Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 6

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  language assessment
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Huntahan* vocab assessment toward enriching mother tongue-based classroom practices

100%
Cacho R. M., Cacho L. C.
Journal of Language and Cultural Education
|
2015
|
vol. 3
|
issue 1
78-84
EN
This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2nd cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.
2
Publication available in full text mode
Content available

Adolescent learner perceptions of foreign language assessment: Critical incident analysis

100%
CZURA A.
Glottodidactica
|
2017
|
vol. 44
|
issue 2
25-39
EN
This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and highquality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14–16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held generally positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment
3
Publication available in full text mode
Content available

Exploring Cognitive Concepts in the National Assessment of the Indonesian Language

100%
Ramly R., Makassar Abduh A.
The New Educational Review
|
2018
|
vol. 53
142-152
EN
Since there is not much available information on cognitive research in the Indonesian context, this paper aims to fill this knowledge gap. Using the notion of Bloom’s taxonomic framework, this paper explores the cognitive elements and representation in the Indonesian language curriculum. A content analysis approach is used in this study. The content analysis is an appropriate tool because it is related to the official documents of the Indonesian national language assessment that is available publicly. The method of data analysis employed a systematic content descriptive text approach. The findings of the study reveal that the content representation of the cognitive taxonomic framework is not balanced among factual, conceptual, procedural and metacognitive knowledge. The findings suggest that the government is recommended to revise the current test questions of the national assessment of the Indonesian language competence.
4
Publication available in full text mode
Content available

The Assessment of Phonological Short-term Memory via “Quasi- universal” vs. Language-specific Nonwords as a Clinical Marker for Language Impairments

88%
Zaretsky E., Lange B. P., Hey C.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2023
|
vol. 14
|
issue 2
46-69
XX
Background. In recent years, limited phonological short-term memory has become a widely recognized clinical marker for language(-related) impairments both for monolingual and bilingual children. Usually, it is assessed by the repetition of nonwords, sentences, and digit spans. However, in the case of bilingual children, its assessment has been shown to be inaccurate due to the influence of bilinguals’ first language phonotactics and their limited command of the second language. Methods. Monolingual (n = 712) and bilingual (n = 1,004) German preschoolers (age 4;0–4;11 years) were compared with each other with respect to their German language skills and performance in German-based and “quasi-universal” nonword repetition tasks (that is, items following the phonotactic rules of German vs. many world languages). Associations of both kinds of nonword repetition tasks with children’s language impairments were quantified. Results. German language skills of the bilinguals were weaker than those of the monolinguals. Whereas the bilinguals scored significantly lower than the monolinguals in German-based nonwords, there were no considerable differences between these subgroups in quasi-universal items. Poor performance in tasks employing both German-based and quasi-universal nonwords was significantly associated with language impairments. In contrast to quasi-universal nonwords, weak performance in German-based items was more strongly associated with limited German language skills than with language impairments. Conclusions. Because nonword repetition tasks were designed to identify children with language impairments, and not those with a weak command of German, quasi-universal nonwords appear to be more appropriate for language tests than language-specific items.
5
Publication available in full text mode
Content available

Unscrambling jumbled sentences: An authentic task for English language assessment?

88%
Lanteigne B.
Studies in Second Language Learning and Teaching
|
2017
|
vol. 7
|
issue 2
251-273
EN
Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?”) were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English) as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es)). Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.
6
Publication available in full text mode
Content available

Adolescent learners’ perceptions of assessing speaking and writing skills – critical incident analysis

63%
Czura A.
Neofilolog
|
2019
|
issue 53/2
281-297
EN
Learners’ perceptions of teacher assessment practices shape a uniqueclassroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.