Relevant bibliographies by topics / English language Educational tests and measurements

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English language Educational tests and measurements'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English language Educational tests and measurements"

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Salamanca, Carolina, and Sara I. Montoya. "Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution." English Language Teaching 11, no. 11 (October 9, 2018): 19. http://dx.doi.org/10.5539/elt.v11n11p19.

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In Colombia, the development of communicative skills of English as a foreign language in students of Higher Educational Institutions (HEIs) is considered as a priority so the professionals can face the challenges of a globalized world. This project aimed to determine the effectiveness of using CLIL approach through the academic subjects in first learning level students of a Nursing program. The research had a mixed quasi experimental design of a control group not equivalent with measurements before and after CLIL interventions, which consisted in accompanying and guidance to six teachers who instruct the seven subjects of the academic program in which the experimental group was. Along 17 applications designed from the 4C’s (Content, Cognition, Communication and Culture), and the methodology collaborative work, students showed a significant progress in using communicative and cognitive abilities according with the development performances. The used tests to evaluate students’ English level showed from the statistical data analysis, applying T-student test, that initiating the process the mean of the control group was significantly higher than the mean of the experimental group, and posteriorly to CLIL approach applications, a mean improvement of the experimental group was observed becoming statistically similar to the mean of the control group. The research results provide a pedagogical path to strengthen bilingualism processes and to contribute with graduate’s communicative competences in a foreign language.
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Gibbons, Laura, Paul K. Crane, Kala M. Mehta, Otto Pedraza, Yuxiao Tang, Jennifer J. Manly, Kaavya Narasimhalu, Jeanne Teresi, Richard N. Jones, and Dan Mungas. "Multiple, correlated covariates associated with differential item functioning (DIF): Accounting for language DIF when education levels differ across languages." Ageing Research 2, no. 1 (April 28, 2011): 4. http://dx.doi.org/10.4081/ar.2011.e4.

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Differential item functioning (DIF) occurs when a test item has different statistical properties in subgroups, controlling for the underlying ability measured by the test. DIF assessment is necessary when evaluating measurement bias in tests used across different language groups. However, other factors such as educational attainment can differ across language groups, and DIF due to these other factors may also exist. How to conduct DIF analyses in the presence of multiple, correlated factors remains largely unexplored. This study assessed DIF related to Spanish versus English language in a 44-item object naming test. Data come from a community-based sample of 1,755 Spanish- and English-speaking older adults. We compared simultaneous accounting, a new strategy for handling differences in educational attainment across language groups, with existing methods. Compared to other methods, simultaneously accounting for language- and education-related DIF yielded salient differences in some object naming scores, particularly for Spanish speakers with at least 9 years of education. Accounting for factors that vary across language groups can be important when assessing language DIF. The use of simultaneous accounting will be relevant to other cross-cultural studies in cognition and in other fields, including health-related quality of life.
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Ahmadi Shirazi, Masoumeh. "For a Greater Good: Bias Analysis in Writing Assessment." SAGE Open 9, no. 1 (January 2019): 215824401882237. http://dx.doi.org/10.1177/2158244018822377.

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Threats to construct validity should be reduced to a minimum. If true, sources of bias, namely raters, items, tests as well as gender, age, race, language background, culture, and socio-economic status need to be spotted and removed. This study investigates raters’ experience, language background, and the choice of essay prompt as potential sources of biases. Eight raters, four native English speakers and four Persian L1 speakers of English as a Foreign Language (EFL), scored 40 essays on one general and one field-specific topic. The raters assessed these essays based on Test of English as a Foreign Language (TOEFL) holistic and International English Language Testing System (IELTS) analytic band scores. Multifaceted Rasch Measurement (MFRM) was run to find extant biases. In spite of not finding statistically significant biases, several interesting results emerged illustrating the influence of construct-irrelevant factors such as raters’ experience, L1, and educational background. Further research is warranted to investigate these factors as potential sources of rater bias.
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Treffers-Daller, Jeanine. "Operationalizing and measuring language dominance." International Journal of Bilingualism 15, no. 2 (February 10, 2011): 147–63. http://dx.doi.org/10.1177/1367006910381186.

