The Effect of Computer Literacy on the Participants’ Writing Ability in TOEFL iBT

2017 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Maryam Shirzad ◽  
Hedayatollah Shirzad
Keyword(s):  
Computer Literacy ◽  
Cognitive Resources ◽  
Language Test ◽  
Language Performance ◽  
Writing Ability ◽  
Computer Based ◽  
Mental Power ◽  
Toefl Ibt ◽  
Second Language Performance ◽  
Better Than

One major concern in language testing relates to computer based and Internet based tests of second language. Performance on these tests is influenced by many different factors other than language ability. One of these factors relates to the participants’ speed to use the Internet. This study investigated the effect of computer literacy on TOEFL-iBT scores by comparing a paper-based and internet based test. The comparison of groups’ performance on both TOEFL-iBT and pBT revealed that computer literacy significantly affects writing performance on the exam. Writing skill of candidates with higher computer literacy was significantly better than those with lower computer literacy. Both groups’ performance was equally the same when they took the paper based type of test. Participants who lack proficiency in computer skills often might use most of their mental power and cognitive resources on working with the computer rather than focusing on what they are actually being tested on. This would lead to inability to perform fully on the language test and consequently to lower scores.

Pattern-Recognition: A Comparison of the Performance of Clinicians and Non-Clinicians - with a Note on the Performance of a Computer-Based System

1972 ◽  
Vol 11 (01) ◽  
pp. 32-37 ◽  
Author(s):  
F. T. DE DOMBAL ◽  
J. C. HORROCKS ◽  
J. R. STANILAND ◽  
P. J. GUILLOU
Keyword(s):  
Pattern Recognition ◽  
Computer System ◽  
Computer Aided Diagnosis ◽  
Clinical Interview ◽  
Computer Performance ◽  
Pattern Size ◽  
Computer Aided ◽  
Computer Based ◽  
Aided Diagnosis ◽  
Better Than

This paper describes a series of 10,500 attempts at »pattern-recognition« by two groups of humans and a computer based system. There was little difference between the performances of 11 clinicians and 11 other persons of comparable intellectual capability. Both groups’ performances were related to the pattern-size, the accuracy diminishing rapidly as the patterns grew larger. By contrast the computer system increased its accuracy as the patterns increased in size.It is suggested (a) that clinicians are very little better than others at pattem-recognition, (b) that the clinician is incapable of analysing on a probabilistic basis the data he collects during a traditional clinical interview and examination and (c) that the study emphasises once again a major difference between human and computer performance. The implications as - regards human- and computer-aided diagnosis are discussed.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE CIRC ON SHORT STORY WRITING ABILITY CLASS X STUDENTS OF SMANEGERI SUNGAI PENUH PROVINSI JAMBI

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Sinta Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Short Story ◽  
Research Finding ◽  
Learning Model ◽  
Writing Ability ◽  
Model Type ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Story Writing ◽  
Better Than

This Study aimed at investigating the effect of cooperative learning model type CIRC on short story writing ability class x student of SMA Negeri 2 Sungai Penuh. In addition to that, aquantitative method with a quasi experimental design. Based on research finding conclusions short story writing skill of student with cooperative learning model type CIRC is better than studentthat being taught by conventional method at X class SMAN 2 Sungai Penuh.

Improving Skills in Senior Secondary Schools for Effective Performance in Computer Based Test and Security.

2019 ◽  
pp. 167-174
Author(s):  
Agu B.G. ◽  
Eya G.M.
Keyword(s):  
Cognitive Abilities ◽  
Computer Literacy ◽  
Literacy Skills ◽  
School Students ◽  
Effective Performance ◽  
Information And Communication ◽  
Computer Based ◽  
Senior Secondary Schools ◽  
Matriculation Examination ◽  
Senior Secondary

