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Journal articles on the topic 'Language Testing Assessment and Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Knoch, Ute. "Research in language assessment." Language Teaching 50, no. 1 (2016): 138–42. http://dx.doi.org/10.1017/s0261444816000331.

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Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide educ

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Bachman, Lyle F. "Assessment and Evaluation." Annual Review of Applied Linguistics 10 (March 1989): 210–26. http://dx.doi.org/10.1017/s0267190500001318.

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Research and development in the assessment of language abilities in the past decade have been concerned both with achieving a better understanding of the nature of language abilities and other factors that affect performance on language tests and with developing methods of assessment that are consistent with the way applied linguists view language use. The way language testers conceptualize language abilities has been strongly influenced by the broadened view of language proficiency as communicative competence that has emerged in applied linguistics. And while this view of language proficiency

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Cope, Nicholas. "Evaluating locally-developed language testing." Australian Review of Applied Linguistics 34, no. 1 (2011): 40–59. http://dx.doi.org/10.1075/aral.34.1.03cop.

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The study reported here investigates the predictive validity of language assessments by ‘Direct Entry’ programs at an Australian University – programs developed on site for Non English Speaking Background international students, principally to provide (i) pre-entry academic and language preparation and (ii) language assessment for university admissions purposes. All 138 students in the sample had entered degree studies via one of the three programs that made up the locally-developed Direct Entry pathway. Inferential statistics (correlation and regression) showed the assessments awarded by two

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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (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 aro

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Vikulina, Olga Vladimirovna. "The functional aspect of assessing the language for specific purposes at Law Departments." Samara Journal of Science 6, no. 1 (2017): 170–75. http://dx.doi.org/10.17816/snv201761305.

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The paper analyzes an evaluation system of law students LSP level that is developed and introduced by the author in Petrozavodsk State University. The development of such an evaluation system is determined by the necessity of making the assessment of law students foreign language competence more systematic, objective, communicative, individualized, covering all language skills, less stressful and including self-evaluation. The paper draws attention to the functional aspect of the evaluation system as the functions of the assessment are responsible for the correct arrangement of testing, evalua

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Darginaviciene, Irena. "SELF-ASSESSMENT OF LANGUAGE SKILLS AND EVALUATION OF PERFORMANCE IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 601. http://dx.doi.org/10.17770/sie2017vol3.2354.

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Although evaluation has been increasingly used in education for a long time, attention to evaluation and its uses in English language teaching is relatively recent. Essentially, evaluation may be carried out to determine if the students achieved a certain level of language proficiency. Recently self-evaluation of language skills has been used to find out how students assess their accomplishments in language learning. On the other hand, formal testing is the most common way to measure achievement and proficiency in language learning that teachers conduct during an academic year. Formal testing

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Kobiakova, N. L. "Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students." MGIMO Review of International Relations, no. 6(39) (December 28, 2014): 262–67. http://dx.doi.org/10.24833/2071-8160-2014-6-39-262-267.

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The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The artic

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Zucchella, Chiara, Angela Federico, Alice Martini, Michele Tinazzi, Michelangelo Bartolo, and Stefano Tamburin. "Neuropsychological testing." Practical Neurology 18, no. 3 (2018): 227–37. http://dx.doi.org/10.1136/practneurol-2017-001743.

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Neuropsychological testing is a key diagnostic tool for assessing people with dementia and mild cognitive impairment, but can also help in other neurological conditions such as Parkinson’s disease, stroke, multiple sclerosis, traumatic brain injury and epilepsy. While cognitive screening tests offer gross information, detailed neuropsychological evaluation can provide data on different cognitive domains (visuospatial function, memory, attention, executive function, language and praxis) as well as neuropsychiatric and behavioural features. We should regard neuropsychological testing as an exten

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Uysal, Hacer Hande. "Developments in Validity Research in Second Language Performance Testing." Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 61–68. http://dx.doi.org/10.5750/bjll.v2i0.15.

