Percentage of students at each proficiency level on the reading subscale reflect and evaluate

2010 ◽  
Keyword(s):  
Proficiency Level

scholarly journals Results of the Behavioral Health Readiness Evaluation and Decision-Making Instrument Study

2021 ◽  
Vol 186 (Supplement_1) ◽  
pp. 142-152
Author(s):  
Justin M Curley ◽  
Katie L Nugent ◽  
Kristina M Clarke-Walper ◽  
Elizabeth A Penix ◽  
James B Macdonald ◽  
...  
Keyword(s):  
Decision Making ◽  
Behavioral Health ◽  
User Satisfaction ◽  
Safety Issue ◽  
Walter Reed Army Institute ◽  
End User ◽  
Chi Square ◽  
Proficiency Level ◽  
Wide Range ◽  
Decision Making Support

ABSTRACT Introduction Recent reports have demonstrated behavioral health (BH) system and individual provider challenges to BH readiness success. These pose a risk to winning on the battlefield and present a significant safety issue for the Army. One of the most promising areas for achieving better BH readiness results lies in improving readiness decision-making support for BH providers. The Walter Reed Army Institute of Research (WRAIR) has taken the lead in addressing this challenge by developing and empirically testing such tools. The results of the Behavioral Health Readiness Evaluation and Decision-Making Instrument (B-REDI) field study are herein described. Methods The B-REDI study received WRAIR Institutional Review Board approval, and BH providers across five U.S. Army Forces Command installations completed surveys from September 2018 to March 2019. The B-REDI tools/training were disseminated to 307 providers through random clinic assignments. Of these, 250 (81%) providers consented to participate and 149 (60%) completed both initial and 3-month follow-up surveys. Survey items included a wide range of satisfaction, utilization, and proficiency-level outcome measures. Analyses included examinations of descriptive statistics, McNemar’s tests pre-/post-B-REDI exposure, Z-tests with subgroup populations, and chi-square tests with demographic comparisons. Results The B-REDI resulted in broad, statistically significant improvements across the measured range of provider proficiency-level outcomes. Net gains in each domain ranged from 16.5% to 22.9% for knowledge/awareness (P = .000), from 11.1% to 15.8% for personal confidence (P = .001-.000), and from 6.2% to 15.1% for decision-making/documentation (P = .035-.002) 3 months following B-REDI initiation, and only one (knowledge) failed to maintain a statistically significant improvement in all of its subcategories. The B-REDI also received high favorability ratings (79%-97% positive) across a wide array of end-user satisfaction measures. Conclusions The B-REDI directly addresses several critical Army BH readiness challenges by providing tangible decision-making support solutions for BH providers. Providers reported high degrees of end-user B-REDI satisfaction and significant improvements in all measured provider proficiency-level domains. By effectively addressing the readiness decision-making challenges Army BH providers encounter, B-REDI provides the Army BH health care system with a successful blueprint to set the conditions necessary for providers to make more accurate and timely readiness determinations. This may ultimately reduce safety and mission failure risks enterprise-wide, and policymakers should consider formalizing and integrating the B-REDI model into current Army BH practice.

scholarly journals Schools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097916
Author(s):  
Yihua Hong ◽  
Guanglei Hong
Keyword(s):  
Time Allocation ◽  
Third Graders ◽  
Instructional Time ◽  
Math Learning ◽  
Proficiency Level ◽  
Ability Levels ◽  
Reading And Math ◽  
Current Design ◽  
Notable Increase ◽  
Grade 3

This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

scholarly journals ‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Peter Crosthwaite ◽  
Lavigne L.Y. Choy ◽  
Yeonsuk Bae
Keyword(s):  
English Learners ◽  
English Speakers ◽  
L2 Proficiency ◽  
L1 Transfer ◽  
Learner Corpus ◽  
Proficiency Level ◽  
Closed Class ◽  
Corpus Data ◽  
Noun Number ◽  
L1 English

AbstractWe present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘almost people’), adding unnecessary particles (*‘all of people’) and non-L1 English-like quantifier/noun agreement (*‘many water’). Significantly fewer ‘openclass’ NNQs (e.g a number of people) are produced by L2 learners, preferring ‘closed-class’ single lexical quantifiers (following L1-like use). While such production is predictable via L1 transfer, Korean L2 English learners produced significantly more L2-like NNQs at each proficiency level, which was not entirely predictable under a transfer account. We thus consider whether positive transfer of other linguistic forms (i.e. definiteness marking) aids the learnability of other L2 forms (i.e. expression of quantification).

