Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Nevid, Jeffrey S.; Ambrose, Michael A.; Pyun, Yea Seul

doi:10.1177/0098628317727645

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…Bloom's Taxonomy is also recommended to be included in the ESL writing courses due to its effectiveness in expanding students' ability to produce creative writing (Sham, 2016). This finding also concurs with Nevid et al (2017) findings whereby the researchers concluded that writing tasks should be designed and assigned with the use of Bloom Taxonomy as it helps the students foster writing skills and cognitive skills simultaneously.…”

Section: Theoretical Framework Of the Studysupporting

confidence: 89%

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Beh¹,

Ganapathy²

2021

TET

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Malaysian undergraduates have been facing writing difficulties as a result of lacking effective guidance tools in upskilling English writing and activating thinking skills. Failing to achieve writing competency, the problems extend to the high unemployment rate among fresh graduates. This paper proposes using Frangenheim’s Thinking Skills Framework (TSF) to improve university students’ academic writing proficiency. 60 students were selected to undergo a 6-week quasiexperiment to investigate the effectiveness of the TSF on academic writing and focus group discussions were held to explore students’ perceptions on utilizing the TSF in writing processes. The results of the study confirmed the positive effect of using the TSF in improving students’ academic writing and promoting the use of Higher-Order Thinking Skills (HOTS) throughout the writing process. Findings revealed students’ perceptions on the TSF: an effective guidance tool with various writing strategies, comprises clues to activate suitable thinking skills, and assists writers’ idea generation and decision-making. The implications are important to tertiary stakeholders as a practical TSF is recommended as a supplementary tool to be infused in English writing syllabus to facilitate students in fulfilling the essential thinking skills and writing needs in higher education.

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Section: Theoretical Framework Of the Studysupporting

confidence: 89%

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Beh¹,

Ganapathy²

2021

TET

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“…Students identified key concepts and elaborated on them by relating them to class themes through questions such as, “How does this concept relate to theme x?” This technique required students to go beyond definitions or recognition of a concept and to delve into deeper levels of processing. Similarly, higher level writing assignments that require students to apply concepts have been shown to increase exam scores beyond those that focus on definitions and descriptions (Nevid, Ambrose, & Pyun, 2017). The deeper level of processing required to apply concepts results in better acquisition and retention.…”

Section: Discussionmentioning

confidence: 99%

“…The current study supports this body of research. Perhaps if participants in the current study had been required to complete WTL assignments for each chapter (instead of just 5 of the 13), as was done in Nevid, Ambrose, and Pyun’s (2017) study, participants would have acquired and retained more.…”

Section: Discussionmentioning

confidence: 99%

“…Others have observed strong links between WTL-assigned concepts and related test questions (Drabick et al, 2007; Hautau et al, 2006; Nevid et al, 2012; Stewart, Myers, & Culley, 2010). In addition to acquiring specific content, WTL assignments can also enhance students’ performance on both factual (e.g., define x) and conceptual type questions (e.g., apply x; Drabick et al, 2007; Nevid et al, 2017). Based on the overall exam scores of students in the current study, those in the WTL condition exhibited better learning than the control condition because writing about how concepts (which students could presumably define or describe) apply to themes positively impacted learning.…”

Section: Discussionmentioning

confidence: 99%

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Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance

Stevenson

2019

Teaching of Psychology

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This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who completed the WTL assignments performed significantly better in Exams 2 and 3 than students in the control condition. Within-group analyses indicated that only the students in the WTL condition improved exam performance and maintained that higher level of performance. Results suggest that WTL assignments that require students to review and apply course content produce modest benefits to learning and retention without unduly taxing instructors’ time.

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“…To secure the validity of the selection procedure (see below), the three authors discussed the selection of studies proposed by the first author and decided on the basis of consensus whether studies should be included and for which of the discriminated types of instruction they were representative. An example is Nevid et al (2017) using elaborated writing assignments. The question was whether the writing assignments also included some type of instruction directed at writing-to-learn.…”

Section: Procedures For Search and Selection Of Literaturementioning

confidence: 99%

Which types of instruction inwriting‐to‐learnlead to insight and topic knowledge in different disciplines? A review of empirical studies

Dijk

Gelderen

Kuiken

2022

Review of Education

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This review examines which types of instruction in writing-to-learn lead to effects on insight and topic knowledge in different disciplines, in grades 5-12 and in higher education. Forty-three empirical studies have been selected to answer this question. Four types of instruction are distinguished. Three of them are based on hypotheses proposed by Klein (1999) about the cognitive processes involved in writing-tolearn: Forward Search, Genre Writing and Backward Search. The fourth type, Planning Only, arises from the literature reviewed. Results of the studies show that about two thirds of the (quasi) experimental studies lead to positive effects on insight and topic knowledge for the four types of instruction. However, given the small number of experimental studies conducted, no firm conclusions can be drawn for three types of instruction. For the remaining type of instruction, Genre Writing, a larger number of studies provide positive evidence. Suggestions for future research are discussed. K E Y W O R D S grades 5 to 12, higher education, instruction in writing-to-learn, learning in the disciplines This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Cited by 6 publications

References 23 publications

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance

Which types of instruction inwriting‐to‐learnlead to insight and topic knowledge in different disciplines? A review of empirical studies

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