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The present paper aims to provide a short historical overview of the theoretical developments in validity research in second language performance testing. A comparative description and critical evaluation of different views such as the “Trinitarian approach” versus the construct validity model; “uniform approach,” versus “unified approach” as well as alternative and critical approaches to validation in L2 performance testing are presented. These various theoretical approaches are introduced in terms of their definitions of the validity concept, their suggested requirements for the validity res

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Europa, Eduardo, Leonardo Iaccarino, David C. Perry, et al. "Diagnostic Assessment in Primary Progressive Aphasia: An Illustrative Case Example." American Journal of Speech-Language Pathology 29, no. 4 (2020): 1833–49. http://dx.doi.org/10.1044/2020_ajslp-20-00007.

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Purpose Diagnosis and classification of primary progressive aphasia (PPA) requires confirmation of specific speech and language symptoms, highlighting the important role of speech-language pathologists in the evaluation process. The purpose of this case report is to inform speech-language pathologists regarding current practices for diagnostic assessment in PPA, describing standard approaches as well as complementary, state-of-the-art procedures that may improve diagnostic precision. Method We describe the diagnostic evaluation of a 49-year-old woman with complaints of progressive word-finding

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MYERS, MARIE J. "Computer-assisted second language assessment: to the top of the pyramid." ReCALL 14, no. 1 (2002): 167–81. http://dx.doi.org/10.1017/s0958344002001313.

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With innovative ways available to assess language performance through the use of computer technology, practitioners have to rethink their preferred strategies of language testing. It is necessary to take into account both the new developments in language learning and teaching research and also the latest features computers have to offer to help with language assessment. In addition to best practices developed over the years in the field, it is necessary for provision to be made for authentic assessments of intercultural communication abilities. After a review of the latest language-testing lit

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TSVETKOVA, Maria. "DYNAMIC ASSESSMENT IN THE FOREIGN LANGUAGE CLASSROOM." Ezikov Svyat (Orbis Linguarum) 18, no. 1 (2020): 173–85. http://dx.doi.org/10.37708/ezs.swu.v18i1.21.

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e present article outlines a sociocultural perspective on L2 classroom evaluation. It explores a way of operationalizing the abstract constructs that inform the Vygotskian theoretical framework and examines factors involved in the continuing interplay between social and individual functioning. The main argument of this paper is that combining traditional, psychometric approaches to language ability evaluation and dynamic assessment performs a twofold function. It allows for reconceptualizing the individual student's role in the process of foreign language (FL) performance and significantly enh

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Alfallaj, Fahad Saleh Suleiman, and Arif Ahmed Mohammed Hassan Al-Ahdal. "Authentic Assessment: Evaluating the Saudi EFL Tertiary Examination System." Theory and Practice in Language Studies 7, no. 8 (2017): 597. http://dx.doi.org/10.17507/tpls.0708.01.

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As early as 1983, Rossi propounded that one of the issues of particular interest and development within the foreign and second language teaching profession is that of proficiency testing or the evaluation of a learner's level of linguistic and communicative competence. This still holds true. On the contrary our pilot study using the Question Paper Evaluating Checklists (included in this paper) indicates that all is not right with the designing of EFL question papers in Saudi Arabia though EFL assessment patterns in the KSA have undergone much change from the time that English was first introdu

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Krajka, Jaroslaw. "Review of English language proficiency assessments for young learners; Editors: Mikyung Kim Wolf, Yuko Goto Butler; Publisher: Routledge, 2017; ISBN: 9781138940369; Pages: 295." Studies in Second Language Learning and Teaching 11, no. 1 (2021): 157–63. http://dx.doi.org/10.14746/ssllt.2021.11.1.7.

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Language assessment has recently attracted a great deal of attention of both researchers and practitioners, which is evidenced, among other things, by a number of well-known monographs (Brown & Abeywickrama, 2010; Coombe et al., 2012; Gordon & Rajagopalan, 2016; Gottlieb, 2006; Komorowska, 2002; Tsagari & Banerjee, 2016, to name just a few), as well as a proliferation of journals oriented towards language testing and assessment (e.g., Language Testing, Assessing Writing, Language Assessment Quarterly, International Journal of Language Testing and Assessment, and Educational Assessm

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Marble-Flint, Karissa J., Kathy H. Strattman, and Marlene A. Schommer-Aikins. "Comparing iPad® and Paper Assessments for Children With ASD: An Initial Study." Communication Disorders Quarterly 40, no. 3 (2018): 152–55. http://dx.doi.org/10.1177/1525740118780750.

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iPad® and paper versions of a receptive vocabulary assessment were administered to 4- to 6-year olds with a diagnosis of autism spectrum disorder (ASD). No differences were found between scores on the two assessments. Standardized testing for children with ASD can be challenging; however, testing using the iPad® may offer a different avenue as it provides visual input that appears to be motivating. Findings suggest iPad® assessments offer an efficient format for itinerant speech-language pathologists (SLPs) and SLPs providing telepractice when creating individualized evaluation plans.

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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.

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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opi

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Tyler, Ann A., and Leslie C. Tolbert. "Speech-Language Assessment in the Clinical Setting." American Journal of Speech-Language Pathology 11, no. 3 (2002): 215–20. http://dx.doi.org/10.1044/1058-0360(2002/022).

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Time constraints are a significant factor for clinic-based and school-based speech-language pathologists. Yet, with a planning process that incorporates parent information and accounts for child temperament, a comprehensive speech and language assessment can be completed within a 90-minute time frame. A parent questionnaire is completed prior to the assessment date, focusing on developmental history, including information about family history of learning difficulties and episodes of otitis media. Standardized and nonstandardized procedures are included in the assessment process in order to obt

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McGill, Megann, Jordan Siegel, and Natasha Noureal. "A Preliminary Comparison of In-Person and Telepractice Evaluations of Stuttering." American Journal of Speech-Language Pathology 30, no. 4 (2021): 1737–49. http://dx.doi.org/10.1044/2021_ajslp-19-00215.

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Purpose The purpose of this study was to compare in-person and telepractice evaluations of stuttering with adult participants. The research questions were as follows: Is an evaluation for stuttering via telepractice equivalent to an in-person evaluation in terms of (a) duration of individual evaluation tasks and overall length of the evaluation, (b) clinical outcomes across evaluating clinicians, and (c) participant experience? Method Participants were 14 adults who stutter (males = 11; age range: 20–68) who were simultaneously assessed via telepractice and in-person. Comprehensive evaluations

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Schmidgall, Jonathan E., Edward P. Getman, and Jiyun Zu. "Screener tests need validation too: Weighing an argument for test use against practical concerns." Language Testing 35, no. 4 (2017): 583–607. http://dx.doi.org/10.1177/0265532217718600.

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In this study, we define the term screener test, elaborate key considerations in test design, and describe how to incorporate the concepts of practicality and argument-based validation to drive an evaluation of screener tests for language assessment. A screener test is defined as a brief assessment designed to identify an examinee as a member of a particular population or subpopulation. Consequently, its focus of measurement is to provide information that distinguishes the targeted subpopulations. Although the trade-off between measurement quality and practicality is an important consideration

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Akyel, Ayse. "Evaluation of an ESP Program." ITL - International Journal of Applied Linguistics 93-94 (January 1, 1991): 1–23. http://dx.doi.org/10.1075/itl.93-94.01aky.

