scholarly journals FEASIBILITY OF USING TELEMEDICINE FOR LANGUAGE ASSESSMENT

2021 ◽  
Author(s):  
Marcela Silagi ◽  
Maria Freitas ◽  
Isabel Almeida ◽  
Paola Pisetta ◽  
Bárbara Beber ◽  
...  
Keyword(s):  
Healthy Subjects ◽  
Cognitive Impairments ◽  
Language Assessment ◽  
Healthy Adults ◽  
Future Research ◽  
Online Assessment ◽  
Online Environment ◽  
Verbal Comprehension ◽  
Face To Face ◽  
Online Assessments

Background: The international literature has shown viability in the use of telemedicine for language assessment in individuals with dementia. However, no studies were found on language testing via the Internet in Brazil. Objectives: To verify the feasibility of using telemedicine for language assessment, by comparing the performance of healthy adults in face-to-face and online assessments, and to verify the influence of age and education in the evaluation types. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Western Aphasia Battery-Revised (WAB-R) was used for language assessment, with subtests for spontaneous speech, auditory verbal comprehension, repetition, naming, reading, and writing. Subjects were randomly evaluated in person and online. Results: No differences were found in WAB-R scores obtained in a face-to-face versus online environment. There was a negative correlation between the Aphasia Coefficient score and age (rs=-0.814; p=0.013) and a positive correlation for education (rs=0.736; p=0.037) in the online assessment. Conclusions: The use of telemedicine for language assessment proved to be feasible for cognitively healthy adults, despite the influence of age and education. Future research is needed to analyze the feasibility of this mode of evaluation in subjects with cognitive impairments.

scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2022 ◽  
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2021 ◽  
Vol 12 (4) ◽  
pp. 3-18
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

scholarly journals COGNITIVE SCREENING THROUGH TELEMEDICINE – A PILOT STUDY

2021 ◽  
Author(s):  
Paola Pisetta ◽  
Isabel Almeida ◽  
Bárbara Beber ◽  
Maira Oliveira ◽  
Marcela Silagi ◽  
...  
Keyword(s):  
Developing Countries ◽  
Cognitive Assessment ◽  
Healthy Subjects ◽  
Online Assessment ◽  
Cognitive Screening ◽  
Cognitive Domains ◽  
Face To Face ◽  
Online Assessments ◽  
Final Score ◽  
Addenbrooke’S Cognitive Examination

Background: International research aimed at the feasibility of cognitive assessment through telemedicine has shown heterogeneous results. Further studies are needed to guarantee it’s feasibility, especially in developing countries like Brazil. Objective: Verify the feasibility of using telemedicine to perform a brief cognitive screening by comparing the performance of healthy adults in face-to-face and online assessments. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Addenbrooke’s Cognitive Examination–Revised (ACE-R) was used, it allows evaluation of five cognitive domains: attention and orientation, memory, fluency, language and visuospatial. Subjects were randomly evaluated in person and online, with an interval of 1-6 months. Results: No significant differences were found in ACER-R subtests and final scores obtained in face-to-face versus online assessment: attention and orientation (p=0.741), memory (p=0.913), fluency (p=0.913), language (p=0.855), visuospatial (p=1.000), final score (p=0,596). Conclusion: Cognitive screening through telemedicine has proven to be feasible for cognitively healthy subjects in the present study. Further studies are needed to assess its feasibility in cognitive impaired subjects.

scholarly journals The prevalence and characteristics of online assessment in Australian universities

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Rod Byrnes ◽  
Allan Ellis
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Assessment ◽  
Online Environment ◽  
Online Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
The University ◽  
Australian Universities

<span>Assessment is one of the key elements of the teaching and learning process. It provides teachers with a means of evaluating the quality of their instruction. Students also use it to drive and direct their learning. Online teaching and learning will continue to become more important to Australian universities in order for them to remain competitive and economically viable. In the online environment, assessment is no less critical than in traditional face to face environments. However, assessment risks being overlooked or at least marginalised in the rush to place course content online. This paper provides a snapshot of the prevalence and characteristics of online assessment in Australian universities during 2004. It highlights useful information regarding the use of online assessment in the university sector and illustrates that overall this crucial area is not being given the attention or resources it requires.</span>

scholarly journals The effectiveness of working memory training – points to consider for future research

2016 ◽  
Vol 47 (1) ◽  
pp. 43-50
Author(s):  
Rafal Szewczyk
Keyword(s):  
Working Memory ◽  
Healthy Subjects ◽  
Cognitive Impairments ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Future Research ◽  
Memory Training ◽  
Future Studies ◽  
Potential Sources ◽  
Strong Correlate

Abstract Working memory training (WMT) has recently become one of the most debated issues in the field of cognitive psychology. Since working memory (WM) is considered a strong correlate of IQ, numerous researchers have been trying to increase the latter by training the former. Proven effectiveness of working memory training could lead to its application in the therapy of many cognitive impairments. WMT could be also used as a tool of improving cognitive functioning of healthy subjects. However, almost every publication claiming to provide evidence for achieving one of above mentioned objectives has been criticised, mostly because of methodological shortcomings. The aim of my presentation is to extract potential sources of inconsistencies existing between the authors of meta-analysis and reviews of WMT research. For this reason I take a closer look at results and conclusions of several meta-analysis and reviews. As a result I point few indications that should be taken into consideration in future studies on WMT effectiveness.

