2.02 Theodore Maria School of Arts
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Browsing 2.02 Theodore Maria School of Arts by Author "Arlan Parreno"
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ItemEvaluating the evaluation: concerns about student evaluation of teaching( 2019) Arlan ParrenoIt is believed that students’ perception of how they are taught is essential in evaluating teachers for faculty development and personnel decision-making purposes. Thus, student evaluation of teaching, or SET, is a staple in educational institutions, especially in colleges and universities. There are, however, questions about the reliability and fairness of such practice. Many factors are perceived to influence student ratings of their teachers’ performance, and grading is a persistent concern. As results of such evaluations are commonly used for administrative decisions, such as for faculty promotions or salary adjustments, teachers are tempted to modify their behavior to obtain favorable ratings. It is therefore suggested that student evaluation of teaching be handled with care in terms of formulation and administration, and be used in conjunction with other methods in order to have a valid and reliable evaluation of teachers’ performance.
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ItemWritten corrective feedback impact on grammatical accuracy in L2 writing: a quantitative and qualitative look( 2015) Arlan ParrenoThis quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effect. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of similar actions, and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen.