Gotowe bibliografie tematyczne / Computer adaptive language testing (CALT)

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  4. Streszczenia konferencji

Gotowa bibliografia na temat „Computer adaptive language testing (CALT)”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Computer adaptive language testing (CALT)"

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Noijons, José. "Testing Computer Assisted Language Testing." CALICO Journal 12, no. 1 (2013): 37–58. http://dx.doi.org/10.1558/cj.v12i1.37-58.

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Much computer assisted language learning (CALL) material that includes tests and exercises looks attractive enough but is clearly lacking in terms of validation: the possibilities of the computer and the inventiveness of the programmers mainly determine the format of tests and exercises, causing possible harm to a fair assessment of pupils' language abilities.
 This article begins with a definition of computer assisted language testing (CALT), followed by a discussion of the various processes involved. E3oth advantages and disadvantages of CALT are outlined. Psychometric aspects of comput
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Gawliczek, Piotr, Viktoriia Krykun, Nataliya Tarasenko, Maksym Tyshchenko, and Oleksandr Shapran. "COMPUTER ADAPTIVE LANGUAGE TESTING ACCORDING TO NATO STANAG 6001 REQUIREMENTS." Advanced Education 8, no. 18 (2021): 19–26. http://dx.doi.org/10.20535/2410-8286.225018.

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The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”,
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Meunier, Lydie E. "Computer Adaptive Language Tests (CALT) Offer a Great Potential for Functional Testing. Yet, Why Don't They?" CALICO Journal 11, no. 4 (2013): 23–39. http://dx.doi.org/10.1558/cj.v11i4.23-39.

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Computer adaptive language testing (CALT) is a relatively new computer based testing approach which offers substantial advantages such as 1) the ability for examinees to pace themselves, the ability 2) to individualize tests, 3) to make tests shorter, 4) to promote a more positive attitude toward tests, 5) to report test results immediately, 6) to measure tests with precision, and 7) to improve test security. CALT tailors tests to the student's level of language ability. The item sequencing of CALT is based on a continuum of difficulty; items are calibrated according to their difficulty index.
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Mahajan, Muskan. "A LITERATURE REVIEW OF THE OPPORTUNITIES AND BARRIERS IN COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)." Journal of English Language and Literature 09, no. 03 (2022): 37–48. http://dx.doi.org/10.54513/joell.2022.9305.

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The use of computers in language instruction has been a topic of research interest since the 1960s. The following literature review gives an overview of how Computer-assisted language learning (CALL) has evolved from mainframe-based drill and practice programs to NLP-based conversational agents that function as language tutors. Further, the review examines the economic, logistic, and technical to adopting CALL. Ultimately, the review sheds light on the new opportunities presented to CALL to overcome the barriers, primarily owing to advancements in the field of adaptive learning and testing and
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Magal-Royo, Teresa, Laborda Jesus Garcia, and Sara Price. "A New m-Learning Scenario for a Listening Comprehension Assessment Test in Second Language Acquisition [SLA]." JUCS - Journal of Universal Computer Science 23, no. (12) (2017): 1200–1214. https://doi.org/10.3217/jucs-023-12-1200.

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Computer adaptive language testing offers the possibility to research and practice m-learning using ubiquitous technology. Virtual education in m-learning uses conventional Learning Objects (LO) to enable the possibility of development of several tasks oriented towards language learning including the assessment and verification of skill improvements in second language acquisition. So far, there are few research papers on the impact of using new multimodal digital resources as LO in the design process of foreign language assessment tests through mobile devices because many English certification
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Hussain, Riaz, Muhammad Sumair Zahid, and Youshaib Alam. "Ensuring Viable Solutions in Resource-Constrained Language Teaching Settings: ESL Learners Perceptions about Computer-Assisted Language Testing (CALT)." Sustainable Business and Society in Emerging Economies 3, no. 4 (2021): 509–19. http://dx.doi.org/10.26710/sbsee.v3i4.2052.

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Purpose: Across the globe, organizations operating in testing services have made optimum use of this technology and seem to have won greater trust and confidence of the test-takers. The purpose of the current study was to explore the perceptions of ESL learners about Computer-Assisted Language Testing (CALT). It further aimed to investigate the challenges and problems learners encounter during the test.
 Design/Methodology/Approach: The current study had two phases: CALT test and a questionnaire-based survey. In the first phase, the researchers designed and conducted a CALT test to give l
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Madsen, Harold. "Evaluating A Computer-Adaptive ESL Placement Test." CALICO Journal 4, no. 2 (2013): 41–50. http://dx.doi.org/10.1558/cj.v4i2.41-50.

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The purpose of this article is to evaluate one of the first operational computerized-adaptive ESL tests in the United States. Utilizing an item bank of 300 grammar and reading items, the CALT exam was administered to 72 foreign students and later to 42 FL students; subjects also responded to a questionnaire. Results showed an overwhelmingly positive reaction to the computerized tests, but significant negative reaction by most Japanese students. In addition, the CALT was far more efficient than conventional paper and pencil tests.
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Notash, Masoud Yaghoubi, and Maryam Mahmoodi. "Grammatical accuracy & length across computer-assisted and pencil–and-paper assessments: Variation in advanced-level EFL writing." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 1 (2016): 989–96. http://dx.doi.org/10.24297/ijrem.v7i1.3852.