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The aim of this article is to show how measures of lexical richness (Guiraud, 1954; Malvern, Richards, Chipere, & Durán, 2004) can be used to operationalize and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch—French bilinguals from Brussels and 24 French—English bilinguals from Paris). The most important advantage of the proposed operationalization is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardized tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
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Pereira, Nielsen. "Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale." Gifted Child Quarterly 65, no. 2 (January 27, 2021): 153–66. http://dx.doi.org/10.1177/0016986220985942.

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The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.
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Espin, Christine, Teri Wallace, Heather Campbell, Erica S. Lembke, Jeffrey D. Long, and Renata Ticha. "Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests." Exceptional Children 74, no. 2 (January 2008): 174–93. http://dx.doi.org/10.1177/001440290807400203.

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We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.
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Nazim, Mohammed, and Abduljalil Hazaea. "Enhancing Language Assessment Skills among Faculty Members in Saudi EFL Context." Journal of Language and Education 6, no. 4 (December 31, 2020): 138–52. http://dx.doi.org/10.17323/jle.2020.10124.

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In Saudi higher education, assessment has shifted to incorporate intended learning outcomes rather than merely textbook content. Subsequently, faculty members unwillingly participate in high-stakes competitive and harmonized assessment in English as a Foreign Language (EFL) courses during the preparatory year (PY). These challenges emphasize the importance of need-based training for faculty members. Accordingly, this context-specific study scrutinized faculty members’ needs as well as the impact of a training program on engaging the participants and on fostering language assessment skills (LASs) among them. In so doing, an action research design used pre- and post-questionnaires and included a training portfolio to collect data from 31 faculty members. The study first identified those needs as instructional skills, design skills, and educational measurement skills. In the context of professional development, the researchers designed a training program based on those reported needs. During training, the participants expressed their satisfaction with the language assessment. After the training, the participants greatly improved their LASs. The paired tests indicated that the faculty members increased their instructional skills, design skills, and skills of educational measurement. Further research is recommended for enhancing LASs among EFL students.
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Wijgh, I. F. "Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen." Taaltoetsen 31 (January 1, 1988): 182–86. http://dx.doi.org/10.1075/ttwia.31.19wij.

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Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.
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Mashuri, Mashuri, and Enung Hasanah. "Manajemen Pembelajaran Bahasa Inggris dalam Meningkatkan Hasil Belajar Siswa saat Pandemi Covid-19 di SMA Muhammadiyah 3 Yogyakarta." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 2 (June 1, 2021): 227–34. http://dx.doi.org/10.30872/diglosia.v4i2.174.

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The purpose of this study was to determine the effectiveness of distance learning during the Covid-19 pandemic in the management of English learning and to improve student achievement at SMA Muhammadiyah 3 Yogyakarta. The research approach used is descriptive qualitative, with data collection techniques through interviews and observations. The research subjects were English teachers and deputy principals of SMA Muhammadiyah 3 Yogyakarta. The results of the study are as follows. First, English education planning is prepared based on subjects, competency standards, basic competencies, learning objectives, teaching modules, procedures, time allocation, learning activities, learning resources/equipment, and evaluation of distance education students' learning outcomes during the Covid- 19. Second, the implementation of education that the teacher is trying has been guided by the latest updated syllabus and online learning implementation plan. English teachers have practised innovative education during the Covid-19 pandemic, such as Google Classroom, Zoom, WhatsApp, and many more. Distance learning that the teacher applies is to open lessons, deliver modules or teaching materials two days before learning activities occur, and discuss learning with students where learning is student-centred. The educational process places more emphasis on the cognitive and psychomotor domains. Third, learning assessment uses pre-test and post-test when online education takes place. The evaluation method used in learning applies direct observation, carries out tests/exercises at the end of the lesson so that the teacher knows the weaknesses and measurements of each student. Learning support facilities at Muhammadiyah 3 High School Yogyakarta are equipped with a language laboratory to facilitate the implementation of learning English more effectively.
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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.

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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
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Dissertations / Theses on the topic "English language Educational tests and measurements"

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Fullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.

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O'Loughlin, Kieran John. "The comparability of direct and semi-direct speaking tests : a case study /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000378.

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Harris, Bryn. "Defining and identifying giftedness in English language learners of Mexican descent." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331352.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational and Counseling Psychology, 2008.
Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4243. Adviser: Jack A. Cummings.
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Lo, Pik-yee. "Formative assessment in English language education in local primary schools." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37365654.