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According to recent arguments, a learning - centered ESP program should take into consideration both the learning needs - what the learner needs to do in order to learn and target needs - what the learner needs to do in the target situation. (Bowers 1980, Hutchinson and Waters 1984, 1987, McDonough 1984.) Hence in line with these arguments, the evaluation of a learning centered ESP program should include both learner assessment (testing) and teacher and learner responses to the program (course evaluation). This paper will present an evaluation of learner and teacher responses to an ESP course

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Connor, Ulla, and Aymérou Mbaye. "14. DISCOURSE APPROACHES TO WRITING ASSESSMENT." Annual Review of Applied Linguistics 22 (March 2002): 263–78. http://dx.doi.org/10.1017/s0267190502000144.

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At present, mastery of English for educational and professional purposes contributes significantly to expansion of the role of English as a language of world communication. In this context, the teaching—and, consequently, the assessment—of EFL/ESL writing is receiving more attention than ever before. This chapter argues that, although this renewed interest in the evaluation of writing has resulted in advances in the field of language testing, it has by and large failed to incorporate insights gained from recent developments in text analysis. There is a considerable gap between current practice

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Bonifacci, Paola, Elena Atti, Martina Casamenti, Barbara Piani, Marina Porrelli, and Rita Mari. "Which Measures Better Discriminate Language Minority Bilingual Children With and Without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment." Journal of Speech, Language, and Hearing Research 63, no. 6 (2020): 1898–915. http://dx.doi.org/10.1044/2020_jslhr-19-00100.

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Purpose This study aimed to assess a protocol for the evaluation of developmental language disorder (DLD) in language minority bilingual children (LMBC). The specific aims were (a) to test group differences, (b) to evaluate the discriminant validity of single measures included in the protocol, and (c) to define which model of combined variables had the best results in terms of efficacy and efficiency. Method Two groups of LMBC were involved, one with typical development ( n = 35) selected from mainstream schools and one with DLD ( n = 20). The study protocol included the collection of demograp

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Skúladóttir, Edda Björk, Kristjana Fenger, Ulrika Bejerholm, and Jan Sandqvist. "Translation and validation of Assessment of Work Performance (AWP) into the Icelandic language and culture." Work 69, no. 4 (2021): 1305–16. http://dx.doi.org/10.3233/wor-213551.

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BACKGROUND: Evidence-based services in vocational rehabilitation call for valid and reliable assessments of work performance for intervention planning and safe return to work for individuals with illness or injuries. Assessments that are easy to use, culturally adapted, and in a language professionals and clients understand is important for their utility. Translation and adaption of assessments to new languages and cultures are of importance to maintain high standards of assessments and the quality of services in the vocational rehabilitation setting. OBJECTIVE: The aim of this study was to tr

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Sverdlova, Iryna. "PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS." Advanced Education 8, no. 18 (2021): 92–101. http://dx.doi.org/10.20535/2410-8286.231421.

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The purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of th

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Castilla-Earls, Anny, Lisa Bedore, Raúl Rojas, et al. "Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1116–32. http://dx.doi.org/10.1044/2020_ajslp-19-00179.

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Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of converging evidence to make diagnostic decisions in DLLs in accordance with the American Speech-Language-Hearing Association's Code of Ethics. The content of this tutorial is most appropriate for Spanish–English DLLs between the ages of 4 and 8 years. Method We propose a converging evidence approach, in which one single method is not the deciding factor

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Viola, Reka, Kornelia Lovas, Zoltan Szabo, et al. "Evaluation of the psychometric properties of the Hungarian quality of life in depression scale." European Psychiatry 23, no. 1 (2008): 49–52. http://dx.doi.org/10.1016/j.eurpsy.2007.11.003.

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AbstractThe paper describes the adaptation and psychometric evaluation of the Hungarian version of the quality of life in depression scale. The adaptation procedure involved: bilingual translation; field-testing for face and content validity; and assessment of instrument's reliability and construct validity. The new language version was shown to be well-accepted by respondents and to have excellent psychometric properties.

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Macrae, Toby. "Comprehensive Assessment of Speech Sound Production in Preschool Children." Perspectives of the ASHA Special Interest Groups 1, no. 1 (2016): 39–56. http://dx.doi.org/10.1044/persp1.sig1.39.

