Metaphors in an Open-Class Test

1994 ◽  
pp. 219-241 ◽  
Author(s):  
Avishai Margalit ◽  
Naomi Goldblum
Keyword(s):  
Class Test ◽  
Open Class

scholarly journals The Relation of Test-Related Factors to Software Quality: A Case Study on Apache Systems

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Fabiano Pecorelli ◽  
Fabio Palomba ◽  
Andrea De Lucia
Keyword(s):  
Software Quality ◽  
Compelling Evidence ◽  
Related Factors ◽  
Code Coverage ◽  
Production Code ◽  
Software Code ◽  
Class Test ◽  
Code Quality ◽  
Lack Of Knowledge

AbstractTesting represents a crucial activity to ensure software quality. Recent studies have shown that test-related factors (e.g., code coverage) can be reliable predictors of software code quality, as measured by post-release defects. While these studies provided initial compelling evidence on the relation between tests and post-release defects, they considered different test-related factors separately: as a consequence, there is still a lack of knowledge of whether these factors are still good predictors when considering all together. In this paper, we propose a comprehensive case study on how test-related factors relate to production code quality in Apache systems. We first investigated how the presence of tests relates to post-release defects; then, we analyzed the role played by the test-related factors previously shown as significantly related to post-release defects. The key findings of the study show that, when controlling for other metrics (e.g., size of the production class), test-related factors have a limited connection to post-release defects.

Open class and closed class: Sentence-imitation experiments on intrasentential code-switching

1997 ◽  
Vol 18 (3) ◽  
pp. 257-276 ◽  
Author(s):  
Shoji Azuma ◽  
Richard P. Meier
Keyword(s):  
Response Times ◽  
Code Switching ◽  
The Other ◽  
Speech Errors ◽  
Sentence Repetition ◽  
Closed Class ◽  
Sentence Imitation ◽  
Open Class ◽  
Japanese English

ABSTRACTOne of the most striking facts about exchange errors in speech is that open class items are exchanged, but closed class items are not. This article argues that a pattern analogous to that in speech errors also appears in intrasentential code-switching. Intrasentential code-switching is the alternating use of two languages in a sentence by bilinguals. Studies of the spontaneous conversation of bilinguals have supported the claim that open class items may be codeswitched, but closed class items may not. This claim was tested by two sentence repetition experiments, one with Japanese/English bilinguals and the other with Spanish/English bilinguals. The results show that the switching of closed class items caused significantly longer response times and more errors than the switching of open class items.

scholarly journals Saamelaiskielten indefiniittipronominien jäljillä

2021 ◽  
pp. 104-127
Author(s):  
Markus Juutinen ◽  
Jukka Mettovaara
Keyword(s):  
Free Choice ◽  
Open Class ◽  
Indefinite Pronouns

We provide an overview of indefinite pronouns in Saami languages that have been borrowed or calqued from Finnic, Scandinavian or Russian. We define indefinite pronouns in the traditional way, i.e. encompassing all pronouns not belonging to any other pronoun class. The treatment of Saami indefinite pronouns in earlier literature varies, but generally they haven’t received as much attention as other pronouns. From Finnic sources, Saami languages have borrowed e.g. pronouns harva ‘few’, joku ‘some(one)’, kaikki ‘all’, moni ‘many’ and muu ‘other’ as well as pronominal elements ikänänsä ‘-ever’, saati ‘let alone’ and vaikka ‘even (if)’. Loans from Scandinavian include e.g. mange ‘many’, noen ~ någon ‘some’ and same ~ samma ‘same’. Russian loans include pronominal elements ни- ‘not (even)’ хоть ‘even (if)’. Indefinite pronouns in Saami prove to be rather an open class, and elements with similar meanings have been borrowed time after time. The variation is especially abundant in pronouns of indifference and free choice. Most of the pronouns in our data have been noted as loans before, but there are some unnoticed cases. Especially these warrant further study.

scholarly journals KOLABORASI DALAM PRAKTIK LAPANGAN - MENGAJAR GEOGRAFI LANJUT (PL-MGL) BERBASIS LESSON STUDY

2018 ◽  
Author(s):  
Nofrion Nofrion
Keyword(s):  
Lesson Study ◽  
Open Class

Artikel ini ditulis untuk menjelaskan hasil penerapan Kolaborasi Berbasis Lesson Study dalam Praktik Lapangan Mengajar Geografi Lanjut (PL-MGL) bagi mahasiswa Program Studi Magister Pendidikan Geografi, Universitas Negeri Padang. Melalui kolaborasi berbasis Lesson Study dengan melaksanakan tiga pilar utamanya yaitu “Plan, Do dan See” diharapkan dapat meningkatkan kompetensi mahasiswa sebagai calon dosen profesional. Penelitian ini menggunakan metode deskriptif yang melibatkan empat orang mahasiswa Program Magister Pendidikan Geografi, FIS, UNP dan satu kelas mahasiswa S1 Pendidikan Geografi pada mata kuliah Geografi Sosial. Satu orang mahasiswa bertindak sebagai dosen model dan tiga orang lainnya sebagai observer pembelajaran. Data yang dikumpulkan adalah data kompetensi dosen dalam pembelajaran (capaian kinerja dosen) yang dikumpulkan dengan lembar observasi pembelajaran serta data pelaksanaan pembelajaran sebagai bahan refleksi yang dikumpulkan dengan lembar refleksi pembelajaran “three ways conference”. Dosen model melaksanakan pembelajaran (open class) sebanyak empat kali pertemuan yang diawali dengan kegiatan “plan” dan diakhiri dengan kegiatan “see” yang dihadiri oleh tiga orang observer dan satu dosen penilai dan pembimbing. Hasil penelitian menunjukkan bahwa capaian kinerja dosen model dalam pembelajaran meningkat dari pertemuan 1 sampai ke pertemuan 4 serta mulai pertemuan kedua, dosen model sudah berhasil melewati batas minimal nilai kelulusan yaitu 70. Ditinjau dari kolaborasi peserta dalam kegiatan juga sangat baik. Hal ini terlihat dari kesungguhan peserta mengikuti semua tahap-tahap pembelajaran serta kontribusi mereka dalam kegiatan refleksi yang ditulis di lembar refleksi pembelajaran dan dibahas dengan teknik “three ways conference”. Mahasiswa PL-MGL berpendapat bahwa kegiatan seperti ini sangat positif bagi mereka. Walaupun membutuhkan waktu yang lebih banyak dan energi yang lebih besar, namun mereka mendapatkan pelajaran yang sangat bernilai. Hal ini juga diapresiasi oleh ketua Program Studi Magister pendidikan Geografi sebagai suatu langkah positif dalam mengembangkan kompetensi calon dosen secara kolaboratif sehingga terwujud komunitas belajar yang efektif.

