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pro vyhledávání: '"McGrane, Joshua"'
Open-ended questions, which require students to produce multi-word, nontrivial responses, are a popular tool for formative assessment as they provide more specific insights into what students do and don't know. However, grading open-ended questions c
Externí odkaz:
http://arxiv.org/abs/2310.18373
This paper reports on a set of three recent experiments utilizing large-scale speech models to evaluate the oral reading fluency (ORF) of students in Ghana. While ORF is a well-established measure of foundational literacy, assessing it typically requ
Externí odkaz:
http://arxiv.org/abs/2310.17606
Autor:
Hulme, Charles1,2 charles.hulme@education.ox.ac.uk, McGrane, Joshua3, Duta, Mihaela4, West, Gillian5, Cripps, Denise6, Dasgupta, Abhishek4, Hearne, Sarah1, Gardner, Rachel1, Snowling, Margaret6,7
Publikováno v:
Language, Speech & Hearing Services in Schools. Jul2024, Vol. 55 Issue 3, p904-917. 14p.
Publikováno v:
In Children and Youth Services Review March 2024 158
Publikováno v:
In Thinking Skills and Creativity December 2023 50
Autor:
Scott-Barrett, Juliet, Johnston, Samantha-Kaye, Denton-Calabrese, Tracey, McGrane, Joshua A., Hopfenbeck, Therese N.
Publikováno v:
In Teaching and Teacher Education December 2023 135
Publikováno v:
In Educational Research Review August 2023 40
Publikováno v:
Educational Psychology Review, 2020 Jun 01. 32(2), 481-509.
Externí odkaz:
https://www.jstor.org/stable/48728563
Autor:
McGrane, Joshua Aaron
Doctor of Philosophy (PhD)
In the last two decades, ambivalence has emerged as one of the primary concerns of attitude researchers. The acknowledgement that individuals can simultaneously evaluate an attitude object as both positive and negative
In the last two decades, ambivalence has emerged as one of the primary concerns of attitude researchers. The acknowledgement that individuals can simultaneously evaluate an attitude object as both positive and negative
Externí odkaz:
http://hdl.handle.net/2123/5424
Autor:
Hopfenbeck, Therese N., Johnston, Samantha-Kaye, Cresswell, Caroline, Double, Kit, McGrane, Joshua
Publikováno v:
Globalisation, Societies & Education; Aug2024, Vol. 22 Issue 4, p692-706, 15p