Investigating the quality of teacher-produced tests for EFL students and the effects of training in test development principles and practices on improving test quality

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

Download Full-text

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

International Journal of Linguistics ◽

10.5296/ijl.v9i3.11442 ◽

2017 ◽

Vol 9 (3) ◽

pp. 186

Author(s):

Sependi Napitupulu

Keyword(s):

Undergraduate Students ◽

English Literature ◽

Phrasal Verbs ◽

Efl Students ◽

Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.

Download Full-text

KUALITAS SOAL UJIAN SEKOLAH MATEMATIKA PROGRAM IPA DAN KONTRIBUSINYA TERHADAP HASIL UJIAN NASIONAL

Jurnal Penelitian dan Evaluasi Pendidikan ◽

10.21831/pep.v20i1.7516 ◽

2016 ◽

Vol 20 (1) ◽

pp. 1-10

Author(s):

C. Heri Sulistiawan

Keyword(s):

High Schools ◽

Item Response Theory ◽

Item Response ◽

Test Theory ◽

Test Quality ◽

Examination Score ◽

National Examination ◽

Classic Test Theory ◽

Science Major

Penelitian ini bertujuan untuk mendeskripsikan kualitas soal Ujian Sekolah Matematika program IPA dan kontribusi skor Ujian Sekolah terhadap nilai Ujian Nasional. Jenis penelitian ini deskriptif eksploratif dengan pendekatan survei. Populasi penelitian ini adalah enam SMA Swasta Yayasan Katolik di Kota Yogyakarta. Sampel adalah lima SMA yang representatif dalam menggambarkan ciri populasi. Naskah soal ditelaah tiga orang ahli untuk analisis kualitas soal secara kualitatif. Jawaban siswa dianalisis secara Teori Tes Klasik dan Teori Respons Butir untuk mengetahui kualitas soal secara kuantitatif. Skor Ujian Sekolah dikorelasikan terhadap nilai Ujian Nasional untuk mengukur kontribusinya. Hasil penelitian: (1) kualitas soal secara kualitatif adalah sangat baik (satu SMA), baik (dua SMA), cukup baik (satu SMA), dan kurang baik (satu SMA); (2) secara kuantitatif menurut Teori Tes Klasik adalah cukup baik (satu SMA), kurang baik (tiga SMA), dan tidak baik (satu SMA), dengan reliabilitas Alpha termasuk reliabel; (3) secara kuantitatif menurut Teori Respons Butir adalah baik (tiga SMA), cukup baik (satu SMA), dan kurang baik (satu SMA); (4) Indeks konsistensi analisis butir soal termasuk cukup konsisten; (5) korelasi skor Ujian Sekolah terhadap nilai Ujian Nasional termasuk kategori besar; (6) berdasarkan telaah validitas isi perangkat, lebih dari 90% soal valid dan skor Ujian Sekolah valid/akurat dalam memprediksi hasil Ujian Nasional.Kata kunci: kualitas soal, ujian sekolah, matematika, ujian nasional THE QUALITY OF MATHEMATICS SCHOOL EXAMINATION OF SCIENCE MAJOR AND ITS CONTRIBUTION TO THE RESULT OF NATIONAL EXAMINATIONAbstractThe purpose of this research is to describe the quality of Mathematics School Examination of Science Major and the contribution of School Examination scores to the result of National Examination. This research is a descriptive explorative research with survey approach. The population in this research are six Senior High Schools in Yogyakarta. The samples are five representative senior high schools to describe the characteristics of the population. The test was analyzed by three experts to find out the test quality qualitatively. The students’ answer was analyzed with Classic Test Theory and Item Response Theory to find out the test quality quantitatively. The School Examination score was correlated with the National Examination score to measure their contribution. The research result: (1) the school exam quality is very good (one school), good (two schools), quite good (one school), and not so good (one school); (2) Quantitatively based on Classic Test Theory are quite good (one school), not so good (three schools), dan poor (one school), by Alpha reliability is reliable; (3) Quantitatively based on Item Response Theory are good (three schools), quite good (one school), and not so good (one school); (4) The test item index consistency are quite consistent; (5) The correlation of the School Examination scores with the result of National Examination is in large categories; (6) Based on content validity study, more than 90% items are valid and scores of School Examination is valid/accurate in predicting the result of the National Examination.Keywords: the test quality, school examination, mathematics, national examination