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The sweeping trend of communication technologies increasingly makes computers and computer-based operations an indispensable part of our everyday lives. Education as a institution deeply rooted within the context of the broader community can, therefore, hardly afford to do without the digital era. Assessment, as a subcategory of education, is expected to be under the influence of the same trend. The present study, focusing on the EFL situation in Iran compared two equal-sized advanced learners’  each containing 20) writing accuracy and length. One group employed the traditional paper-and-pe
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Larson, Jerry W., and Harold S. Madsen. "COMPUTERIZED ADAPTIVE LANGUAGE TESTING: MOVING BEYOND COMPUTER-ASSISTED TESTING." CALICO Journal 2, no. 3 (2013): 32–37. http://dx.doi.org/10.1558/cj.v2i3.32-37.

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Tests with their many inexact measurements have been the concern of psychometricians for many years. The two issues of adequate precision and a common 'yardstick' for measuring persons of different abilities have been particularly difficult to deal with. Computer-adaptive testing holds great promise in dealing with these and related issues in the field of testing. This paper describes several test variables of concern and explains the concept of computer-adaptive testing and its relationship to these variables.
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Chalhoub–Deville, Micheline, and Craig Deville. "COMPUTER ADAPTIVE TESTING IN SECOND LANGUAGE CONTEXTS." Annual Review of Applied Linguistics 19 (January 1999): 273–99. http://dx.doi.org/10.1017/s0267190599190147.

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The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater app
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Rozprawy doktorskie na temat "Computer adaptive language testing (CALT)"

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Mousavi, Seyyed Abbas. "Development and Validation of a Multimedia Computer Package for the Assessment of Oral Proficiency of Adult ESL Learners: Implications for Score Comparability." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365987.

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This thesis is about the conceptualization, design, development, trial, and validation of a multimedia package for the computer-based administration of an interview in testing the general English language proficiency of adult ESL learners. This research is significant at both theoretical and practical levels. Theoretically, it fills a gap in the comparability studies of computer-based tests and conventional face-to-face interviews. It also sheds light on the usability and validity of a new mode of presentation which treats the computerized test driven language production as an aspect of the ta
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Yang, Tae-kyoung Chang Hua-Hua. "Measurement of Korean EFL college students' foreign language classroom speaking anxiety evidence of psychometric properties and accuracy of a computerized adaptive test (CAT) with dichotomously scored items using a CAT simulation /." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/2199/yangt52868.pdf.

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Yang, Tae-kyoung. "Measurement of Korean EFL college students' foreign language classroom speaking anxiety: evidence of psychometric properties and accuracy of a computerized adaptive test (CAT) with dichotomously scored items using a CAT simulation." Thesis, 2005. http://hdl.handle.net/2152/2199.

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Książki na temat "Computer adaptive language testing (CALT)"

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Mislevy, Robert J. Graphical models and computerized adaptive testing. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles, 1997.

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Almond, Russell G. Graphical models and computerized adaptive testing. Educational Testing Service, 1998.

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Carol, Taylor, ed. The relationship between computer familiarity and performance on computer-based TOEFL test tasks. Educational Testing Service, 1998.

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O'Gorman, Thomas W. Adaptive tests of significance using permutations of residuals with R and SAS. Wiley, 2012.

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Chalhoub-Deville, Micheline. Issues in Computer-Adaptive Testing of Reading Proficiency: Studies in Language Testing 10 (Studies in Language Testing). Cambridge University Press, 2000.

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Studies in Language Testing 10: Issues in Computer-Adaptive Testing of Reading Proficiency. Cambridge University Press, 2000.

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O'Gorman, Thomas W. Adaptive Tests of Significance Using Permutations of Residuals with R and SAS. Wiley & Sons, Incorporated, John, 2012.

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O'Gorman, Thomas W. Adaptive Tests of Significance Using Permutations of Residuals with R and SAS. Wiley & Sons, Limited, John, 2012.

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O'Gorman, Thomas W. Adaptive Tests of Significance Using Permutations of Residuals with R and SAS. Wiley & Sons, Incorporated, John, 2012.

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O'Gorman, Thomas W. Adaptive Tests of Significance Using Permutations of Residuals with R and SAS. Wiley & Sons, Incorporated, John, 2012.

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Streszczenia konferencji na temat "Computer adaptive language testing (CALT)"

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Bargat, Aurore. "Computer Adaptive Language Tests (CALT)." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.10.

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Kumar, V., A. Castellanos, J. Ortega, et al. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recen
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Yousif, Shermeen. "Using Language-Based and Generative Deep Learning Models for Encoding Design Intentions and Modifying Architectural Design." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.32.

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Artificial intelligence models are moving design exploration beyond the deterministic rule-based parametric systems by offering new possibilities and expanding the design space, which has become more flexible and adaptive to change. Yet, the fact that AI models are independently learning on their own, raises issues with designers’ control over the process. More recently, models that bridge natural language processing and computer-vision such as Contrastive Language-Image Pre-Training (CLIP) have been integrated into generative deep learning models such as StyleGAN, combining the generative and
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