracterizados repertórios básicos de leitura e escrita de palavras isoladas regulares e irregulares para alunos de 5º ano de três escolas com baixos índices na Prova Brasil. Os resultados indicaram déficits para variados repertórios básicos nas três escolas, contudo, foram observados desempenhos mais prejudicados para repertórios de escrita sob ditado e para palavras irregulares. No Estudo 2 descreveu-se a construção de itens para a composição de uma avaliação de compreensão de leitura, embasada por uma interpretação comportamental. Foram ainda investigadas evidências de validade e precisão dos itens pela Teoria da Resposta ao Item (TRI). Os resultados, além de corroborarem os desempenhos medianos a baixos apresentados pelos alunos na Prova Brasil, também permitiram verificar a validade e consistência dos itens para avaliar repertórios intermediários de compreensão de textos. Os dois estudos permitiram de maneira geral mapear repertórios de leitura e escrita, de básicos a complexos, apresentando a viabilidade das avaliações para prescrever procedimentos específicos de ensino visando remediação dos déficits identificados.
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Robinson, Sophie. "Queer time & space in contemporary experimental writing." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/cc29c04e-ae44-3cba-70c2-94844bfa694b/1/.

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The aim of this practice-based PhD is to develop the theory and practice of a queer poetics. In this thesis I will be looking at the work of four contemporary experimental writers: Abigail Child, Dodie Bellamy, Caroline Bergvall and kari edwards. Specifically, I will be addressing representations of time and space in contemporary queer poetic practice. Chapter One draws on recent, queer revisionings of temporality in order to examine representations of time in the work of Abigail Child and Dodie Bellamy. I will particularly be focusing on the relationship between acts of temporal disruption and queer history, arguing that modes of experimental poetic practice might lend themselves well to representations of queer temporality. In Chapter Two, I turn to the relationship between queer theory, phenomenology and experimental writing. Through close readings of Caroline Bergvall and kari edwards alongside these theoretical texts, I will propose that forms of queer space are generated by these writers. I will argue that this is achieved through an innovative approach to book and page space, and through the introduction of queer bodies into public and private hegemonic spaces. Alongside my close readings of these four writers, I will be discussing my development of a queer poetic practice in SHE!, the manuscript which accompanies this thesis. In Chapter One, I will discuss my use of collage, genre and repetition to create anachronistic and looping forms of queer time. In Chapter Two, I will discuss my use of collage to queer both the material site of the book and the textual representations of domesticity that occur in the text. Finally, I will propose that these queer tactics of writing might be linked to a wider political project of subcultural political action; that the queer ‘other' can be seen as a model for resisting hegemonic control, and that queer subcultures can suggest alternative ways of being in the world, outside of the realms of patriarchal, capitalist and heterosexual hegemony.
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Wiley, Christopher. "Re-writing composers' lives : critical historiography and musical biography." Thesis, Royal Holloway, University of London, 2008. http://digirep.rhul.ac.uk/items/51c986f5-ea02-d3b8-03e2-6ab2b962a61f/1/.

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Recent musicological discourse, while frequently considering issues of historiography and canonicity, has seldom critically engaged with biography as a genre of documentary significance to reception history for its attempts to shape public opinion of its subjects. In consequence, modern musicology has often taken for granted many tendencies and preoccupations that accumulated in musical biography in the late nineteenth and early twentieth centuries. This thesis presents a historiographical examination of the precedents for and accretions of these assumptions, in terms of the role played by biography both in the establishment and maintenance of ideological canons and in the resultant ‘top-down' conception of music history as dominated by an elite handful of exalted composers. Exploration of the ways in which biographies constructed their subjects as ‘great' and ‘exemplary' – insofar as these concepts were idealized within the communities of readers for whom they were originally written – is conducted through two major studies of the published texts to c.1950 on canonical composers including J. S. Bach, Handel, Haydn, Mozart, Beethoven, Schubert, Mendelssohn, Chopin, Schumann, Wagner, Brahms, and Tchaikovsky. The first investigates the elaboration and distortion of a set of some twenty-five of the most famous myths of musical biography, from their origins in late eighteenth- and early nineteenth-century Continental European texts to their fullest development (and, in many cases, their refutation) in English-language biographies up to the mid-twentieth century. In contrast, the second critically analyzes the twelve volumes of the original ‘Master Musicians' series (1899-1906) as exemplars of the biographical and musical paradigms of composer life-writing, and as late Victorian period pieces of significance to canon formation for their conception as a closed set of monographs of historically-important subjects appropriated to English ends. The conclusion provides a preliminary assessment of the implications to modern musicology of the findings of this thesis through re-evaluation of elements of recent biographical and hermeneutical scholarship, and proposes that the discipline might usefully adopt a more inclusive, self-reflexive approach to the study of musical biography in the future.
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Sumner, E. "Children with dyslexia : spelling as a constraint on writing development." Thesis, Oxford Brookes University, 2013. http://radar.brookes.ac.uk/radar/items/155f1c2d-2f5f-45ea-ac33-418c3294d758/1.

