Review of recent researches on air pollution effects on human cognitive functions

Air pollution is of factors leading to disturbance in nervous system while its acute neurological effects have not been completely studied. In metropolis, communities experience various social problems caused by air pollution such as retardate, academic disability, and increasing crime rate due to disturbed cognitive functions of children and vulnerable generation without being aware of the effect of air pollution on perception power of human. In this research, the published researches in 2017 available in database and publishers of valid scientific publications such as PubMed and Elsevier were reviewed then 11 related papers were selected to check and criticize their methodology, research instruments and results.Results indicated that the review researches employed various tests and instruments to assess cognitive functions, but most of them obtained similar results introducing disturbing and preventive effect of air pollution on mental functions; however, these studies did not determine the prominent effect of each air pollutant factor on specific area of brain and effect of genetic and environmental background of individuals. Moreover, valid and authentic tests were not employed in many of these papers to assess cognitive function and perception power, while validity and reliability of each of cognitive function tests have been determined and proved to assess the function of specific part of brain.

Epilogue: Reading Comprehension Is Not a Single Ability—Implications for Assessment and Instruction

Purpose In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. Conclusions We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Can computerised testing be authentic?

The concept of authenticity first appeared with the development of the communicative approach. More recently, in the field of educational measurement, authentic assessment methods have been proposed. Although adaptive testing seems to be the most important application of computers in language assessment, these tests are usually not authentic. Since many real world tasks are accomplished with computers, these may be used for authentic direct testing. Computers may be also used in semi-direct testing as a way to enhance the context. Finally in authentic assessment, computers may be used as a tool to process the data when the learners use them to organise their portfolio. Using the computer, test developers can also create better authentic tests.