Ana Maria Ducasse
Biographic Data
| ID | 3531589 |
|---|---|
| NAME | Ana Maria Ducasse |
| GIVEN NAMES | Ana Maria |
| FAMILY NAME | Ducasse |
| SIGNATURE | DUCASSE A M |
| AFFILIATIONS | RMIT University |
| ORCID | 0000-0003-1970-6671 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The language of No
Entrepreneurs often prepare for success in pitching through extensive research into securing new business venture funding. However, despite these efforts, challenges in obtaining equity and attracting business partners persist. While research on entrepreneurial pitches has predominantly focused on successful funded outcomes, new entrepreneurs must also learn about avoiding pitfalls. This innovative genre study shifts the focus by exploring the la…
Rhetorical relations in university students’ presentations
Technology-enabled higher education academic writing feedback
Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on…
Contextual variables in written assessment feedback in a university-level Spanish program
The ‘situated’ nature of assessment may help to explain why feedback interventions are successful in one setting but not in another. This study reanalyses data from an earlier study (Ducasse & Hill, 2019) using a coherent theory of context, Bronfenbrenner’s ecological framework (1979), to investigate contextual influences on teacher feedback practices and learner responses respectively. Participants comprised 15 beginner, intermediate and advance…
Language assessment literacy of teachers in an English medium of instruction university
In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-campus English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were…
Oral Reflection Tasks
This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners' personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoke…
Contextualised judgements
This study investigates assessment within oral academic assessment tasks, specifically focusing on the criteria used by discipline specialists and comparing them with those used to assess performance on TOEFL iBTTM speaking tasks. Three pairs of tutors from three faculties took part in verbal report sessions where they watched, rated and discussed the performances of ten native and ten non-native students completing first-year university oral ass…
Assessing paired orals
Speaking tasks involving peer-to-peer candidate interaction are increasingly being incorporated into language proficiency assessments, in both large-scale international testing contexts, and in smaller-scale, for example course-related, ones. This growth in the popularity and use of paired and group orals has stimulated research, particularly into the types of discourse produced and the possible impact of candidate background factors on performan…
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Assessing paired orals
Speaking tasks involving peer-to-peer candidate interaction are increasingly being incorporated into language proficiency assessments, in both large-scale international testing contexts, and in smaller-scale, for example course-related, ones. This growth in the popularity and use of paired and group orals has stimulated research, particularly into the types of discourse produced and the possible impact of candidate background factors on performan…
Contextualised judgements
This study investigates assessment within oral academic assessment tasks, specifically focusing on the criteria used by discipline specialists and comparing them with those used to assess performance on TOEFL iBTTM speaking tasks. Three pairs of tutors from three faculties took part in verbal report sessions where they watched, rated and discussed the performances of ten native and ten non-native students completing first-year university oral ass…
Contextual variables in written assessment feedback in a university-level Spanish program
The ‘situated’ nature of assessment may help to explain why feedback interventions are successful in one setting but not in another. This study reanalyses data from an earlier study (Ducasse & Hill, 2019) using a coherent theory of context, Bronfenbrenner’s ecological framework (1979), to investigate contextual influences on teacher feedback practices and learner responses respectively. Participants comprised 15 beginner, intermediate and advance…
Language assessment literacy of teachers in an English medium of instruction university
In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-campus English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were…
Oral Reflection Tasks
This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners' personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoke…
Rhetorical relations in university students’ presentations
Technology-enabled higher education academic writing feedback
Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on…
The language of No
Entrepreneurs often prepare for success in pitching through extensive research into securing new business venture funding. However, despite these efforts, challenges in obtaining equity and attracting business partners persist. While research on entrepreneurial pitches has predominantly focused on successful funded outcomes, new entrepreneurs must also learn about avoiding pitfalls. This innovative genre study shifts the focus by exploring the la…
Psychology (7 works) · Second Language Learning and Teaching (7 works) · Mathematics education (6 works) · EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Student Assessment and Feedback (4 works) · Computer Science (3 works) · Medical education (3 works) · Medicine (3 works) · Curriculum (2 works)