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Vers un outil d'évaluation du langage préscolaire et détecteur de préalables pour l'éducation de base au Cameroun en cas de retard de langage
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Évaluation et identification perceptives d’accents ouest-africains en français
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In: ISSN: 0959-2695 ; EISSN: 1474-0079 ; Journal of French Language Studies ; https://hal.archives-ouvertes.fr/hal-02271356 ; Journal of French Language Studies, Cambridge University Press (CUP), 2011, 21, pp.361-379 (2011)
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Enhanced automatic question creator - EAQC: concept, development and evaluation of an automatic test item creation tool to foster modern e-education
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Towards Exploring Linguistic Variation in ASR Errors: Paradigm & Tool for Perceptual experiments
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In: Proceedings of the New tools and methods for very-large-scale phonetics research workshop (VLSP'11) ; New tools and methods for very-large-scale phonetics research workshop (VLSP'11) ; https://hal.archives-ouvertes.fr/hal-01135133 ; New tools and methods for very-large-scale phonetics research workshop (VLSP'11), Jan 2011, Philadelphie, United States (2011)
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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In: Rios, Joseph A.(2011). Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/3j75b8bm (2011)
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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Language Outcome After Left Temporal Lobectomy in Patients with Discordant fMRI and Sodium Amobarbital Testing Results
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In: Dissertations (1934 -) (2011)
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Adapting the Bilingual Aphasia Test to Rarotongan (Cook Islands Maori) : linguistic and clinical considerations
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Evaluating locally-developed language testing : a predictive study of 'direct entry' language programs at an Australian university
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Abstract:
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 programs to satisfactorily predict academic outcomes, while predictive validity for one was not demonstrated. Descriptive statistics (mean pass rates and academic averages) then revealed a pattern of relatively poor academic performance in certain university disciplines to which particular Direct Entry programs were dedicated. Informed by principles of language program evaluation, the study’s outcomes were seen as both summative and formative: remedial strategies are accordingly recommended. While the specific relevance of the study’s findings is to the particular institutional context in which the study was conducted, the study instantiates a perspective on language assessment validation of broader relevance in an Australian context where locally-developed Direct Entry programs – about which the research literature is largely silent – are increasingly widespread. ; 20 page(s)
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Keyword:
academic achievement; Australia; English for academic purposes; higher education; language tests; test validity and reliability
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URL: http://hdl.handle.net/1959.14/132175
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Performance Assessments of Two-Way, Free-Form, Speech-to-Speech Translation Systems for Tactical Use
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In: DTIC (2011)
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Strengthening Homeland Security through Improved Foreign Language Capability
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In: DTIC (2011)
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Evaluating Predictors of Foreign Language Learning
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In: DTIC (2011)
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