Download or read book EXAMINING ORAL ENGLISH PROFICI written by John Pope III Fullilove and published by Open Dissertation Press. This book was released on 2017-01-28 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Examining Oral English Proficiency: Some Factors Affecting Rater Reliability in the Use of English Oral Examination" by John Pope III, Fullilove, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4389334 Subjects: English language - Spoken English - China - Hong Kong Educational tests and measurements - China - Hong Kong - Evaluation English language - Spoken English Educational tests and measurements - Evaluation

Download or read book Examining Speaking written by Lynda Taylor and published by Cambridge University Press. This book was released on 2011-08-25 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: An up-to-date review of the relevant literature on assessing speaking.

Download or read book Allocating Federal Funds for State Programs for English Language Learners written by National Research Council and published by National Academies Press. This book was released on 2011-06-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.

Download or read book Examining Listening written by Ardeshir Geranpayeh and published by Cambridge University Press. This book was released on 2013-03-27 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the nature of second language listening proficiency and how it can be assessed. The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain. This is increasingly necessary if claims about the validity of test score interpretation and use are to be supported both logically and with empirical evidence. It operationalises a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components, examining and then analysing Cambridge ESOL listening tasks from the following perspectives: Test Taker; Cognitive Validity; Context Validity; Scoring Validity; Criterion-related Validity; and Consequential Validity.

Download or read book The Development and Validation of MDAP English Proficiency Examination Form A written by and published by . This book was released on 1955 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report concerns the development and validation of a test of English comprehension. The test is intended for use with foreign nationals who are scheduled to attend United States Air Force pilot training schools. In August 1952, the Air Force Personnel and Training Research Center was directed by the Human Factors Division Directorate of Research and Development Headquarters United States Air Force, to develop an English proficiency examination for selecting Mutual Defense Assistance Program (MDAP) personnel to attend pilot training schools in the United States. Information concerning the problems involved is obtained from conferences with operating personnel at Goodfellow Air Force Base.

Download or read book A Comparative Study of Oral English Proficiency Test Scores of Limited English Speaking Students Enrolled in K 6 Grades written by Carol Foston-Wilson and published by . This book was released on 1990 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book English Discourse Particles written by Karin Aijmer and published by John Benjamins Publishing. This book was released on 2002-01-01 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are few aspects of language which are more problematic than its discourse particles. The present study of discourse particles draws upon data from the London-Lund Corpus to show how the methods and tools of corpora can sharpen their description. The first part of the book provides a picture of the state of the art in discourse particle studies and introduces the theory and methodology for the analysis in the second part of the book. Discourse particles are analysed as elements which have been grammaticalised and as a result have certain properties and uses. The importance of linguistic and contextual cues such as text type, position in the discourse, prosody and collocation for analysing discourse particles is illustrated. The following chapters deal with specific discourse particles (now, oh, just, sort of, and that sort of thing, actually) on the basis of their empirical analysis in the London-Lund Corpus. Examples and extended extracts from many different text types are provided to illustrate what discourse particles are doing in discourse.

Download or read book Examining Writing written by Stuart D. Shaw and published by Cambridge University Press. This book was released on 2007-07-05 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Test developers need to provide a clear explication of the language ability constructs that underpin the tests they offer in the public domain; such an explication is essential for supporting claims about the validity - or usefulness - of test scores. This volume describes the theory and practice of Cambridge ESOL's approach to assessing second language writing ability. A comprehensive test validation framework is used to examine the tasks in Cambridge ESOL writing tests from a number of different validity perspectives that reflect the socio-cognitive nature of any assessment event. The authors show how an understanding and analysis of the framework and its components can assist test developers to operationalise their tests more effectively, especially in relation to the key criteria that differentiate one proficiency level from another. The book provides: an up-to-date review of relevant literature on assessing writing, an accessible and systematic description of the different proficiency levels in second language writing, a comprehensive and coherent basis for validating tests of writing. This volume is a rich source of information on all aspects of examining writing ability. As such, it will be of considerable interest to examination boards who wish to validate their own writing tests in a systematic and coherent manner, as well as to academic researchers and students in the field of language assessment more generally. Book jacket.

Download or read book Measuring Oral Proficiency Through Paired task Performance written by Ildikó Csépes and published by Peter Lang. This book was released on 2009 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book intends to provide a theoretical overview of examining candidates' oral abilities in different examination formats. In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact of the peer partner's proficiency. The results show that partner effects related to this variable cannot be predicted as either harmful or beneficial since no statistically significant difference was found between 30 candidates' scores in different examination conditions.

