Engaging Text
Assessing paraphrase and understanding
Bibliographic Data
| ID | 4096923 |
|---|---|
| Authors | Ivan A Uemlianin, Ivan Uemlianin (corresponding author) |
| Year | 2000 |
| Volume | 25 |
| Issue | 3 |
| Pages | 347-358 |
| Publication date | 2000-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/713696160 |
| OpenAlex | W1994087570 |
| Language | EN |
| Citations received | 4 |
| References cited | 4 |
This article reports on an innovative exercise designed to assess students' paraphrase of a given text, the ability to paraphrase being an important component part of understanding. Students were given a source text consisting of a short passage from an introductory psychology textbook. A checklist was drawn up enumerating the points of information in the source text, and the paraphrases were then marked in terms of how many points of information and structure were reproduced. Analysis of the marks showed three things: that the task was more than trivial, and involved more than a single simple 'skill'; that information central to the theme of the passage was reproduced more reliably than peripheral information, with some significant aberrations; and that points of information clustered together into 'kinds'. The discussion explores this notion of kinds of information, and notes its relevance for student feedback
Checklist · Cognitive psychology · Information retrieval · Natural language processing · Paraphrase · World Wide Web · Communication in Education and Healthcare · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
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‘Thou shalt not plagiarise’
Evaluating the effect of teacher written feedback on developing Chinese L2 graduate students’ paraphrasing performance
| Citations per year | 0.31 |
|---|---|
| Citation span | 2013 - 2026 (14) |
| Highly cited | No |