Mapping Holistic Growth: Developing a Comprehensive Student Development Scale

Creators

• Zawad Rami1
 
• • Apoorva
  Bhan,  
• Prem Vijoy, 
 
• • Dr.Mayura
  Bijale,  
• Dr.Vandna Sharma, 

DOI

Mapping Holistic Growth: Developing a Comprehensive Student Development Scale | European Economic Letters (EEL) (eelet.org.uk)

Description

This paper describes the construction and psychometric testing of a multidimensional student development instrument designed to measure growth in multiple domains. The research was aimed at developing a measurement framework that would allow for the evaluation of cognitive, emotional, social, and ethical development, at developing and validating a scale based on this framework to ensure the scale’s construct validity and internal consistency, as well as at examining the practical use of the scale in educational contexts and at providing guidelines for its use. The scale was constructed in a step-by-step procedure including item construction, factor analysis, and reliability assessment. Validity and reliability coefficients are high, which proves the efficiency of the scale for assessing the student’s all-round development. Teachers also pointed to the scale’s capacity to address the affective and interpersonal domains alongside the cognitive and moral ones. Suggestions for the future are to incorporate the scale into the students’ development programs, to use it for targeted interventions, and to carry out more studies to examine its applicability in various educational settings. This research offers a useful instrument for the improvement of the student’s development and creates the basis for further investigations in the sphere of the comprehensive development of students.

References

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Citation

Rami, Z., Bhan, A., Vijoy, P., Bijale, D. M., & Sharma, D. V. (2024). Mapping Holistic Growth: Developing aComprehensive Student Development Scale. European Economic Letters, 14(3), 793–799. https://doi.org/10.5281/zenodo.13364972

Rights

• Creative Commons Attribution 4.0 International
• Indexing

• 

  

Pedagogy of Communicative and Technical English for Engineering Students at Tertiary Level: A Case Study in Bangladesh

• 
  
• Zawad Rami
• Dr. Mohammad Kamrul Hassan
• Hosam Shatnawi

Exploring Nuances in Second Language Acquisition: An Error Analysis Perspective

Authors

• Dr. Mohammad Kamrul Hassan
• Zawad Rami
• 
  
  

ABSTRACT

This study employs error analysis as a pivotal lens to scrutinize the intricacies of second language learning, emphasizing the unique accents manifested through learners’ mistakes. Departing from the confines of contrastive analysis, the research aims to illuminate the processes of acquiring a second language. Key facets of language acquisition, including transfer, interference, and the fossilization process, are investigated to provide insights into the development of learners’ interlanguage. The study conducts a comparative analysis of early and late language learning, emphasizing the impact of cognitive, psychological, and social factors on the learning trajectory. Motivational influences, encompassing instrumental and integrative motives, are explored in connection to their effects on learning outcomes. This research not only contributes to a deeper understanding of error patterns in second language acquisition but also advocates for methodologies that surpass the constraints of contrastive analysis, offering potential avenues for more effective language learning strategies.

APA Citation: 

Hassan, D. M. K. ., & Rami, Z. . (2024). Exploring Nuances in Second Language Acquisition: An Error Analysis Perspective . Migration Letters, 21(4), 294–298. https://doi.org/10.59670/ml.v21i4.7319 


This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

CC Attribution-NonCommercial-NoDerivatives 4.0

OPEN ACCESS JOURNAL SINCE 2003 | Migration Letters 

https://migrationletters.com/index.php/ml/article/view/7319

DOI: https://doi.org/10.59670/ml.v21i4.7319

Rubric for Evaluating Speaking Skills by Zawad Rami

 Zawad Rami/Department of English/Aligarh Muslim University

Rubric for evaluating speaking skills.

 

Point Value	4 points	3 points	2 points	1 points
Clarity and Pronunciation	Pronunciation is consistently clear and accurate, contributing to overall understanding	Pronunciation is mostly clear, with occasional errors that do not impede comprehension	Pronunciation errors occasionally interfere with understanding	Pronunciation errors consistently hinder communication
Fluency and Pace	Speech flows smoothly and naturally, with appropriate pauses and pacing	Speech is generally fluent, with minor hesitations that do not disrupt communication	Some hesitations and disruptions in fluency are noticeable but do not majorly affect understanding	Frequent hesitations and disruptions make the speech difficult to follow
Vocabulary and Language Use	Rich and varied vocabulary is used appropriately, enhancing the overall message	Vocabulary is suitable, but occasional word choice or phrasing could be improved	Vocabulary is limited, leading to repetitive language or difficulty expressing ideas	Limited vocabulary significantly restricts the ability to convey ideas effectively
Content and Message	The message is well-structured, coherent, and effectively conveys the intended information or story	The message is mostly organized and coherent, with minor lapses in clarity	The message is somewhat disorganized and occasionally unclear	The message lacks organization and coherence, making it hard to follow
Engagement and Audience Interaction	Engages the audience through eye contact, appropriate gestures, and active involvement	Maintains reasonable eye contact and some use of gestures to enhance engagement	Limited eye contact and gestures result in moderate disconnection from the audience	Minimal eye contact, gestures, or audience engagement is observed
Adaptation to Context	Adapts language and content effectively to suit the context and audience	Generally adapts to the context, with minor inconsistencies in language or tone	Demonstrates limited adaptation, occasionally using inappropriate language or tone	Fails to adapt to the context, resulting in a significant mismatch in language and tone
Listening and Responding	Actively listens to others, responds thoughtfully, and contributes to meaningful discussions	Listens well and responds appropriately, but occasional missed opportunities for engagement	Demonstrates some listening skills, but responses lack depth or relevance	Poor listening skills and inadequate responses hinder effective communication
Confidence and Poise	Displays high levels of confidence, maintaining poise even in challenging situations	Generally confident and composed, with minor instances of nervousness	Demonstrates nervousness or lack of confidence, affecting overall presentation	Overwhelming nervousness and lack of confidence seriously undermine the presentation
Overall Presentation	Exceptional presentation, effectively combining all aspects of speaking skills	Good presentation, with some areas for improvement but overall competence	Fair presentation, highlighting strengths but with significant room for growth	Poor presentation, requiring substantial development in multiple areas

 

1.

2.    

Grade Equivalent:

                          A = 30-36 points

B = 23-29 points

C = 16-22 points

D = 09-15 points

F = 00-08 points