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This paper describes a comprehensive speech sound assessment for preschool children suspected of having a speech sound disorder (SSD). Recommended components include standardized single-word testing, additional single-word testing, connected speech sampling, phonological analyses, stimulability testing, and inconsistency testing. While data collection and some cursory analyses take place during the evaluation session, allowing the speech-language pathologist (SLP) to share key information with the parents/caregivers, much of the in-depth analysis takes place later. Since most preschool childre

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Daub, Olivia, Barbara Jane Cunningham, Marlene P. Bagatto, et al. "Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology." American Journal of Speech-Language Pathology 30, no. 4 (2021): 1894–908. http://dx.doi.org/10.1044/2021_ajslp-20-00032.

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Purpose Limited evidence-based guidelines for test selection continue to result in inconsistency in test use and interpretation in speech-language pathology. A major barrier is the lack of explicit and consistent adoption of a validity framework by our field. In this viewpoint, we argue that adopting the conceptual validity framework in the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014) would support both the development of more meaningful and feasible clinical tests and more appropriate use and interpretation of tests in speech-lan

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Siek-Piskozub, Teresa, Aleksandra Wach, and Anna Raulinajtys. "Research on foreign language teaching in Poland 2000–2006." Language Teaching 41, no. 1 (2008): 57–92. http://dx.doi.org/10.1017/s0261444807004806.

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This is an overview of research on foreign language (FL) teaching published by Polish researchers in the years of 2000–2006. We begin with an outline of the history and the current sociopolitical situation of FL teaching in Poland, which prepares the ground for further discussion. Next, we focus on studies concerned with the evaluation of the recent teaching methodology. The analysis of bilingual programmes and multilingual competence is discussed in ‘Bilingual education and multilingualism’, the process of learning different aspects of language competence is explored in ‘FL learning and secon

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Echemendia, Ruben J., Joanie Thelen, Willem Meeuwisse, et al. "Neuropsychological Assessment of Professional Ice Hockey Players: A Cross-Cultural Examination of Baseline Data Across Language Groups." Archives of Clinical Neuropsychology 35, no. 3 (2020): 240–56. http://dx.doi.org/10.1093/arclin/acz077.

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Abstract Objective Neuropsychological testing in sports has become routine across all levels of play. The National Hockey League (NHL) has conducted baseline neuropsychological assessment of all players since 1997. This study seeks to examine baseline differences among linguistically and culturally diverse groups within the NHL and to present comprehensive normative data for these groups. Method Baseline data were obtained from 3,145 professional hockey players’ baseline symptom reporting, neuropsychological test performance on a battery of traditional “paper and pencil” measures, and self-rep

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Kosevski Puljić, Brigita. "The impact of the Common European Framework of Reference (CEFR) on the assessment of the writing skills in German language teaching in Slovenia." Linguistica 54, no. 1 (2014): 47–59. http://dx.doi.org/10.4312/linguistica.54.1.47-59.

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CEFR is a didactic framework used to describe foreign language competencies. All foreign language curricula in Slovenia refer to this framework. CEFR language proficiency levels have an influence on the testing and assessment of writing competence. In order to quantify this impact, a study using a questionnaire was conducted among teachers of German as a foreign language. It comprised questions about the usefulness of the CEFR in teaching students how to improve their writing ability and in setting the criteria for the evaluation of writing assignments. Furthermore, questions were asked about

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Samoilă, Cornel, Doru Ursuţiu, and Vlad Jinga. "Evaluation software for effects produced by MOOC in mediums with different linguistically levels." Digital Scholarship in the Humanities 34, no. 3 (2018): 633–45. http://dx.doi.org/10.1093/llc/fqy029.