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

Effect of Bilingualism on Multitasking: A Pilot Study

2015 ◽  
Vol 22 (3) ◽  
pp. 94-101 ◽  
Author(s):  
Li Hsieh
Keyword(s):  
Executive Control ◽  
Positive Impact ◽  
Reaction Times ◽  
Language Experience ◽  
Bilingual Advantage ◽  
Bilingual Speakers ◽  
Proficiency Level ◽  
Linguistic Representations ◽  
A Cell ◽  
The Difference

Bilingual speakers rely on attentional and executive control to continuously inhibit or activate linguistic representations of competing languages, which leads to an increased efficiency known as “bilingual advantage”. Both monolingual and bilingual speakers were asked to perform multiple tasks of talking on a cell phone while simultaneously attending to simulated driving events. This study examined the effect of bilingualism on participants' performance during a dual-task experiment based on 20 monolingual and 13 bilingual healthy adults. The within-subject and between-subject comparisons were conducted on reaction times of a visual event detection task for (a) only driving and (b) driving while simultaneously engaged in a phone conversation. Results of this study showed that bilingual speakers performed significantly faster than monolingual speakers during the multitasking condition, but not during the driving only condition. Further, bilingual speakers consistently showed a bilingual advantage in reaction times during the multitasking condition, despite varying degrees on a bilingual dominance scale. Overall, experiences in more than one language yield bilingual advantage in better performance than monolingual speakers during a multitasking condition, but not during a single task condition. Regardless of the difference in bilingual proficiency level, such language experience reveals a positive impact on bilingual speakers for multitasking.

Teacher Beliefs and Practices in Advanced Spanish Classrooms

2005 ◽  
Vol 3 (1) ◽  
pp. 83-107
Author(s):  
Manel Lacorte ◽  
Evelyn Canabal
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Latino Students ◽  
Advanced Level ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Proficiency Level ◽  
Language Classroom ◽  
University Instructors ◽  
Large Research

The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.

Pedagogical conditions of the development of language teachers’ professional communicative skills of written feedback

2020 ◽  
pp. 48-57
Author(s):  
Tatiana A. Ershova
Keyword(s):  
Language Proficiency ◽  
Language Teachers ◽  
Written Feedback ◽  
Structural Elements ◽  
Communicative Skills ◽  
Course Content ◽  
Proficiency Level ◽  
Structural Content ◽  
Development Of Language ◽  
Task Types

The concept of ‘‘written pedagogical feedback’’ is analyzed, its types are singled out. Four pedagogical conditions for the development of future language teachers’ professional com-municative skills of written feedback are singled out. The first pedagogical condition is the clear structure of the course content. This condition is formulated based on the didactic principle of modularity of the structural content of education. The structure of the course content aimed at the development of language teachers’ professional communicative skills of written feedback is outlined. The course content consists of three structural elements, each of them being broken down into component parts. The second pedagogical condition is the implementation of the principle of reliance on intersubject connections. The necessity of taking into account knowledge, skills, abilities and experience acquired by students in the course of study within the discipline ‘‘Foreign language’’ and disciplines of their professional cycle is explained. The third pedagogical condition is students’ language proficiency level being developed at B2 level according to Common European Framework of Reference for Languages (CEFR) or higher. To formulate this condition, the analysis of ten CEFR scales with the skills which underlie the process of giving students written feedback after assessing their written works was carried out. The fourth pedagogical condition is the use of mono- and polyfunctional communicative tasks. The terms ‘‘exercise’’ and ‘‘task’’ in language teaching are analyzed, the task types that can be used to develop future teachers’ professional communicative skills of written feedback are identified.

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