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Carter, Joshua James. "Technology Integration and English Language Learners." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.

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The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.

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Leung, Ka-wing Winnie. "Formative use of summative tests a primary school case study /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004015X.

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Starks, Kevin D. "A Content Analysis of Cultural Sensitivity within K-5 English Language Arts Common Core Fictional Exemplar Texts." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814379.

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In this study, the researcher investigated cultural sensitivity within the mandated English Language Arts Common Core exemplar fictional texts that “serve as useful guideposts in helping educators select texts of similar complexity, quality and range” (Common Core State Standards, n.d., p. 2) for kindergarten through fifth grade, for the state of Missouri. The researcher utilized a modified version of Frances Ann Day’s children’s literature evaluation framework, “Evaluating Children’s Books for Bias,” an adaptation of the Council on Interracial Books for Children’s, “Guidelines for Selecting Bias-Free Textbooks and Storybooks,” to test for cultural sensitivity within 50 of the 90 suggested fictional texts. Day’s framework included investigating omission, illustrations, story lines, authenticity, relationships, depiction of heroes, self-image, author/illustrator background and perspective, language, and copyright date. From Day’s work, the researcher created two separate frameworks, Literature Analysis Framework-First Round, and Literature Analysis Framework-Second Round. Literature Analysis Framework-First Round consisted of passage title, race of author, race of illustrator, copyright date, whether minority characters were present, the number of minority characters, and the number of Caucasian characters. Literature Analysis Framework-Second Round consisted of titles with minority characters, illustrations, relationships/heroes, language, and storyline.

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Wright, Amy. "Quantitative Study on the Performance Gap in Reading and English Language Arts." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975617.

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This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high schools in the State of Florida, three of which are Title 1 schools and three of which are Non-Tile 1 schools. This study evaluates the difference in student performance from year to year and between the school types. This study analyzes archival student performance data for approximately 25,000 students in 9th and 10th grades. This research study found that a performance gap exists specifically with students attending Title 1 schools which results in a performance gap for the group as a whole. This study also found that over the course of time evaluated the performance gap has widened and the performance of students attending Non-Title 1 schools has dropped almost to the level of creating a performance gap.

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Yu, Ying. "The washback effects of school-based assessment on teaching and learning a case study /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44248933.

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Coyle, Monica Norton. "The New Jersey high school proficiency test in writing: a pragmatic face on an autonomous mode /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11302136.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Clifford Hill. Dissertation Committee: Lucy Calkins. Includes bibliographical references (leaves 195-201).
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Books on the topic "English language Educational tests and measurements"

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International Assessment of Educational Progress (Project). Mathematics: Results for Ontario, English-language schools. [Toronto, Ont.]: Ontario Ministry of Education, Learning Assessment Branch, 1992.

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International Assessment of Educational Progress (Project). Science: Results for Ontario, English-language schools. [Toronto, Ont.]: Ontario Ministry of Education, Learning Assessment Branch, 1992.

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Kitao, S. Kathleen. Fundamentals of English language testing. Tokyo: Eichosha Co., 1999.

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Christina, Lacie, ed. Cahsee English language arts. 2nd ed. Hauppauge, NY: Barron's Educational Series, 2008.

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(Firm), Lumos Learning, ed. Common core assessments and online workbooks: English language arts. Piscataway, N.J: Lumos Information Services, 2013.

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Marshall, Bethan. Testing English: Formative and summative approaches to English assessment. New York: Continuum International Pub. Group, 2010.

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Massachusetts. Dept. of Education. Release of Fall 2001 test items: English Language Arts Composition grade 10 retest. Malden, Mass: Massachusetts Department of Education, 2002.

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Education, Massachusetts Dept of. Release of fall 2001 : English Language Arts Session 3 grade 10 retest. test items. Malden, Mass: Massachusetts Department of Education, 2002.

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Samples of students' writing from the grade 9 English language arts achievement test, June 1994. Edmonton, AB: Alberta Education, 1995.

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Avila, Edward A. De. LAS: Language assessment scales : oral. 2nd ed. Monterey, Calif: CTB/McGraw-Hill, 2004.

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Book chapters on the topic "English language Educational tests and measurements"

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Gutiérrez-Fresneda, Raúl. "Relationships in the Learning Process of Reading Comprehension in Spanish and English." In Advances in Educational Technologies and Instructional Design, 281–301. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch012.

