The implementation of "Merdeka Belajar -- Kampus Merdeka" (Freedom to Learn) in Indonesia urges universities to adapt and set changes in learning activities. One of the changes is the implementation of Project-Based Learning to increase students' activeness and creativity. This research aims to assess students' creative thinking on the…

This study investigated the approximations of disciplinary literacy in high school English Language Arts students' writing. To study the development of these disciplinary conventions, the portfolios of written literary analyses were examined from fourteen twelfth-grade students over their last two years in high school. The conceptual framework for…

Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were…

School examinations of student responses to literature often present poetry blind or "unseen", inviting decontextualised close reading consistent with the orientation-to-text associated with Practical Criticism (originating in the UK) and New Criticism (originating in the USA). The approach survives in the UK after curricular reforms and…

This study is intended on the development of the learners' reading comprehension and story analysis skills under the implementation of PowToon as an innovative instructional material for learners' development in reading comprehension and story analysis skills. This study provided various evidence on how innovation can be a great step in developing…

This collection of essays, "Literary Study, Measurement, and the Sublime: Disciplinary Assessment," edited by Donna Heiland and Laura J. Rosenthal, represents an important new venture in the Foundation's communication program. The book is the product of many authors, including the editors, both of whom have written essays for it. But it…

Validation of assessments intended to improve instruction and learning should include evidence of instructional sensitivity. This study investigated the instructional sensitivity of a standards-based ninth-grade performance assessment that required students to write an essay about conflict in a literary work. Before administering the assessment,…

Describes a test to determine students' understanding of poetry that avoids the difficulties of objective tests and involves the students with poetry on the test. (TJ)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing in the English language for a variety of academic purposes and…

The mental activities of reading and responding to literature and the difficulties that occur as students try to produce written accounts of what they have gained are explored, as are the demands made on the student's language when putting into words what s/he has gained through a study of literature. (Author/KC)

Urging teachers of poetry writing to better understand themselves as writers and readers, this book "interrogates" a strategy teachers might employ in reading and evaluating student poems. A thoughtful study of a teacher is presented while in the process of evaluating student poetry through the lenses of four different contemporary…

Noting National Assessment of Educational Progress findings that indicate students have difficulty analyzing literature, this paper presents a model for teaching students the process of reading and responding to literature in an orderly manner. Following an introduction to the problem of literature analysis in the schools, the model is discussed…

Literary critical prose is a specialized, artifical mode of discourse, and it is a poor model for students trying to learn to write well. (JH)

The Education Opinion Inventory was constructed to measure teachers' and principals' (1) knowledge and (2) acceptance of the theoretical foundations of the nongraded school. The items for the Inventory came from a critical analysis of the literature fundamental to the nongraded school movement: (1) individual differences, (2) pupil evaluation and…