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Hits 221 – 240 of 1.629

221
Correlating English Language Learner CRCT Scores on the Basis of English Language Learner ACCESS Scores
In: Doctoral Dissertations and Projects (2016)
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222
Standard setting in specific-purpose language testing: what can a qualitative study add?
Manias, Elizabeth; McNamara, Tim. - : Sage, 2016
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223
The Knowledge Of Romani And School Readiness Of Roma Children ...
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224
Inklusion von Roma-Schülerinnen und Schülern: (Wie) Können Sprachtherapie und Sprachheilpädagogik unterstützen?
In: Stitzinger, Ulrich [Hrsg.]; Sallat, Stephan [Hrsg.]; Lüdtke, Ulrike [Hrsg.]: Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis. Idstein : Schulz-Kirchner Verlag 2016, S. 325-331. - (Sprachheilpädagogik aktuell. Beiträge für Schule, Kindergarten, therapeutische Praxis; 2) (2016)
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225
Sprachdiagnostik als Ausgangspunkt für Förderung mehrsprachiger Schülerinnen und Schüler
In: Pädagogik leben (2016) 2, S. 10-12 (2016)
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226
Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection (Pub Version, Open Access)
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227
Survey of Zayse, Zergulla and Related Speech Varieties
Magnusson, Carol; Jordan, Linda; Hussein Mohammed Musa. - : SIL International, 2016
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228
Sui Dialect Research
Castro, Andy; Pan Xingwen; Castro, Ching-yee. - : SIL International, 2016
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229
The Sociolinguistic Situation of the Hunjara-Kaina Ke Language
Retsema, Thom; Gray, Rachel; Hiley, Rachel. - : SIL International, 2016
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230
A Sociolinguistic Survey of the Tongwe Community
Kotarska-Boczek, Ania. - : SIL International, 2016
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231
A Sociolinguistic Study of Dangaura Tharu and Related Varieties
Mitchell, Jessica; Eichentopf, Stephanie. - : SIL International, 2016
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232
An end-to-end approach to language identification in short utterances using convolutional neural networks
Lozano-Díez, Alicia; Zazo Candil, Rubén; González Domínguez, Javier. - : International Speech and Communication Association, 2016
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233
Language effects in international testing: the case of PISA 2006 science items
Abstract: We investigate the extent to which language versions (English, French and Arabic) of the same science test are comparable in terms of item difficulty and demands. We argue that language is an inextricable part of the scientific literacy construct, be it intended or not by the examiner. This argument has considerable implications on methodologies used to address the equivalence of multiple language versions of the same assessment, including in the context of international assessment where cross-cultural fairness is a concern. We also argue that none of the available statistical or qualitative techniques are capable of teasing out the language variable and neutralising its potential effects on item difficulty and demands. Exploring the use of automated text analysis tools at the quality control stage may be successful in addressing some of these challenges.
Keyword: international comparison; language bias; PISA; science assessment; test transadaptation
URL: https://doi.org/10.1080/0969594X.2016.1218323
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234
Language effects in international testing: The case of PISA 2006 science items
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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235
The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
Jaiyote, Suwimol. - : University of Bedfordshire, 2016
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236
Contrasting the oral and written narratives of six- and eight-year-old Canadian children
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237
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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238
Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency
Ka, Jay. - 2016
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239
An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT)
In: Open Access Dissertations (2016)
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240
TOEFL Strategies: A Complete Guide to the iBT
In: SHU Faculty Publications (2016)
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