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English is one of the most studied and used languages worldwide. The process of acquiring reading is a complex task that involves mastering a set of strategies aimed at assimilating written information by the reader. Different studies have shown that the process of understanding reading in the mother tongue has certain similarities with this same learning in English because in both situations semantic and contextual information is used, but there are also several authors who point out that there are distinctions between reading models in a first and second language. This chapter delves into these relationships, which focus on analysing the variables that most influence the learning of comprehensive capacity in Spanish and English. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. The study involved 120 students aged between 8 and 9. The results indicate that there are a number of factors that are related in learning to read in Spanish and English.
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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development, 54–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.

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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Drigas, Athanasios, Dimitris Kouremenos, and John Vrettaros. "E-Learning, Fuzzy Methods, and Sign Language Video to Enhance Teaching for Hearing Impaired." In Advances in Educational Marketing, Administration, and Leadership, 193–203. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch009.

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This chapter discusses the e-learning methods that were used within the Dedalos project for the teaching of English (as a second language) to deaf and hearing impaired people through the use of Sign Language. Firstly, special educational e-content was developed using modern digital and animation technologies, which was divided into educational levels in accordance to the special needs of the deaf and hearing impaired students. In addition, this special educational content was embedded in a newly developed e-learning environment aiming at the distance training of the aforementioned target group. Apart from the educational material, special evaluation tests were embedded in the e-learning environment towards the assessment and evaluation of the skills of the students. Finally, an intelligent taxonomy system was used for setting the e-content to the right level as well as for the realization of the evaluation process. The procedure can be used in tertiary education.
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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning, 388–406. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.

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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Cognitive Development and Deaf Children." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0011.

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There is a long history of investigations reporting that deaf children lag behind hearing peers in learning, problem solving, and creativity. In this chapter we describe the kinds of evidence that led to such conclusions and the extent to which they appear to be valid today. Early research concerning cognitive development in deaf children often was aimed at understanding intellectual growth “in the absence of language.” Other investigations involved tasks that required comprehension of English or histories of reading. More recently, we have come to understand that both kinds of evaluation might be biased against deaf children. Still, ways in which deaf children’s atypical histories of language functioning and educational experience might influence their cognitive development are largely unexplored. There have been a variety of studies dealing with deaf children’s cognitive skills, and especially memory, sometimes including consideration of language fluencies and degree of hearing loss. More recently, various tests of cognitive ability have been developed that are nonverbal in nature or can be administered through sign language. The extent to which those tests accurately reflect the thinking skills of deaf children still remains poorly understood, as does the question of whether such tests tap the same skills that they do in hearing children. Further, some people still make the appealing but dubious assumption that cognitive development is essentially the same for deaf and hearing children (see Braden, 2001; Marschark & Lukomski, 2001, for discussion). Studies of intelligence and academic abilities of minority and underprivileged children during the 1960s and 1970s led to a concern about the lack of cultural fairness in testing. It was recognized at the time that the nature of children’s early environments could influence later performance on intelligence measures and academic achievement. This issue was never adequately addressed with regard to deaf children, most of whom clearly have early childhood experiences that could cause differences in test performance. As a result, deaf children were often described as “deficient” or as “concrete, literal thinkers” who were unlikely to be able to grasp the kinds of abstract concepts necessary for academic success.
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Conference papers on the topic "English language Educational tests and measurements"

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Dai, L., Y. Ma, and D. J. Caswell. "Experimental Assessment of Speech Privacy and Intelligibility in Multi-Language Environments." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-39228.

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Abstract:
In the current literature, most assessments for speech privacy and speech intelligibility are relying on the subjective measurements utilized with the test materials of English and other Western languages. Effects of different languages and accents in speech privacy and speech intelligibility are usually overseen. This study aims at the speech privacy assessment of closed offices in multicultural environments. Subjective measurements are conducted in this study for closed offices by using English and a tonal language. The evaluation differences in speech privacy between the two languages are evident and significant. It is also found in this study that the existing single word tests used in research and industrial practice for subjectively evaluating speech privacy should be modified when closed spaces are considered. The subjective measurement results of this study are also compared with the objective measurement indices AI.
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2

Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.

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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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