scholarly journals Examinee abilities and task difficulty in task-based second language performance assessment

2002 ◽  
Vol 19 (4) ◽  
pp. 395-418 ◽  
Author(s):  
John M. Norris ◽  
James D. Brown ◽  
Thom D. Hudson ◽  
William Bonk
Keyword(s):  
Second Language ◽  
Performance Assessment ◽  
Task Difficulty ◽  
Language Performance ◽  
Second Language Performance ◽  
And Task

scholarly journals Circadian rhythms and second language performance

2017 ◽  
Vol 7 (1) ◽  
pp. 47-60
Author(s):  
Kees De Bot ◽  
Fang Fang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Lexical Access ◽  
Language Processing ◽  
Language Performance ◽  
Intraindividual Variation ◽  
The Hours ◽  
L1 And L2 ◽  
The Impact ◽  
Second Language Performance

Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (“larks”) while others tend to go to bed late and get up late and have their best performance later in the day (“owls”). In this contribution we report on three projects on the role of chronotype (CT) in language processing and learning. The first study (de Bot, 2013) reports on the impact of CT on language learning aptitude and word learning. The second project was reported in Fang (2015) and looks at CT and executive functions, in particular inhibition as measured by variants of the Stroop test. The third project aimed at assessing lexical access in L1 and L2 at preferred and non-preferred times of the day. The data suggest that there are effects of CT on language learning and processing. There is a small effect of CT on language aptitude and a stronger effect of CT on lexical access in the first and second language. The lack of significance for other tasks is mainly caused by the large interindividual and intraindividual variation.

Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment

2009 ◽  
pp. 455-476
Author(s):  
John M. Norris ◽  
James Dean Brown ◽  
Thom D. Hudson ◽  
William Bonk
Keyword(s):  
Performance Assessment ◽  
Task Difficulty ◽  
And Task

Developing rating scales for the assessment of second language performance

1996 ◽  
Vol 13 ◽  
pp. 55-79 ◽  
Author(s):  
Carolyn E. Turner ◽  
John A. Upshur
Keyword(s):  
Second Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Sixth Grade ◽  
Language Performance ◽  
Specific Test ◽  
Binary Choices ◽  
Time Required ◽  
Second Language Performance

Abstract The two most common approaches to rating second language performance pose problems of reliability and validity. An alternative method utilizes rating scales that are empirically derived from samples of learner performance; these scales define boundaries between adjacent score levels rather than provide normative descriptions of ideal performances; the rating process requires making two or three binary choices about a language performance being rated. A procedure, that consists of a series of five explicit tasks, is used to construct a rating scale. The scale is designed for use with a specific population and a specific test task. A group of primary school ESL teachers used this procedure to make two speaking tests, including elicitation tasks and rating scales, for use in their school district. The tests were administered to 255 sixth grade learners. The scales were found to be highly accurate for scoring short speech samples, and were quite efficient in time required for scale development and rater training. Scales exhibit content relevance in the instructional setting. Development of this type of scale is recommended for use in high-stakes assessment.

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