Students are accessed using paper and pen on cognitive abilities in Nigeria. This method of assessment encourages different forms of examination malpractices. The threat of examination malpractices on the validity of examination outcomes has resulted in some examination bodies adopting different methods of examination. One of such methods is the computer based test (CBT). Using survey research method, this study investigated the levels of competency in computer literacy skills possessed by senior secondary school students. Three research questions and one hypothesis guided the study. Problems encountered by the students and prospective methods of enhancing computer based test (CBT) acceptance in Nigeria were also documented. A total of 310 copies of the questionnaire were administered to students who participated in the 2015 Unified Tertiary Matriculation Examination (UTME) at Afrihub Information and Communication Technology (CBT) centre, Institution of Management and Technology (IMT), Enugu and Godfrey Okoye University, Enugu and 237 representing 76% were adequately completed and found usable. The findings revealed among others that majority of the respondents confirmed that CBT can curb examination malpractice. Majority of candidates were also found to prefer CBT to the paper and pencil test (PPT). The mean, standard deviation and Pearson‟s Correlation Analysis showed that the respondent is preference for CBT were sensitive across gender. While improving electricity was identified as critical in enhancing CBT examinations, poor ICT skills on the part of students and the invigilators were also identified as the major problems facing the implementation of JAMB CBT examination in Nigeria.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability

2010 ◽  
Vol 27 (3) ◽  
pp. 335-353 ◽  
Author(s):  
Sara Cushing Weigle
Keyword(s):  
Validity Evidence ◽  
Educational Testing ◽  
Automated Scoring ◽  
Self Assessment ◽  
Writing Ability ◽  
Testing Service ◽  
Independent Writing ◽  
Complex Skills ◽  
Toefl Ibt ◽  
Educational Testing Service

Automated scoring has the potential to dramatically reduce the time and costs associated with the assessment of complex skills such as writing, but its use must be validated against a variety of criteria for it to be accepted by test users and stakeholders. This study approaches validity by comparing human and automated scores on responses to TOEFL® iBT Independent writing tasks with several non-test indicators of writing ability: student self-assessment, instructor assessment, and independent ratings of non-test writing samples. Automated scores were produced using e-rater ®, developed by Educational Testing Service (ETS). Correlations between both human and e-rater scores and non-test indicators were moderate but consistent, providing criterion-related validity evidence for the use of e-rater along with human scores. The implications of the findings for the validity of automated scores are discussed.

Females Surpass Males in Computer Problem Solving: Findings from the Minnesota Computer Literacy Assessment

1987 ◽  
Vol 3 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Ronald E. Anderson
Keyword(s):  
Decision Making ◽  
Systems Analysis ◽  
Computer Literacy ◽  
Assessment Instrument ◽  
Problem Analysis ◽  
Educational Computing ◽  
Literacy Assessment ◽  
National Assessment ◽  
Computer Problem ◽  
Better Than

Results from the 1979 Minnesota Computer Literacy Assessment conducted by the Minnesota Educational Computing Consortium, show that high school females performed better than males in some specific areas of programming. The areas of female superiority are those such as problem analysis and algorithmic application where the problems are expressed verbally rather than mathematically. While these findings may result from unique features of computer education in Minnesota, the findings may also be a consequence of the fact that the Minnesota assessment instrument was relatively free of mathematical bias. These findings and those of the 1982 National Assessment of Science on female superiority in “science decision making” imply that women are better than men at tasks usually defined as systems analysis rather than program coding.

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.

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.

THE EFFECTS OF DIFFERENT LENGTHS OF TIME FOR PLANNING ON SECOND LANGUAGE PERFORMANCE

1998 ◽  
Vol 20 (1) ◽  
pp. 83-108 ◽  
Author(s):  
Uta Mehnert
Keyword(s):  
Second Language ◽  
Time Complexity ◽  
Control Group ◽  
Language Performance ◽  
Planning Time ◽  
Speech Performance ◽  
Planning Condition ◽  
Lexical Density ◽  
Time Accuracy ◽  
Second Language Performance

This article reports on a study that investigated the effect of different amounts of planning time on the speech performance of L2 speakers. Subjects were 4 groups of learners of German (31 in total) performing 2 tasks each. The tasks varied in the degree of structure they contained and the familiarity of information they tapped. The control group had no planning time available; the 3 experimental groups had 1, 5, and 10 minutes of planning time, respectively, before they started speaking. Results show fluency and lexical density of speech increase as a function of planning time. Accuracy of speech improved with only 1 minute planning but did not increase with more planning time. Complexity of speech was significantly higher for the 10-minute planning condition only. No significant differences were found for the effect of planning on the different tasks. This study employed various general and specific constructs for measuring fluency, complexity, and accuracy of speech. The interrelationships and qualities of these measures are also investigated and discussed.

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