The Adequacy of Dictations in Dutch Elementary Schools
Keywords
No Thumbnail Available
Authors
Issue Date
2019-06-01
Language
en
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
As one of the most important features in education, learning a language
can be done through di erent methods. The two basic measurements
are dictations and essay assignments. It appears that not everyone is
as convinced about the e ectiveness of dictations because of its restric-
tions. For this thesis the dictation format of the data from earlier research
(Tellings et al., 2014) has been adjusted with the use of the Levenshtein
distance. The new format is now operating as more informative data.
With this reformed data and the predicted grades retrieved from Jaspers
earlier research (2019), the statistical analysis Pearson product-moment
correlation coe cient and multiple linear regression will clarify the ques-
tions about the adequacy of dictations. Between the dictation score and
the predicted grade di erence to the real grade a correlation of 0.239 was
found, this results in a negligible coe cient of determination R2 = 0:057.
This in combination with the improvement of the linear regression from
R2 = 0:680 to R2 = 0:698 that is not worth mentioning for adding the
variable dictation score, indicates that the predicted grades based on text
complexity cannot be explained by the dictation score of the same student.
Description
Citation
Supervisor
Faculty
Faculteit der Sociale Wetenschappen