Download or read book Examining Oral English in Schools written by P. J. Hitchman and published by . This book was released on 1966 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book English Language Proficiency Assessments for Young Learners written by Mikyung Kim Wolf and published by Routledge. This book was released on 2017-05-25 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Proficiency Assessments for Young Learners provides both theoretical and empirical information about assessing the English language proficiency of young learners. Using large-scale standardized English language proficiency assessments developed for international or U.S. contexts as concrete examples, this volume illustrates rigorous processes of developing and validating assessments with considerations of young learners’ unique characteristics. In this volume, young learners are defined as school-age children from approximately 5 to 13 years old, learning English as a foreign language (EFL) or a second language (ESL). This volume also discusses innovative ways to assess young learners’ English language abilities based on empirical studies, with each chapter offering stimulating ideas for future research and development work to improve English language assessment practices with young learners. English Language Proficiency Assessments for Young Learners is a useful resource for students, test developers, educators, and researchers in the area of language testing and assessment.

Download or read book A Study of the English Oral Proficiency of Secondary School Students in Jordan written by Khalil Issa Barhoum and published by . This book was released on 1993 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing English Proficiency for University Study written by J. Read and published by Springer. This book was released on 2015-01-27 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.

Download or read book A Comparative Study of the Effects of a Computerized English Oral Proficiency Test Format and a Conventional SPEAK Test Format written by Eunjyu Yu and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Despite the increasing use of computer technology in language testing, limited research literature is available about the validity, reliability, and nature of computerized spoken language tests. To date, only mixed results about interactions between test taker characteristics and computerized language test format have been reported. To add to the body of research on this topic, this study explored the relationship between test taker characteristics and test delivery format during spoken English proficiency assessments. A total of 210 international students whose native language was not English were recruited at a U.S. university in autumn 2005. The main data sources included the results of a computerized spoken English test, an audio-taped SPEAK test, and replies to a questionnaire. For data analysis, this study utilized a 2x2x2 mixed factorial research design with random assignment. This study found that an interaction among all three independent variables (i.e., self-reported years of English study, self-reported computer use, and test delivery format) was not significant. Self-reported years of English language study and test delivery format, however, cooperatively produced a significant influence on test scores for the spoken English test. Specifically, the computerized speaking test, not the audio-taped SPEAK test, seemed to affect test results more for the group that self-reported less English study than for the group that self-reported greater English study. In addition, self-reported computer use did not significantly affect test results during oral proficiency assessments. Although this study was limited in terms of a single research site, a single test, and self-reported data, the study has corroborated previous research that emphasized the appropriate use of different test delivery formats according to the purposes of the tests and the characteristics of test takers. Thus, this study called for further study to ensure that a test functions fairly across various types of test takers regardless of their backgrounds. Also, this study suggested sharing ownership of testing among test makers, test takers, and test users, which might allow all interested parties to receive the benefits of testing. Finally, the findings will be useful to understand both the benefits and disadvantages of using technology in language testing.

Download or read book Assessment and Intervention for English Language Learners written by Susan Unruh and published by Springer. This book was released on 2017-03-07 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process – including multi-tier system of supports (MTSS) and response to intervention (RTI) – and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population. This invaluable guide: Examines challenges of data collection when working with English language learners. Traces the development of dual-language fluency and competence. Discusses language-acquisition issues affecting oral language assessment. Reviews commonly used assessment and intervention tools in use with English learners. Features specialized chapters relating to reading, writing, and mathematics competencies. Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.

Download or read book Exploring Language Frameworks written by Evelina D. Galaczi and published by Cambridge University Press. This book was released on 2013-01-10 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges. It brings together a selection of edited papers, based on presentations given at the 4th International Conference of the Association of Language Testers in Europe (ALTE) held in Kraków, Poland, in July 2011. The selected papers focus on the conference's core themes as follows: the effect of frameworks on teaching, learning and assessment; the value of frameworks for teachers, learners and language policymakers; the contribution of frameworks towards describing particular languages.

Download or read book The Development of a Phonemic Analysis for an Oral English Proficiency Test for Spanish speaking School Beginners written by Gloria Ruth Jameson and published by . This book was released on 1967 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal objective of this study was to develop a phonological analysis test for the oral English of native pre-literate, Spanish-speaking children, which could be administered by a classroom teacher with no linguistic background following brief training. This test would measure the progress of the child in the discrimination and reproduction of oral English, while also obtaining further information on the basic language problems of these children. The test developed during this study could be so used, but further research is warranted.