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Abstract MOOC appearance has produced, in a first phase, more discussions than contributions. Despite pessimistic opinions or those catastrophic foreseeing the end of the classic education by accepting MOOC, the authors consider that, as it is happening in all situations when a field is reformed, instead of criticism or catastrophic predictions, an assessment should be simply made. MOOC will not be better or worse if it is discussed and dissected but can be tested in action, perfected by results, or abandoned if it has no prospects. Without testing, no decision is valid. A similarity between t

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Kreyer, Christiane, Johannes Bükki, and Sabine Pleschberger. "Development of a German version of the Carer Support Needs Assessment Tool (CSNAT): The process of translation and cultural adaptation." Palliative and Supportive Care 18, no. 2 (2019): 193–98. http://dx.doi.org/10.1017/s1478951519000671.

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AbstractObjectiveThe Carer Support Needs Assessment Tool (CSNAT) was developed in the UK and has been shown to be effective to assess and address support needs of family carers of terminally ill patients at home. In German language, there is a lack of an evidence-based comprehensive assessment tool for family carers in palliative home care. The objectives of this study were to translate and develop a culturally adapted version of the CSNAT for a German-speaking context including the assessment of feasibility, face, and content validity.MethodA translation and validation study was conducted in

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Yoo, Hanwook, Venessa F. Manna, Lora F. Monfils, and Hyeon-Joo Oh. "Measuring English language proficiency across subgroups: Using score equity assessment to evaluate test fairness." Language Testing 36, no. 2 (2018): 289–309. http://dx.doi.org/10.1177/0265532218776040.

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This study illustrates the use of score equity assessment (SEA) for evaluating the fairness of reported test scores from assessments intended for test takers from diverse cultural, linguistic, and educational backgrounds, using a workplace English proficiency test. Subgroups were defined by test-taker background characteristics that research has shown to be associated with performance on language tests. The characteristics studied included gender, age, educational background, language exposure, and previous experience with the assessment. Overall, the empirical results indicated that the stati

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Luchkina, Tatiana, Tania Ionin, Natalia Lysenko, Anastasia Stoops, and Nadezhda Suvorkina. "Evaluating the Russian Language Proficiency of Bilingual and Second Language Learners of Russian." Languages 6, no. 2 (2021): 83. http://dx.doi.org/10.3390/languages6020083.

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The starting point of most experimental and clinical examinations of bilingual language development is the choice of the measure of participants’ proficiency, which affects the interpretation of experimental findings and has pedagogical and clinical implications. Recent work on heritage and L2 acquisition of Russian used varying proficiency assessment tools, including elicited production, vocabulary recognition, and in-house measures. Using such different approaches to proficiency assessment is problematic if one seeks a coherent vision of bilingual speaker competence at different acquisition

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Mäder, Maria Joana, Bellkiss Wilma Romano, Luciano De Paola, and Carlos Eduardo Soares Silvado. "The Wada Test: contributions to standardization of the stimulus for language and memory assessment." Arquivos de Neuro-Psiquiatria 62, no. 3a (2004): 582–87. http://dx.doi.org/10.1590/s0004-282x2004000400003.

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The Wada Test (WT) is part of the presurgical evaluation for refractory epilepsy. The WT is not standardized and the protocols differ in important ways, including stimulus type of material presented for memory testing, timing of presentations and methods of assessment. The aim of this study was to contribute to establish parameters for a WT to Brazilian population investigating the performance of 100 normal subjects, without medication. Two parallel models were used based on Montreal Procedure adapted from Gail Risse's (MEG-MN,EUA) protocol. The proportions of correct responses of normal subje

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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.

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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of

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Hanna Komorowska. "OCENIANIE W NAUCZANIU JĘZYKÓW OBCYCH. FAKTY, MITY I TRUDNOŚCI." Neofilolog, no. 53/2 (December 30, 2019): 153–70. http://dx.doi.org/10.14746/n.2019.53.2.2.

