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Efficient localization of the cortical language network and its functional neuroanatomy in dyslexia
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Using Automatic Speech Recognition to Assess Thai Speech Language Fluency in the Montreal Cognitive Assessment (MoCA)
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In: Sensors; Volume 22; Issue 4; Pages: 1583 (2022)
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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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Text+: Language- and text-based Research Data Infrastructure ...
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Text+: Language- and text-based Research Data Infrastructure ...
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Text+: Language- and text-based Research Data Infrastructure ...
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University students’ perceptions towards using exemplars dialogically to develop evaluative judgement. The case of a high-stakes language test
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Как билингвизм влияет на объем словарного запаса у старших дошкольников? ; How Does Bilingualism Affect the Volume of Vocabulary in Senior Preschoolers?
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Teacher-made tests on Bahasa Indonesia subject for school examinations in public vocational high school of Bengkulu province
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 136-148 (2022) (2022)
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Video or audio listening tests for English language teaching context: which is more effective for classroom use?
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 149-166 (2022) (2022)
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An Analysis of the Redesigned SAT-I Mathematics: Perceptions of Teachers, English Proficient Students, and English Language Learners
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Abstract:
This study examines how large scale assessments like the Scholastic Aptitude Test (SAT), developed for students proficient in academic English, may not produce reliable and valid outcomes for academically vulnerable students, namely English Language Learners (ELLs). This mixed-methods study was conducted to uncover differences between the old and new mathematics sections of the SAT, to see if differences in mathematical performance correlate to language abilities by looking at students’ approach, and to explore teacher perceptions, attitudes, and pedagogical practice in the instruction of English learners. The study took place in a New Jersey school district. Seventy-eight students of varying language proficiencies were administered an old and new SAT-Mathematics (SAT-M) section. After scores were statistically analyzed, fifteen students were purposefully chosen to be interviewed. For a more comprehensive view of scores, students were asked to think out loud as they completed selected test items and answer questions pertaining to their background, problem-solving methodology, misconceptions, and limitations. Similarly, nine teachers were given a survey and the exams to pinpoint difficult questions, explain why students struggle, identify what English learners’ needs are, and describe how the needs are met. Qualitative data revealed that students’ performance was a reflection of mathematical and/or language challenges, or lack of exposure to certain mathematical concepts. Additionally, test structure and time constraints had confounding effects on student performance. Even though a variety of cognitive processes were observed, they seemed more aligned to a student’s academic track rather than linguistic abilities. With ELLs usually consigned to lower track mathematics classes, the interconnectedness of class, language, and expectations remains critical. Teachers’ responses reveal their pessimism in overcoming students’ language access barrier and low sense of mathematical efficacy. Teachers’ efforts to provide a more equitable education to ELLs reveal tensions between reform curriculum and equity. Findings of this study contribute to the discussion on factors that may lead to the marginalization of ELLs on national assessments. The results have important implications for test construction and challenges the conceptualization of what “language” is and what being “college and career” ready means.
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Keyword:
English language--Study and teaching--Foreign speakers; Mathematics--Study and teaching; SAT (Educational test)
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URL: https://doi.org/10.7916/d8-dmgk-xz60
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A New Test of Irony and Indirect Requests Comprehension—The IRRI Test: Validation and Normative Data in French-Speaking Adults
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In: ISSN: 0887-6177 ; Archives of Clinical Neuropsychology ; https://hal.archives-ouvertes.fr/hal-03337764 ; Archives of Clinical Neuropsychology, Oxford University Press (OUP), 2021, ⟨10.1093/arclin/acab043⟩ (2021)
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm ...
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ... : Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? ...
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The influence of the IELTS Speaking test preparation on second language socialization of post-secondary international students in Canada ...
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Lei, Tian. - : Werklund School of Education, 2021
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A Rasch-based Validation of the Phrasal Vocabulary Size Test ; ラッシュ測定モデルを用いたフレーズ語彙サイズテストにおける妥当性の検証 ; ラッシュ ソクテイ オ モチイタ フレーズ ゴイ サイズ テスト ニ オケル ダトウセイ ノ ケンショウ
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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