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"Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers’ attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
First, though Ferris (2003) claimed that students will improveover time if they are given appropriate error correction and thatstudents use teacher-generated feedback to revise things other thansurface errors, students rarely use programs like MY Access! to reviseanything other than surface errors (Warschauer & Grimes, 2008);paragraph elements, information structure, and register-specificstylistics are largely ignored. Second, although teachers can createtheir own prompts for use with the program (more than 900 prompts arebuilt into MY Access! to which students can write and receiveinstantaneous feedback.), MY Access! will score only those promptsincluded in the program. Third, regarding essay length, in many cases,MY Access! seems to reward longer essays with higher scores;consequently, it appears that MY Access! assumes that length is a proxyfor fluency.
Overall, students’ opinions regarding MY Access! were mixed; students founduseful aspects as well as aspects they termed less helpful.
Some students found workingwith the program very helpful in discipline, encouraging multiplerevision. Others liked working with the many tools provided, findingthem very helpful in the revision process.
On the other hand, some students, lacking basic computerskills, found the program stressful and unusable. Others werediscouraged by the seeming overabundance of feedback; in some cases,writers found it overwhelming, so they tended to disregard it. Our mostdisheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelatedtext to their essays.
They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, theprogram offered no positive comments about what students were doingwell, which could negatively impact student motivation. In addition,after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access!for surface editing only and rarely used it for revision. In general,students in this study did not use features in MY Access! (e.g. MyPortfolio, My Editor), possibly because their teachers did notexplicitly assign them.
Locallycontrolled assessment is important; when assessments are created fromwithin, they are specific to one context―they are developed with a veryspecific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized toolssuch as the many machine-grading programs available today cannot address this specificity.
The "Tokyo Broadcasting System, News Portal Site" covers various categories of news in tabs across the top of the home page, including: society, politics, economics, international, sports, 列島 (inactive), and weather. There are also a configurable, animated listings tab (連続動画, 3snewsi) and a listings tab for various editorial columns (報道コラム一覧, column).
Bowdon pointed out "how poorly ... traditional news media cover issues pertaining to children" (¶1), and illustrated the problem with what was then a news-breaking case in point, 48 hours after sending his findings to "Google's press office" and getting no response (¶14). Not long after posting on his blog, perhaps less than 12 hours later, Bowdon got a response from Google; and less than a day after that, he received a follow-up clarification from Google, both of which he subsequently reflected on in updates at the foot of this post.
Michael Pidwirny (Lead Author);John Shroder, Galal Hassan Galal Hussein (Topic Editor) "Plate tectonics". In: Encyclopedia of Earth. Eds. Cutler J. Cleveland (Washington, D.C.: Environmental Information Coalition, National Council for Science and the Environment). [First published in the Encyclopedia of Earth July 19, 2010; Last revised Date March 7, 2011; Retrieved March 14, 2011
"The model with an Okhotsk plate fits the data better than one in which this region is treated as part of the North American plate. Because the improved fit exceeds that expected purely from the additional plate, the data indicate that the Okhotsk plate can be resolved from the North American plate. The motions on the Okhotsk plate's boundaries predicted by the best fitting Euler vectors are generally consistent with the recent tectonics" (Seno, Sakurai, & Stein, 1996; online abstract, retrieved 2011.03.14).
Reference Seno, T., T. Sakurai, and S. Stein (1996), Can the Okhotsk plate be discriminated from the North American plate?, J. Geophys. Res., 101(B5), 11305-11315.
"Japan lies on the cusp of the Pacific-Philippine-Eurasian triple plate junction, where the complex interactions of three tectonic plates is unpredictable and loaded with potential activity" (¶1, 2011.03.14).