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The article presents selected psychological and sociological aspects of the process of evaluating educational attainment in language education. Attention is given to stereotypical and ahistorical opinions connected with the role of assessment in grammar-translation and audiolingual methods as well as in the communicative approach. Distortions are also discussed such as introducing testing techniques of a practical value in mass education as solutions responding to authentic communicative needs of the learners or presenting formative evaluation as one of the recent educational innovations. Seve

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Peck, Kyung K., Michelle Bradbury, Nicole Petrovich, et al. "PRESURGICAL EVALUATION OF LANGUAGE USING FUNCTIONAL MAGNETIC RESONANCE IMAGING IN BRAIN TUMOR PATIENTS WITH PREVIOUS SURGERY." Neurosurgery 64, no. 4 (2009): 644–53. http://dx.doi.org/10.1227/01.neu.0000339122.01957.0a.

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Abstract OBJECTIVE Functional magnetic resonance imaging (fMRI) is used to assess language laterality in preoperative brain tumor patients. In postsurgical patients, susceptibility artifacts can potentially alter ipsilateral fMRI activation volumes and the assessment of language laterality. The purpose of this study was to investigate the ability of fMRI to correctly measure language dominance in brain tumor patients with previous surgery because this patient cohort is vulnerable to type II statistical errors and subsequent misjudgment of laterality. METHODS Twenty-six right-handed patients wi

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Putukian, Margot. "Clinical Evaluation of the Concussed Athlete: A View From the Sideline." Journal of Athletic Training 52, no. 3 (2017): 236–44. http://dx.doi.org/10.4085/1062-6050-52.1.08.

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Context: The sideline assessment of concussion is challenging, given its variable presentations, the limited sensitivity and specificity of sideline assessment tools, and how the presentation of the injury evolves over time. In addition, the diagnostic process, as well as the tools used to assess and manage concussion, continue to progress as research and what we know about concussion advance. This paper focuses on the initial assessment on the sideline by reviewing the concussion-evaluation literature, drawing from clinical experience to emphasize a standardized approach, and underscoring the

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Eshtehardi, Reza. "Needs Analysis and Course Design; A Framework for Designing Exam Courses." International Journal of Applied Linguistics and English Literature 6, no. 6 (2017): 274. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.274.

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This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System) exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, w

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Hindeme, Ulrich Orlando Sèna, Katchédé Etienne Iwikotan, and Arlette Joséline Arlette Hounhanou. "Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin." European Journal of Education and Pedagogy 2, no. 1 (2021): 12–19. http://dx.doi.org/10.24018/ejedu.2021.2.1.18.

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This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL

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Margolis, Douglas Paul. "Tsagari, Dina, & IldikoCsépes. (Eds.). Language Testing and Evaluation (Vol. 26). Collaboration in Language Testing and Assessment. Bern, Switzerland: Peter Lang, 2012. Pp. 227. $62.95, cloth. ISBN 978-3-631-63529-2." Modern Language Journal 98, no. 4 (2014): 1066–67. http://dx.doi.org/10.1111/modl.12171.

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Lohmander, A., E. Willadsen, C. Persson, G. Henningsson, M. Bowden, and B. Hutters. "Methodology for Speech Assessment in the Scandcleft Project—An International Randomized Clinical Trial on Palatal Surgery: Experiences from a Pilot Study." Cleft Palate-Craniofacial Journal 46, no. 4 (2009): 347–62. http://dx.doi.org/10.1597/08-039.1.

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Objective: To present the methodology for speech assessment in the Scandcleft project and discuss issues from a pilot study. Design: Description of methodology and blinded test for speech assessment. Speech samples and instructions for data collection and analysis for comparisons of speech outcomes across five included languages were developed and tested. Participants and Materials: Randomly selected video recordings of 10 5-year-old children from each language (n = 50) were included in the project. Speech material consisted of test consonants in single words, connected speech, and syllable ch

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Malinova, Anna, and Olga Rahneva. "AUTOMATIC GENERATION OF ENGLISH LANGUAGE TEST QUESTIONS USING MATHEMATICA." CBU International Conference Proceedings 4 (September 17, 2017): 906–9. http://dx.doi.org/10.12955/cbup.v4.794.

