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    Research in English: Tecnica Del Norte University

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    Henry Guatemal Cadena
    This document discusses research methods in English, including quantitative, qualitative, and action research. It describes key aspects of each method such as the use of variables, cultural interpretation, and teacher reflection. The document also covers authentic assessment, reliability, validity, and the use of portfolios and rubrics to evaluate student progress. Portfolios allow teachers to scaffold learning over time based on real student work and help students self-evaluate their progress.

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    Research in English: Tecnica Del Norte University

    Uploaded by

    Henry Guatemal Cadena
    27 views15 pages
    This document discusses research methods in English, including quantitative, qualitative, and action research. It describes key aspects of each method such as the use of variables, cultural interpretation, and teacher reflection. The document also covers authentic assessment, reliability, validity, and the use of portfolios and rubrics to evaluate student progress. Portfolios allow teachers to scaffold learning over time based on real student work and help students self-evaluate their progress.

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    This document discusses research methods in English, including quantitative, qualitative, and action research. It describes key aspects of each method such as the use of variables, cultural interpretation, and teacher reflection. The document also covers authentic assessment, reliability, validity, and the use of portfolios and rubrics to evaluate student progress. Portfolios allow teachers to scaffold learning over time based on real student work and help students self-evaluate their progress.

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    27 views15 pages

    Research in English: Tecnica Del Norte University

    Uploaded by

    Henry Guatemal Cadena
    This document discusses research methods in English, including quantitative, qualitative, and action research. It describes key aspects of each method such as the use of variables, cultural interpretation, and teacher reflection. The document also covers authentic assessment, reliability, validity, and the use of portfolios and rubrics to evaluate student progress. Portfolios allow teachers to scaffold learning over time based on real student work and help students self-evaluate their progress.

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    RESEARCH IN ENGLISH

    TECNICA DEL NORTE UNIVERSITY

    POSTGRADUATE INSTITUTE

    Henry Guatemal
    Maestra en Gestin de la Calidad de la Educacin
    Ibarra-2017
    CONTENT OBJECTIVES

    Identify the main features of qualitative and quantitative research

    To meet the main methods of qualitative research

    To analyze real language problems

    To distinguish authentic assessment


    QUANTITATIVE RESEARCH
    Can be divided in associational and experimental studies

    The researcher loos for correlations and then make predictions

    Variables are manipulated in experimental and quasi-


    experimental studies.

    Experimental and quasi experimental studies:


    Comparison group The same treatment but different
    measures of the variable
    Control group One group has no treatment
    QUALITATIVE RESEARCH
    Does not necessarily manipulate variables.

    It is intended to work on the process and the cultural interpretation


    rather than the results.
    It is not guided by the statistical positivist analysis.
    Qualitative methods
    ethnographies Study a group from an emic perspective
    Case studies Study a person or a class
    observations With the help of instruments
    Journals Read students or instructors beliefs towards a topic,
    ACTION RESEARCH
    The teacher is the researcher
    It helps to make solutions to everyday classroom problems
    It allows teachers to grow professionally.
    It does not an specific way to get to.
    It gives the teacher the reflective part of the profession.
    Teacher can base the discussion of the issues and work collaboratively

    Collaborative research
    Perspectives Practitioner research
    Teacher research
    ACTION RESEARCH
    Steps:
    Identify the problems in the classroom
    Gather information related to the issue.
    Make a triangulation
    Register the findings(coding)
    Make assumptions (formulate hypothesis)
    Intervention
    Evaluate the effects
    Final reflection
    Validity and reliability
    In analyzing qualitative data the researcher has to consider three
    factors: credibility, transferability and dependability

    Triangulation, is a good technique to ensure the results of the


    investigation; triangulation is the use of different techniques and
    instruments to analyze the data.
    CODING

    Is referred to the manner in which the big raw data


    will be converted into specific information.
    Types
    T-UNIT: is the manner in which a clause with two
    subordinate clauses are analyzed
    SOC: when to use the required language for the context.
    CHAT: analyze the chat
    QUESTIONS it has 6 levels
    CONTENT OBJECTIVES

    Identify authentic assessment

    To value the use of portfolios in the classrooms


    AUTHENTIC ASSESSMENT
    RATIONALE:
    Traditionally education was based on making students learn a contents
    from a given curriculum and later evaluation analyze students
    responses.
    Standardized test and multiple choice test do not evaluate the
    achievements of students in real language contexts.

    Multiple choice questions limits the potential of the evaluation because


    it does not give a clear overview of the students improvement.
    FROM TRADITINAL TO
    AUTHENTIC ASSESSMENT
    Some steps have to be taken to adopt and adapt authentic assessment
    in our settings according to (Baker, 1993)

    Build a team
    Determine the purpose
    Specify the objectives
    Conduct staff development
    Adapt existing assessment
    Try out ad review the assessment
    RELIABILITY IN
    AUTHENTIC ASSESSMENT
    So that the assessment and the result would be valid in different
    location and adapted to real situations some criteria has to be met;
    they are:
    reliability
    validity
    Performance standards The use of rubrics of
    Rater trainer evaluations can reach the
    purpose criteria needed
    Fairness
    Grading
    THE USE OF PORTFOLIOS
    Often, portfolios are seen only as collection of sheets and works made
    by students, however, portfolios can be divided in:
    Showcase portfolios, collection portfolios and assessment portfolios

    Assessment portfolios:
    Select carefully the activities that will be analyzed.
    Make reflections of the progress
    Debate with the staff of teachers.
    Allow students to self evaluate and coevaluate
    Make decision on students progress
    ADVANTAGES OF PORFOLIOS

    Portfolios are made of real student evidence on growth and other oral
    and written experiences created over time in a natural classroom
    environment, thus it can be inferred that the natural approach of the
    evaluation come to mind.

    Allows teacher to scaffold the language and help student to improve.


    It gives parties like administrators and parents a clearer overview on
    students progress.
    Self evaluation is prepared by the teacher through assessment
    conferences that gives more responsibility to students
    REFERENCES

    Gass, S., & Mackey, A. (2005). Second Language Research Methodology and Design.
    New Jersey: Lawrence Erlbaum Associates Publishers.
    OMalley, M., & Valdez, L. (1996). Authentic Assessment for English Language
    Learners. Addison-Wesley Publishing.
    Underwood, T. (1998). The consequences of Portfolio Assesment: A Case Study.
    Educational Assessment, 5(3), 147194.

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