Dawn Smith‐Sherwood
Biographic Data
| ID | 5434786 |
|---|---|
| NAME | Dawn Smith‐Sherwood |
| GIVEN NAMES | Dawn |
| FAMILY NAME | Smith‐Sherwood |
| SIGNATURE | SHERWOOD D S |
| AFFILIATIONS | Indiana University of Pennsylvania Indiana Pennsylvania USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
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 implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
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 implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
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 implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Affordance (1 works) · Bridging (networking) (1 works) · Class (philosophy) (1 works) · Cognitive psychology (1 works) · Constructive (1 works) · Educational and Psychological Assessments (1 works) · EFL/ESL Teaching and Learning (1 works)