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This paper describes a computer algebra-aided generation of two types of English language tests, which further develops our recent work in this domain. The computer algebra system Wolfram Mathematica significantly advances the process of English language testing and assessment. The automatic generation of questions allows us to create a large set of equivalent questions of a certain topic based on a small amount of input values. This reduces authoring time during test creation, avails application of equal criteria and a fair assessment, and decreases the influence of subjective factors. In our

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Johnson, Carla J., and Cynthia M. Shewan. "A New Perspective in Evaluating Clinical Effectiveness The UWO Clinical Grading System." Journal of Speech and Hearing Disorders 53, no. 3 (1988): 328–40. http://dx.doi.org/10.1044/jshd.5303.328.

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To improve assessment of the performance of speech-language pathology students in clinical practicum, faculty and students in the Department of Communicative Disorders at the University of Western Ontario developed a new evaluation instrument, the UWO Clinical Grading System (UW0-CGS). This article reports on the development and field-testing of the UWO-CGS and includes estimates of the instrument's intrasupervisor and intersupervisor reliability. Results of content-related, construct-related, and criterion-related investigations are reported to support the inference that the UWO-CGS is a vali

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D, Gonzalez, Hung C, McGinley J, et al. "A-257 Use of inpatient tele-neuropsychological evaluation to assist neurological management of a complex Spanish-speaking patient in the time of COVID-19." Archives of Clinical Neuropsychology 35, no. 6 (2020): 1052. http://dx.doi.org/10.1093/arclin/acaa068.257.

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Abstract Objective The COVID-19 pandemic has impacted traditional neuropsychological practices as in-person evaluations have been postponed. Controversy and ongoing discussion remains about the validity and appropriateness of teleneuropsychology, but provider and patient risk associated with in-person testing needs to be considered when cognitive evaluation is warranted. We describe the remote evaluation of a man hospitalized with altered mental status and positive COVID-19 infection and the effectiveness of teleneuropsychology in clarifying cognition/assisting clinical management in a non-Eng

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Ihsan, Helli. "VALIDITAS ISI ALAT UKUR PENELITIAN KONSEP DAN PANDUAN PENILAIANNYA." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 2 (2016): 266. http://dx.doi.org/10.17509/pedagogia.v13i2.3557.

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There are many definitions of the validity of the content but Haynes et al . (1995 ) managed to make an excellent definition so that each phrase of the definition is well described by him . From the description that he created , the author tries to apply it in the form of creating content validity assessment table . The assessment guide contains a quantitative assessment of the elements of measuring instruments, the relevance of the statement of the definition of conceptual and critical operations and how well the structure of language and simplicity sentence in a deciphering statement. This c

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Retnaningsih, Woro, Djatmiko, and Sumarlam. "Developing Model Assesement for Learning (AFL) to Improve Quality and Evaluation in Pragmatic Course in IAIN Surakarta." English Language Teaching 10, no. 5 (2017): 97. http://dx.doi.org/10.5539/elt.v10n5p97.

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The research objective is to develop a model of Assessment for Learning (AFL) in Pragmatic course in IAIN Surakarta. The research problems are as follows: How did the lecturer develop a model of AFL? What was the form of assessment information used as the model of AFL? How was the results of the implementation of the model of assessment. The method used in this study is Research, Development and Diffusion. There were three steps activities in this model. The first step, the researcher done the activities included doing the basic scientific inquiry, investigation issues of education, data colle

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Fabiano-Smith, Leah. "Standardized Tests and the Diagnosis of Speech Sound Disorders." Perspectives of the ASHA Special Interest Groups 4, no. 1 (2019): 58–66. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0018.

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Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published crite

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