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Background. Developmental dyslexia is characterised as a specific learning difficulty with written language: namely, reading and spelling. To date, little research has been conducted to examine the role of spelling when writing and, in particular, in the writing of young children with dyslexia. This is surprising when considering that spelling is an active process used when transcribing written text. Thus, this thesis aimed to investigate the impact of spelling ability in four areas: the quality of the written compositions produced, spelling error analyses, vocabulary choice when writing, and handwriting execution. Method. Thirty-one children with dyslexia (15 boys, 16 girls; 9 years) were compared to two typically developing groups: the first matched by age and the second by spelling-ability. Participants completed tasks that assessed cognitive ability, spelling, reading, working memory, narrative writing, vocabulary level, motor skill, and handwriting performance. A digital writing tablet was used to record and identify the temporal characteristics of handwriting. Results. Children with dyslexia scored significantly below their peers for written text quality, wrote less overall, and demonstrated a higher number of phonetically and orthographically inaccurate spelling errors. Limited vocabulary choices and a more disfluent handwriting profile were characteristics of the writing by children with dyslexia. These children with dyslexia did not have motor difficulties and demonstrated that handwriting execution speed was in fact similar to their peers. Rather, children with dyslexia paused more frequently before misspellings and within-words, a similar pattern to the younger spelling-ability matches. Spelling ability was found to predict a large proportion of variance in handwriting speed, written vocabulary choice, and the quality of the written text produced by children with dyslexia. Conclusions. A new model of the interacting writing processes was proposed, emphasising the importance of acquiring strong foundations in proficient spelling for writing to progress. The proposed model relates to atypical and typical development. The findings are related to theories of dyslexia and avenues for future research are discussed in relation to expanding the new writing model.
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Books on the topic "Item Writing"

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Writing test items to evaluate higher order thinking. Boston: Allyn and Bacon, 1997.

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Andi, Litt Wiener, ed. Chapters: Writing the adventure of your life. Deerfield Beach, Fla: Health Communications, 1998.

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Agenbroad, James Edward. Nonromanization: Prospects for improving automated cataloging of items in other writing systems. Washington: Cataloging Forum, Library of Congress, 1992.

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South Central Pennsylvania Genealogical Society. An index for the scrapbook of World War I letters from soldiers and others: Found in the York County Heritage Trust library, York, Pennsylvania including sundry items. York, PA: South Central Pennsylvania Genealogical Society, 2013.

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Primary Writing Resources/Item No. Ip160-1. Incentive Pubns, 1987.

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Writing Accessories with an emphasis on lesser known item. Penrith Cumbria UK: The Pen & Pencil Gallery, 2009.

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Lynn, Steven. Writing about Film with Critical Strategies (Valuepack item Only). Pearson Education, Limited, 2004.

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Short Guide to Writing about Biology, A (Valuepack item Only). Pearson Education, Limited, 2007.

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Pechenik, Jan A. Short Guide to Writing about Biology, a (Valuepack Item Only). Pearson Education, Limited, 2015.

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TBD. Literacy Library Series: Workplace Literacy (Valuepack Item Only). Pearson Professional Education, 2001.

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Book chapters on the topic "Item Writing"

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Rodriguez, Michael C. "Item-Writing Practice and Evidence." In Handbook of Accessible Achievement Tests for All Students, 201–16. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9356-4_11.

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Uto, Masaki. "A Multidimensional Item Response Theory Model for Rubric-Based Writing Assessment." In Lecture Notes in Computer Science, 420–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4_34.

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Moggridge, Donald. "Z. Unclassified Published and Unpublished Items." In The Collected Writings of John Maynard Keynes, 153. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-03982-1_13.

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Koelsch, George. "Lists of Items and the Order of Steps and Data Elements." In Requirements Writing for System Engineering, 151–68. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2099-3_6.

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Tout, Dave, and Jim Spithill. "The Challenges and Complexities of Writing Items to Test Mathematical Literacy." In Assessing Mathematical Literacy, 145–71. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10121-7_7.

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Brodersen, John, Lynda C. Doward, Hanne Thorsen, and Stephen P. Mckenna. "Writing Health-Related Items for Rasch Models - Patient-Reported Outcome Scales for Health Sciences: From Medical Paternalism to Patient Autonomy." In Rasch Models in Health, 281–302. Hoboken, NJ USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118574454.ch15.