scholarly journals Motivasi dan Kemampuan Penalaran Matematis Siswa dengan Pembelajaran Kooperatif Tipe Pair Check Disertai Reward Pada Materi Fungsi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rivdya Eliza ◽  
Khadijah Khadijah ◽  
Utari Wulandari
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Test Score ◽  
Mathematical Reasoning ◽  
Hypothesis Test ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Model Type ◽  
Class Test

The purpose of this study is 1) To know the motivation to learn mathematics of taught by using cooperative learning model type Pair Check with reward higher than student motivation taught by convensional learning,and 2) To know the mathematical reasoning ability which was taught by using cooperative learning model type Pair Check with reward on material function is higher than students mathematical reasoning ability taught by convensional learning. This type of research is Quasi Experimental Research with Randomized Control Group Only Design. The population in this study is all eighth grade student of SMPN 19 Padang. In obtaining the sample class it is need to be done normality, homogeneity and equality of classroom average tests the class selected as the experimental class is VIII.5 class and the control class is VIII.3. The result of the research shows that 1) learning motivation of students which was taught by using cooperative learning Pair Check model with Reward is higher than student’s motivation taught by convensional learning. Hypothesis test that is t-score (7.034) > t-table (1.67), 2) students' mathematical reasoning ability after being taught by cooperative model type Pair Check with reward is higher than the students' mathematical reasoning abilities taught by conventional learning models. Seen from the average score of the experimental class test score of 80.16 and the average of the control class test score of 74.13. After hypothesis testing using t-test, obtained tscore > t-table (1.867 > 1.67) at 95%. So it can be student mathematical reasoning ability of class VIII SMPN 19 Padang which is taught by cooperative learning model type Pair Check with reward is higher than taught by using conventional learning.Keywords: Mathematic Reasoning Ability And Student Motivation, Model Cooperative Type Pair Check, Reward Fungsi, And Mathematic

scholarly journals Meningkatkan Pemahaman Peserta Didik Pada Mata Kuliah Kajian Matematika SMP dengan Metode Tutor Sebaya Melalui Diskusi Kelompok Dalam Kegiatan LSLC

2018 ◽  
Vol 2 (1) ◽  
pp. 33 ◽  
Author(s):  
Purwati Purwati ◽  
Jeinne Mumu ◽  
Benidiktus Tanujaya
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Junior High ◽  
Education Department ◽  
Peer Tutor ◽  
The Subject ◽  
Open Class

This research was the qualitative research that aimed to improve students understanding of junior high mathematics study. In accordance with the object to be studied, then this research is done in 3 times open class consisting of the plan, do, and see for each cycle, with the subject of research was the students of mathematics education department of FKIP UNIPA whom contracting subjects junior mathematics studies. To improve students understanding of the material, implementation of peer tutor methods was continuously modified based on the findings of each cycle. Based on the results of the implementation of Lesson Study as much as 3 cycles obtained the concluded that the learning outcomes of learners used peer tutor approach that modified each cycle has a significant increase. This was evident from students who answered the test correctly given at the end of each meeting. In the first cycle, from 27 students only 4 who can answer the test correctly that is equal to 14.81%, the second cycle, from 27 learners only 10 which was able to answer the test correctly that was equal to 37,04%, whereas in cycle III, from 26 students 21 students able to answer correctly that was equal to 80,77%

scholarly journals The Relationship Between The Male And Female Language Performance And The Level Of Anxiety Among Iranian EFL Students

2014 ◽  
Vol 4 (2) ◽  
pp. 397-401
Author(s):  
Abusaied Janfaza ◽  
Yousof Rezaei ◽  
Afshin Soori
Keyword(s):  
Foreign Language ◽  
Female Students ◽  
Language Performance ◽  
Male And Female ◽  
English Class ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
Class Test ◽  
The Relationship

This study tries to investigate the relationship between the male and female language performance and the level of anxiety among Iranian EFL students. The participants of the current study were 26 Iranian EFL students studying English in Islamic Azad University, Larestan, Iran who were selected in terms of the administering of an Oxford Placement Test. Then, the students were given The Foreign Language Classroom Anxiety Scale. Finally, they were given an English class test which consisted of 40 multiple-choice items. The researcher calculated the correlation between the Foreign Language Classroom Anxiety Scale and the performance of both Iranian male and female students on English Class test. The findings indicated that there was a negative correlation between the level of anxiety and the students' performance on English Class Test scores. Moreover, Iranian male students were more anxious in learning English than female students.

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