scholarly journals The influence of rater empathy, age and experience on writing performance assessment

2017 ◽  
Vol 3 ◽  
pp. 7-19
Author(s):  
Pilvi Alp ◽  
Anu Epner ◽  
Hille Pajupuu
Keyword(s):  
Correlation Analysis ◽  
Performance Assessment ◽  
Language Proficiency ◽  
Language Testing ◽  
Self Report ◽  
Years Of Experience ◽  
Writing Performance ◽  
Estonian Language ◽  
Rater Performance ◽  
Regular Training

Assessment reliability is vital in language testing. We have studied the influence of empathy, age and experience on the assessment of the writing component in Estonian Language proficiency examinations at levels A2–C1, and the effect of the rater properties on rater performance at different language levels. The study included 5,270 examination papers, each assessed by two raters. Raters were aged 34–73 and had a rating experience of 3–15 years. The empathy level (EQ) of all 26 A2–C1 raters had previously been measured by Baron-Cohen and Wheelwright’s self-report questionnaire. The results of the correlation analysis indicated that in case of regular training (and with three or more years of experience), the rater’s level of empathy, age and experience did not have a significant effect on the score.

Entering the Mental Backstage: Mindfulness and Mind-Wandering among Performing Artists

2021 ◽  
Vol 15 (7) ◽  
pp. 2068-2071
Author(s):  
Avneet Kaur ◽  
Shwetha T.S
Keyword(s):  
Negative Relationship ◽  
Positive Association ◽  
Mind Wandering ◽  
Self Report ◽  
Years Of Experience ◽  
Significant Positive Association ◽  
Performing Artists ◽  
Creative Processes ◽  
Significant Negative Relationship ◽  
Significant Difference

Existing literature has explored the role of mindfulness and mind-wandering on creative processes. However, it has overlooked the diversity in the creative domains as well as the experience of the artist while accounting for their relationship. In the present study, mindfulness and mind wandering- deliberate and spontaneous were explored among performing artists, i.e. musicians, theatre artists, and dancers. The study also looked at the artists’ experience in their field. After an initial screening using a creativity tool, 66 performing artists were recruited, following which two self-report indices that assessed mind wandering and mindfulness were administered. The data collected was subjected to quantitative data analysis in SPSS. A Oneway ANOVA showed significant effect of the creative domain on mindfulness for the three groups, with a significant difference between musicians and dancers. Among the musicians, a significant negative relationship between mind wandering spontaneous and years of experience was seen. Among the dancers, there was a significant positive association between mind wandering spontaneous, mind wandering deliberate and years of experience. The current study highlighted the need to approach the study of creativity using a contextual perspective. Keywords: Creativity, Dance, Music, Theatre.

scholarly journals Characterizing the social diversity of bilingualism using language entropy

2019 ◽  
Vol 23 (2) ◽  
pp. 283-294 ◽  
Author(s):  
Jason W. Gullifer ◽  
Debra Titone
Keyword(s):  
Individual Differences ◽  
Language Proficiency ◽  
Language Use ◽  
Self Report ◽  
Social Diversity ◽  
Language Experience ◽  
Language History ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Control

AbstractBilingual and multilingual individuals exhibit variation in everyday language experience. Studies on bilingualism account for individual differences with measures such as L2 age of acquisition, exposure, or language proficiency, but recent theoretical perspectives posit that the relative balance between the two or more languages throughout daily life (i.e., interactional context) is a crucial determinant for language representation, access, and control. We propose an innovative measure to characterize this construct by using entropy to estimate the social diversity of language use. Language entropy is computed from commonly-collected language history data and generalizes to multilingual communicative contexts. We show how language entropy relates to other indices of bilingual experience and that it predicts self-report L2 outcome measures over and above classic measures of language experience. Thus, we proffer language entropy as a means to characterize individual differences in bilingual (and multilingual) language experience related to the social diversity of language use.

scholarly journals Accuracy of Physician Self-Report of Spanish Language Proficiency

2010 ◽  
Vol 13 (2) ◽  
pp. 239-243 ◽  
Author(s):  
Anne Rosenthal ◽  
Frances Wang ◽  
Dean Schillinger ◽  
Eliseo J. Pérez Stable ◽  
Alicia Fernandez
Keyword(s):  
Language Proficiency ◽  
Spanish Language ◽  
Self Report

Language Testing-SLA Research Interfaces

1988 ◽  
Vol 9 ◽  
pp. 193-209 ◽  
Author(s):  
Lyle F. Bachman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Applied Linguistics ◽  
Language Testing ◽  
Second Language Proficiency ◽  
Stage Of Development ◽  
Longitudinal View

Language testing [LT] research and second language acquisition [SLA] research are often seen as distinct areas of inquiry in applied linguistics. To oversimplify slightly, SLA research takes a longitudinal view, concerning itself primarily with the description and explanation of how second language proficiency develops, while LT research typically observes a “slice of life”, and attempts to arrive at a more or less static description of language proficiency at a given stage of development.

Language testing and technology: problems of transition to a new era

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Patricia Dooey
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Test Validity ◽  
Language Testing ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
Technological Advances ◽  
Wide Range ◽  
Computer Based

AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.

scholarly journals The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

scholarly journals Characterizing the social diversity of bilingualism using language entropy

2019 ◽  
Author(s):  
Jason Gullifer ◽  
Debra Titone
Keyword(s):  
Individual Differences ◽  
Language Proficiency ◽  
Language Use ◽  
Self Report ◽  
Social Diversity ◽  
Language Experience ◽  
Language History ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Control

Bilingual and multilingual individuals exhibit variation in everyday language experience. Studies on bilingualism account for individual differences with measures such as L2 age of acquisition, exposure, or language proficiency, but recent theoretical perspectives posit that the relative balance between the two or more languages throughout daily life (i.e., INTERACTIONAL CONTEXT) is a crucial determinant for language representation, access, and control. We propose an innovative measure to characterize this construct by using ENTROPY to estimate the social diversity of language use. Language entropy is computed from commonly-collected language history data and generalizes to multilingual communicative contexts. We show how language entropy relates to other indices of bilingual experience and that it predicts self-report L2 outcome measures over and above classic measures of language experience. Thus, we proffer language entropy as a means to characterize individual differences in bilingual (and multilingual) language experience related to the social diversity of language use.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.

scholarly journals COMPUTER ADAPTIVE LANGUAGE TESTING ACCORDING TO NATO STANAG 6001 REQUIREMENTS

2021 ◽  
Vol 8 (18) ◽  
pp. 19-26
Author(s):  
Piotr Gawliczek ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Maksym Tyshchenko ◽  
Oleksandr Shapran
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Objective Assessment ◽  
Language Testing ◽  
Armed Forces ◽  
Proficiency Level ◽  
Starting Point ◽  
Special Value ◽  
Results Management ◽  
Adaptive Ability

The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”, “Scoring algorithm” and “Termination criterion”. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers’ foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID 19 pandemic.

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