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This document outlines key components of a research project including defining the research question, collecting quantitative and qualitative data through instruments like questionnaires and interviews, analyzing the data, and reporting the findings.
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Summary Flowchart: Introduction to Research Methodology
This document outlines the proposed methodology for conducting research which includes: 1) discovering the problem and defining research questions and objectives; 2) reviewing relevant literature; 3) selecting exploratory research techniques such as surveys, interviews, or observation; 4) collecting and analyzing data through methods like case studies, pilot studies, or experience surveys; and 5) interpreting findings, making recommendations, and reporting conclusions.
Objectives, methodology, flowchart, and delivarable
This document outlines the objectives and methodology for a research project on developing a project production management system (PPMS) for construction processes related to bills of quantities (BOQ) for quantity surveyors. The objectives are to: 1) identify PPMS components, 2) describe design software functionality for quantity surveyors, and 3) design integration between PPMS and design software tools for quantity surveyors. The proposed methodology includes project planning, requirement gathering through data collection and analysis, requirement analysis, and design of the system integration. The expected deliverables are documentation establishing the goals, objectives, scope, and schedule, as well as the system requirements specification, system design details, and a prototype of the design integration.
Sáng kiến kinh nghiệm: Phương pháp rèn kỹ năng nghe Tiếng Anh cho học sinh THCS
Làm thế nào để học sinh có thể rèn kỹ năng nghe một cách nhanh chóng, có hiệu quả và dễ học? Đặc biệt là khi vận dụng chúng vào các hoạt động giao tiếp thực tế khi tiếp xúc với người nước ngoài mời các thầy cô hãy tham khảo Phương pháp rèn kỹ năng nghe Tiếng Anh cho học sinh THCS để giúp các em học sinh của mình tự tin trong việc nghe và nói.
Chương trình và nội dung hội nghị Mạc tộc lần thứ II
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Basic pronunciation online in Moodle 25.08.2016
This document outlines the course content and objectives for a Basic Pronunciation Online course at Vietnam National University. The course aims to help first-year students improve their pronunciation of English sounds according to the CEFR B1 level. Over the course of the semester, students will learn 44 individual English sounds through various quizzes, voice recordings, and listening activities. Students will be assessed on their mastery of vowels, consonants, and different accents through regular quizzes and recordings to track their pronunciation progress. The course uses an online platform and requires students to actively participate in all lessons and assignments.
Assessing speaking
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
Reading 2 - test specification for writing test - vstep
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
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Summary Flowchart: Introduction to Research Methodology
This document outlines the proposed methodology for conducting research which includes: 1) discovering the problem and defining research questions and objectives; 2) reviewing relevant literature; 3) selecting exploratory research techniques such as surveys, interviews, or observation; 4) collecting and analyzing data through methods like case studies, pilot studies, or experience surveys; and 5) interpreting findings, making recommendations, and reporting conclusions.
Objectives, methodology, flowchart, and delivarable
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Sáng kiến kinh nghiệm: Phương pháp rèn kỹ năng nghe Tiếng Anh cho học sinh THCS
Làm thế nào để học sinh có thể rèn kỹ năng nghe một cách nhanh chóng, có hiệu quả và dễ học? Đặc biệt là khi vận dụng chúng vào các hoạt động giao tiếp thực tế khi tiếp xúc với người nước ngoài mời các thầy cô hãy tham khảo Phương pháp rèn kỹ năng nghe Tiếng Anh cho học sinh THCS để giúp các em học sinh của mình tự tin trong việc nghe và nói.
Chương trình và nội dung hội nghị Mạc tộc lần thứ II
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BAN CHẤP HÀNH HỘI ĐỒNG MẠC TỘC VIỆT NAM KHÓA II
Ngày 25 tháng 6 năm 2017
Basic pronunciation online in Moodle 25.08.2016
This document outlines the course content and objectives for a Basic Pronunciation Online course at Vietnam National University. The course aims to help first-year students improve their pronunciation of English sounds according to the CEFR B1 level. Over the course of the semester, students will learn 44 individual English sounds through various quizzes, voice recordings, and listening activities. Students will be assessed on their mastery of vowels, consonants, and different accents through regular quizzes and recordings to track their pronunciation progress. The course uses an online platform and requires students to actively participate in all lessons and assignments.
Assessing speaking
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
Reading 2 - test specification for writing test - vstep
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
Reading 2 guideline for item writing writing test
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
Reading 1 guidelines for designing writing prompts
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Guiding questions for reading materials
The document provides guiding questions for three readings on designing effective writing prompts and assessments. The first reading addresses common writing prompt formats and variables to consider when constructing prompts, such as topic, task, and audience. The second reading covers general principles for crafting prompts, such as clarity and appropriateness. The third reading examines different rating scale types like holistic and analytic scales, as well as factors to account for when devising writing evaluation rubrics.
Listening item submission template
This document provides a template for writing listening test items. It includes sections for Part 1, 2 and 3 items. For each part, contributors are asked to include the base text, edited text, item number, skill being tested, and cognitive process. The item writer would then write the stem and response options, underlining the text that provides the clue to the correct answer and bolding the right option. The template collects information needed to ensure items meet test specifications and can be reviewed by other group members working on the listening test assignment.
Examining reading
The document provides an overview of key considerations for developing a reading test, including:
1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
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The document introduces the CEF-ESTIM Grid, a tool designed to help language teachers estimate the level of texts, activities, competencies, and overall tasks according to the Common European Framework of Reference for Languages (CEFR). The grid provides a framework to describe class materials and activities and determine their estimated difficulty level based on CEFR levels. It is intended to help teachers plan lessons and align their materials with the CEFR in a flexible manner. The document explains how to use the grid and associated online resources, which include sample analyses, a glossary, and links to related projects applying the CEFR.