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"Item writing and writers." In The Routledge Handbook of Language Testing, 251–62. Routledge, 2013. http://dx.doi.org/10.4324/9780203181287-27.

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"New Directions in Item Writing and Item Response Validation." In Developing and Validating Multiple-choice Test Items, 265–81. Routledge, 2004. http://dx.doi.org/10.4324/9780203825945-19.

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"Multiple-Item Lists." In A Scientific Approach to Writing for Engineers and Scientists, 103–10. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2014. http://dx.doi.org/10.1002/9781118886779.ch10.

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"Two-Item Lists." In A Scientific Approach to Writing for Engineers and Scientists, 91–101. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2014. http://dx.doi.org/10.1002/9781118886779.ch9.

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Conference papers on the topic "Item Writing"

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Gutiérrez, Anabel, Janet Tello Carrillo, Erika Paulina Madrigal, Ana Guadalupe Torres, and Nabja Sarai Solís. "THE CERTIFICATION IN THE PROCESS OF ITEM WRITING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1286.

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"ADAPTING MULTIPLE-CHOICE ITEM-WRITING GUIDELINES TO AN INDUSTRIAL CONTEXT." In 12th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002871400710074.

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Li, Chenliang, Xichuan Niu, Xiangyang Luo, Zhenzhong Chen, and Cong Quan. "A Review-Driven Neural Model for Sequential Recommendation." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/397.

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Writing review for a purchased item is a unique channel to express a user's opinion in E-Commerce. Recently, many deep learning based solutions have been proposed by exploiting user reviews for rating prediction. In contrast, there has been few attempt to enlist the semantic signals covered by user reviews for the task of collaborative filtering. In this paper, we propose a novel review-driven neural sequential recommendation model (named RNS) by considering user's intrinsic preference (long-term) and sequential patterns (short-term). In detail, RNS is devised to encode each user or item with the aspect-aware representations extracted from the reviews. Given a sequence of historical purchased items for a user, we devise a novel hierarchical attention over attention mechanism to capture sequential patterns at both union-level and individual-level. Extensive experiments on three real-world datasets of different domains demonstrate that RNS obtains significant performance improvement over uptodate state-of-the-art sequential recommendation models.
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Volkova, E. V., and M. N. Nilopets. "Flexible and extended IWS (Item Writing System) as a part of INT-test design software." In 2015 Science and Information Conference (SAI). IEEE, 2015. http://dx.doi.org/10.1109/sai.2015.7237232.

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Muhardis, NFN, Burhanuddin Tola, and Herwindo Hariwibowo. "The Evaluation of Participant Satisfaction on National Item Writing Program based on Bloom's Taxonomy Level in SIAP Application." In International Conference on Educational Assessment and Policy. Badan Pengembangan dan Pembinaan Bahasa, 2018. http://dx.doi.org/10.26499/iceap.v1i1.70.

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Yen-Cheng Tseng and How-Ran Guo. "Teaching academic writing to medical professionals using computer communication media." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291246.

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Yang, Xiaodan, Weidong Xu, Yong Yang, and Jiong Zhou. "Study on the Feasibility of Using a Chinese Character Writing Scale to Distinguish Amnestic-MCI." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.44.

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Li, Shan, Tian-Shu Zhou, Xin-Hang Li, Yue-Wen Tu, and Jing-Song Li. "The Development of Personalized Writing Assistant for Electronic Discharge Summaries Based on Named Entity Recognition." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.84.

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Gao Qinghui. "The Measurement of foreign students'ability of writing in Chinese with a Many-Facets Rasch model." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291315.

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Josée Goulet, Marie. "Effectiveness of The Feedback-Dialogue in Hybrid University Courses." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.793.

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Abstract:
Feedback is one of the key factors in students’ success (Hattie and Timperley, 2007). It is essential in order for them to maintain or increase their level of competence (Brookhart, 2010). But do students understand the feedback provided by their teachers? Does feedback allow students to learn and to improve their work? For the purpose of augmenting feedback effectiveness in our hybrid writing courses at the university, we created the feedback-dialogue, a method consisting in interacting with the student within its text, using the comment function of the word processor. Unlike traditional feedback, the feedback-dialogue is bi-directional, i.e. the student must not only revise its text but also respond to the teacher’s comments. To measure the effectiveness of the feedback-dialogue, we designed a two-step methodology. First, students’ perceptions of the effectiveness of feedback-dialogue were collected in a self-reported questionnaire. The items in the questionnaire were formulated from an analysis of different typologies in relevant studies (Anson, 2015; Grigoryan, 2017; Mauri et al., 2016). Second, the students’ responses to their teacher’s comments were analyzed, as well as the modifications they made during the revision of their texts.
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