13. DISCOURSE APPROACHES TO ORAL LANGUAGE ASSESSMENT

2002 ◽  
Vol 22 ◽  
pp. 243-262 ◽  
Author(s):  
Richard F. Young
Keyword(s):  
Cultural Values ◽  
Oral Language ◽  
Language Assessment ◽  
Future Research ◽  
Linguistic Context ◽  
Face To Face ◽  
The Many ◽  
Definition Of ◽  
Oral Interaction ◽  
Fertile Area

This chapter begins with a careful look at a sample conversation and examines the many layers of interpretation that different academic traditions have constructed in order to interpret it. These layers of interpretation include linguistic forms, nonverbal communication, linguistic context, situational context, and the embodied histories that participants bring to interaction. All are incorporated into a rich definition of discourse. The chapter then reviews recent studies that have compared the discourse of oral interaction in assessment with oral discourse in contexts outside assessment to show how different they are. The next section discusses studies that have related ways of speaking to the cultural values of communities of speakers with a view to understanding the cultural miscommunication that occurs in assessment of speaking in a second language community. The review concludes by stressing the wholeness of face-to-face interaction, listing the layers of interpretation of interaction that have not thus far been considered in oral testing, and setting out a potentially fertile area for future research.

Online Writing Assessment during the Covid-19 Pandemic: Challenges, Options and Scenarios

2021 ◽  
Vol 1 (1) ◽  
pp. 64-73
Author(s):  
Fitri Handayani ◽  
Hermawati Syarif
Keyword(s):  
Writing Assessment ◽  
Planning Process ◽  
Curriculum Planning ◽  
Assessment Process ◽  
Online Assessment ◽  
Full Time ◽  
Online Writing ◽  
Face To Face ◽  
Online Assessments ◽  
Face To Face Learning

Assessment is at the core of the teaching process. It shapes students’ understanding of the curriculum and determines their ability to progress. Choosing an assessment strategy is an important aspect of the curriculum planning process. Hence, in the context of this shift from face-to face learning to full-time online learning, several challenges arose including how to develop online writing assessment to the students. In particular, online assessment of students’ writing has become an unprecedented new situation for many English lecturers. The transition from face-to-face assessment to online assessment has been a new experience for many English lecturers who have never applied it before nor have background knowledge of its mechanisms and methods. The issue has raised an important point for English teaching practitioners and course designers regarding the strategies and challenges of this mandatory mode of assessment. From this perspective, the purpose of this paper is to provide an overview of online writing assessments in the COVID-19 pandemic era, including challenges faced by lecturers in conducting online assessments, as well as a set of recommendations for designing online assessment mechanisms and strategies that will result in a fair assessment process for all.

scholarly journals ONLINE TESTING OF THE COMPETENCES IN SCIENCE IN THE CASE OF STUDENTS IN THE COMPULSORY SCHOOL

2020 ◽  
Vol LXVIII (2) ◽  
pp. 125-141
Author(s):  
Luminița Catană ◽  
Mădălina-Veronica Angelușiu
Keyword(s):  
Blended Learning ◽  
Virtual Space ◽  
Online Assessment ◽  
Online Testing ◽  
Online Environment ◽  
Digital Resources ◽  
Face To Face ◽  
School Activities ◽  
Current Period ◽  
School Curricula

Under the pressure of the Covid-19 pandemic, the school activities have moved from the classroom to the online environment. Considering these circumstances, the teachers have made serious efforts to adapt their teaching and assessment methods to the possibilities offered by the virtual space. They have used various educational platforms and digital resources, trying to be in contact with their students, learning “on the go” to make the most efficient use of them in the teaching process. Being an important topic in education in the current period, we present, in this paper, the results of the online testing for Physics and Chemistry of some middleschool students, realized through the Kahoot educational platform. These results support the opinion that face-to-face school or even blended-learning are, in general, more efficient than online school. Some advantages of the online assessment were also highlighted, most of them attitudinal; for example, most of the students were excited about the opportunity to participate in this assessment, and some of them returned to the platform and solved some tests twice, so using them for learning. The results of the online assessment have also underlined some components of the school curricula that are harder to be transformed into student’s acquisitions, and for which more time and explanations are needed.

scholarly journals Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System

2020 ◽  
Author(s):  
Glenda H.E. Gay
Keyword(s):  
Online Courses ◽  
Learning System ◽  
Online Assessment ◽  
Electronic Learning ◽  
Face To Face ◽  
Online Lectures ◽  
Regional University ◽  
Online Assessments ◽  
E Learning ◽  
Similar Assessment

Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

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