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The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
Writing good multiple choice test questions
Multiple choice tests can effectively and reliably assess student learning when questions are carefully constructed. An effective multiple choice question consists of a clear problem or stem and answer options that include one correct response and plausible distractors. Distractors should represent common student errors to best test understanding. Question structure and wording should avoid inadvertently signaling the right answer. Higher-order thinking can be assessed by requiring students to apply, analyze, or evaluate concepts in their response.
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This document discusses different approaches to defining the construct of reading comprehension for language assessment purposes. It begins by describing the factorial approach, which uses factor analysis of test performance to determine the separable skills involved in reading. However, this approach is limited as it focuses on the outcomes of tests rather than the actual cognitive processes involved in reading. The document then discusses the subskills approach commonly used in language pedagogy, which breaks reading down into discrete skills. However, this approach has also been criticized. The document argues that a cognitive processing approach, which examines the actual mental processes involved in real-world reading, provides a better theoretical basis for evaluating the cognitive validity of reading tests.
Nghe slide - testing listening skill slides
The document discusses factors that affect listening comprehension in language testing. It describes the listening construct and various sub-skills involved, including linguistic processing, relating information to context, and simultaneous bottom-up and top-down processing. Task types and formats are also covered, such as note-taking, question preview, visual aids, and multiple choice vs open-ended questions. Variables like speech rate, vocabulary difficulty, and noise levels can impact listening difficulty. Overall, listening comprehension is a complex process that involves many interacting variables.
Xác trị slide 1 - validation basics
1. The document discusses theories and procedures for establishing validity, including Messick's unified concept of validity and his six aspects of validity: content, structural, consequential, external, generalizability, and substantive.
2. It also covers Kane's argument-based approach to validation using interpretive and validity arguments supported by logical and empirical evidence.
3. The document proposes four questions to guide validation of a Vietnamese English test based on Messick's framework: examining test content, measuring students' English ability, correlating test scores with another test, and investigating test score consequences.
Vstep listening item writer
This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
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The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
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The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
Reading 1 guidelines for designing writing prompts
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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This document provides a template for writing listening test items. It includes sections for Part 1, 2 and 3 items. For each part, contributors are asked to include the base text, edited text, item number, skill being tested, and cognitive process. The item writer would then write the stem and response options, underlining the text that provides the clue to the correct answer and bolding the right option. The template collects information needed to ensure items meet test specifications and can be reviewed by other group members working on the listening test assignment.
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1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
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The document introduces the CEF-ESTIM Grid, a tool designed to help language teachers estimate the level of texts, activities, competencies, and overall tasks according to the Common European Framework of Reference for Languages (CEFR). The grid provides a framework to describe class materials and activities and determine their estimated difficulty level based on CEFR levels. It is intended to help teachers plan lessons and align their materials with the CEFR in a flexible manner. The document explains how to use the grid and associated online resources, which include sample analyses, a glossary, and links to related projects applying the CEFR.
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The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
Writing good multiple choice test questions
Multiple choice tests can effectively and reliably assess student learning when questions are carefully constructed. An effective multiple choice question consists of a clear problem or stem and answer options that include one correct response and plausible distractors. Distractors should represent common student errors to best test understanding. Question structure and wording should avoid inadvertently signaling the right answer. Higher-order thinking can be assessed by requiring students to apply, analyze, or evaluate concepts in their response.
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This document discusses different approaches to defining the construct of reading comprehension for language assessment purposes. It begins by describing the factorial approach, which uses factor analysis of test performance to determine the separable skills involved in reading. However, this approach is limited as it focuses on the outcomes of tests rather than the actual cognitive processes involved in reading. The document then discusses the subskills approach commonly used in language pedagogy, which breaks reading down into discrete skills. However, this approach has also been criticized. The document argues that a cognitive processing approach, which examines the actual mental processes involved in real-world reading, provides a better theoretical basis for evaluating the cognitive validity of reading tests.
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The document discusses factors that affect listening comprehension in language testing. It describes the listening construct and various sub-skills involved, including linguistic processing, relating information to context, and simultaneous bottom-up and top-down processing. Task types and formats are also covered, such as note-taking, question preview, visual aids, and multiple choice vs open-ended questions. Variables like speech rate, vocabulary difficulty, and noise levels can impact listening difficulty. Overall, listening comprehension is a complex process that involves many interacting variables.
Xác trị slide 1 - validation basics
1. The document discusses theories and procedures for establishing validity, including Messick's unified concept of validity and his six aspects of validity: content, structural, consequential, external, generalizability, and substantive.
2. It also covers Kane's argument-based approach to validation using interpretive and validity arguments supported by logical and empirical evidence.
3. The document proposes four questions to guide validation of a Vietnamese English test based on Messick's framework: examining test content, measuring students' English ability, correlating test scores with another test, and investigating test score consequences.
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This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
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The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
Felte quarterly issue 2
This section profiles four FELTE faculty members who attended conferences in the last few months. It highlights their positive impressions of the conferences, including:
1) Ms. Hieu Thuy was impressed by the organization of the Voices in ELT International Conference at Thamasat University in Thailand. She found the presentations insightful and enjoyed networking with colleagues.
2) Ms. Trang appreciated the professional development opportunities at the TESOL Arabia Conference in Dubai. She gained new knowledge and ideas from the workshops.
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UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
Day 2 - Intro to UiPath Studio Fundamentals
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
The Microsoft 365 Migration Tutorial For Beginner.pptx
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
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- 1. Research question Quantitative Data Research design Primary Research instrument Qualitative Literature review Population Sampling strategy Data analysis Research proposal Research report Data analysis Questionnaire Interview