Download Full-text

Optimization of coprological studies in animals with the use of homeopathic Nux vomica 6CH

International Journal of High Dilution Research - ISSN 1982-6206 ◽

10.51910/ijhdr.v13i47.745 ◽

2021 ◽

Vol 13 (47) ◽

pp. 139-139

Author(s):

Vladimir V Drozdov

Keyword(s):

Intestinal Microflora ◽

Domestic Animals ◽

The State ◽

Laboratory Studies ◽

Test Quality ◽

Non Invasive ◽

Gastrointestinal Pathology ◽

Animal Feces

Background: Etiology of various gastrointestinal dysfunctions varies from infections and infestations to consequences of emotional stress and errors in animalsâ€™ nutrition. Taking this variability of etiology and pathogenesis into account, a lot depends not only on completeness of homeopathic history taking but also on the quality of laboratory studies. In our experience, coprology studies are especially complicated when persistent gastrointestinal disorders were preceded by massive use of allopathic remedies. This sometimes necessitates repeated examinations. That is why our interest in having reliable results and early detection of latent indigestion made us look for non-invasive methods which could be easy to use in animals but at the same time could reveal latent gastrointestinal pathology in animals. Aims: The study was aimed to determine the effect of a homeopathic medication Nux Vomica 6CH on detection of latent gastrointestinal pathology in small domestic animals. Method: Coprology studies were performed simultaneously with the use of sedimentation method and Fulleborn method (modification of Scherbovich). Infestations were diagnosed and characteristics of patient digestion were recorded. Feces test detected: 1. Presence of endoparasites (helminths, protozoa and yeast-like structures); 2. State of intestinal microflora (presence of different species and their balance with each other); 3. Degree of food absorbency (presence or lack of undigested protein, carbohydrates and fat); 4. Presence of inedible inclusions; 5. Presence of cells (lymphocytes, erythrocytes, intestinal epithelium, tumor fragments). If animal feces tests were non-informative, then all medications (except vitally important) were discontinued and Nux Vomica 6CH twice a day twenty minutes prior to food intake was prescribed for 6 days (4 globules dissolved in 10 ml of water). Results: 4500 coprology tests were performed during 3 years in cats and dogs. About 10% of the total number of examined animals (449 patients) produced very little information about the state of gastrointestinal systems at the first examination. When these cases were analyzed, the following reasons were found: long-term use of strong drugs, significant weakening of body immune system. As a result diagnostic tests were of very little value. These animals were treated by Nux Vomica 6CH for 6 days and then repeated feces test was performed. This produced a more informative picture of the state of gastrointestinal system and enabled to determine etiology and pathogenesis of the animal condition and prescribe necessary treatment. Conclusion. In such a way, Nux Vomica 6CH homeopathic remedy promoted effective optimization of coprology studies in animals. The suggested scheme of use for Nux Vomica 6CH significantly improves feces test quality. This in turn reduces time needed to choose strategy and tactics of treatment of small domestic animals with different chronic diseases.

Download Full-text

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

SAGE Open ◽

10.1177/2158244020914554 ◽

2020 ◽

Vol 10 (1) ◽

pp. 215824402091455

Author(s):

Thinh Ngoc Pham ◽

Mei Lin ◽

Vu Quang Trinh ◽

Lien Thi Phuong Bui

Keyword(s):

Academic Writing ◽

Reflective Thinking ◽

Peer Feedback ◽

Cultural Barriers ◽

Heritage Culture ◽

Efl Students ◽

Quantitative Results ◽

Global And Local ◽

Writing Competence

Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

Download Full-text

Tests of English Vocabulary Command for EFL Students at University Level

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.11.08gro ◽

1981 ◽

Vol 11 ◽

pp. 98-136

Author(s):

P.J.M. Groot ◽

J.G. Hoekstra

Keyword(s):

English Language ◽

Native Speakers ◽

Reliability And Validity ◽

Absolute Number ◽

Specific Domain ◽

Validity Data ◽

Systematic Training ◽

Efl Students ◽

University Level

Hunter Diack's Standard Literacy Tests (SLT's) were constructed as English vocabulary tests intended to cover all the vocabulary of the English language. Originally, these tests were devised to assess the vocabulary command of native speakers. They were labeled tests of 'literacy' on the assumption that the extent of a person's vocabulary command in a language reveals the width and quality of his reading. In each SLT, English words are presented out of context. Subjects are requested to give one meaning for each word encountered, in any manner they choose, e.g. by giving a paraphrase, by using the word in an appropriate context, etc. If, as the author assumes, the SLT's are valid, a subject's score is a clear indication of the proportion of words in the domain he knows, i.e. of the absolute number of English words he knows. Clearly, tests like the SLT's are useful also in EFL teaching contexts, especially at advanced levels, where the amount of vocabulary (whether the result of systematic training or unsystematic exposure) is large, calling for tests which cover an unrestricted, non-specific domain of vocabulary. Estimates of the size of foreign learners' English vocabulary as represented by the SLT's may serve a variety of purposes, e.g. in individual diagnostics, or in EFL research. The SLT's were tried out on a particular population of EFL students, viz. Dutch students of English at university level. Four SLT's were administered to these subjects in four experiments between 1976 and 1980. The tests were slightly adapted, both in item content and in test format (e.g. translation into Dutch was accepted as a response mode). The results of the extensive experimentation concerning these tests (reliability and validity data, psychometric test indices etc.) are presented.

Download Full-text

Exploring Students’ Perspectives toward Clarity and Familiarity of Writing Scoring Rubrics: The Case of Saudi EFL Students

English Language Teaching ◽

10.5539/elt.v10n10p1 ◽

2017 ◽

Vol 10 (10) ◽

pp. 1

Author(s):

Dukhayel M. Aldukhayel

Keyword(s):

Quality Criteria ◽

Writing Achievement ◽

Online Questionnaire ◽

Saudi Students ◽

Scoring Rubrics ◽

Final Exams ◽

Efl Students ◽

Preparatory Year ◽

Arabic Speaking

The main aim of this research study is to investigate the clarity and familiarity of three scoring rubrics used in a Saudi university’s preparatory year program (PYP) for assessing students’ writing achievement in midterm and final exams. This exploration is important in providing some evidence for the quality of scoring rubrics. To achieve that purpose, a 13-item online questionnaire was used to collect Saudi EFL PYP students’ perspectives toward two quality criteria concerning rubrics; 1) clarity of the information included in the PYP rubrics, and (2) familiarity of the rubrics to students. The subjects were 281 Arabic-speaking male and female EFL Saudi students enrolled in three different academic levels in a Saudi university’s PYP. The results suggest that the quality of the PYP rubrics is insufficient and the criteria set for providing evidence for the rubric qualities were not met. The results show that students tend to have a mild agreement on the clarity of the PYP rubrics, whereas they show a clear disagreement on their familiarity with the rubrics and with why and how the rubrics are used. The study implicates that administrators and teachers need to carefully consider the clarity and familiarity of rubrics in order to justify the decisions made about students’ writing abilities. Rubrics that are unclear or unfamiliar can make students feel confused and frustrated, as they cannot get a clear sense of their writing scores, as well as their strengths and weaknesses.

Download Full-text