Test production process - Approaches to language testing - Techniques of lang...PháșĄm PhĂșc KhĂĄnh Minh
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The test production process
+ Item analysis: Classical Test Theory (CTT) vs Item-Response Theory (IRT)
Approaches to language testing
+ Essay-translation
+ Structuralist
+ Integrative
+ Communicative
Techniques of language testing: Item types
(1) Multiple choice and other selection types
(2) Candidate supplied response item types
(3) Non-item-based task types
Bloomâs taxonomy and testing
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance studentsâ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
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The purpose of research described in the current study is the psychological reliability, itsâ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Test production process - Approaches to language testing - Techniques of lang...PháșĄm PhĂșc KhĂĄnh Minh
Â
The test production process
+ Item analysis: Classical Test Theory (CTT) vs Item-Response Theory (IRT)
Approaches to language testing
+ Essay-translation
+ Structuralist
+ Integrative
+ Communicative
Techniques of language testing: Item types
(1) Multiple choice and other selection types
(2) Candidate supplied response item types
(3) Non-item-based task types
Bloomâs taxonomy and testing
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance studentsâ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
Â
The purpose of research described in the current study is the psychological reliability, itsâ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Pilot Study for Validity and Reliability of an Aptitude TestBahram Kazemian
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The study was conducted in the department of the English University of Gujrat during Spring- 2012 semester. A question
paper was designed to check the aptitude of the intermediate students of population 25. There were three sections; Grammar, vocabulary and reading comprehension, in the question paper. Section: A (Grammar) was proved valid with 84.33 % of validity. The validity of Section: B (vocabulary) and Section C (reading comprehension) were 91.64 % and 52.00 respectively. As a whole, the validity of all the questions was 75.99 %. Thus, the designed aptitude test may be considered reliable.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
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Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
JMeter webinar - integration with InfluxDB and GrafanaRTTS
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Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overviewâ
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
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Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
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Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Â
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But thereâs more:
In a second workflow supporting the same use case, youâll see:
Your campaign sent to target colleagues for approval
If the âApproveâ button is clicked, a Jira/Zendesk ticket is created for the marketing design team
Butâif the âRejectâ button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
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Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
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After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more âmechanicalâ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
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Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
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Clients donât know what they donât know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clientsâ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
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Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
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In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
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Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Epistemic Interaction - tuning interfaces to provide information for AI support
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Theoretical framefinal (autoguardado)
1. UNIVERSIDAD CATOLICA DE LA SSMA. CONCEPCION
THEORETICAL FRAMEWORK
FACULTAD DE EDUCACION
DEPARTAMENTO DE LENGUAS
EVALUACION DE LA COMPETENCIA COMUNICATIVA EN INGLES
KARLA ESSMANN TORRES
ANALIA NOVA GONZALEZ
DOCENTE
ROXANNA CORREA PEREZ
FECHA
CONCEPCION, 2013
2. Theoretical Framework
This essay attempts to provide an overall view of an issue presented in the field of
language teaching and learning, which is assessing on Second Language Acquisition
(SLA). This has been considered a complex topic in the area of teaching and learning a
language (Fernandez, 1996), which could be either a Foreign Language (FL) or a Second
Language (SL). Since SLA is a complex matter, to asses it, it might be equally difficult as
well, and an optimum instrument is needed in order to obtain real and trustworthy results.
Regarding this subject, in the following essay it will be analyzed the perspectives of
the authors who present principles or qualities that must be considered when designing a
test on FL or SL. These authors are: Brown D. (2003), Coombe,Ch. et al. (2007) and
Bachman, L. F. & Palmer A. S. (1996). These authors convey and agree that concerning
assessment there are different principles or qualities that should be taking into account
when designing and developing a test in order to make it effective. Notwithstanding, they
differ in the number of principles and in some cases also their names. This essay focuses on
some of those differences regarding the available theory of the authors previously
mentioned. First, it is going to be reviewed Coombe et al. (2007) perspective, and secondly
Brownâs (2003) view regarding principles of assessment on SLA. To continue, the authorsâ
perspectives will be compared in order to highlight some differences on their viewpoints.
The following authors to be analyzed in this essay will be Bachman, L. F. & Palmer A. S.
(1996). After this, the authors will be compared to the perspective of Coombe et al. (2007).
Finally some conclusion will be stated at the end of the essay.
3. According to Coombe et al. (2007), there are several principles that are connected to
good test design described as âThe cornerstones of testingâ. These principles are:
usefulness, reliability, practicality, washback, authenticity, transparency, and security.
The author defines the principle of usefulness as the most important one, since a test
has a specific purpose, a particular group to be tested, and a specific target language.
The principle of validity aims to measure âwhat you teach and how teach itâ. This
principle is subdivided in: a) Content validity, which means that a test has to assess content
using a format familiar to the test- takers. b) Construct validity, which refers to the
methodology of language learning and the type of assessment. c) Face validity, which
means that a test looks as if measures what it is expected to measure.
The principle of reliability stands for trustworthiness in terms of scoring. There are
three factors regarding reliability which are: a) test factors, b) administrative factors, and c)
affective factors.
The principle of practicality includes the cost of development, maintenance,
adequate time, resources, ease of marking, availability of suitable/trained graders, and
administrative logistics.
The principle of washback refers to the effect of testing on either teaching or
learning. In other words this effect is connected to feedback which can be negative or
positive.
The principle of authenticity refers to real- world situations and contexts when
facing a task. Good process of assessment uses tasks which reflect real contexts where the
students can actually use the target language.
The principle of transparency is connected to the clear information when assessing
and testing. This information includes the outcomes to be tested, the formats, item and
4. sections, time to complete the test, and graduating criteria. Transparency involves the
students in the process of assessment, and leaves aside the myths surrounding the test.
Security includes both reliability and validity in the testing process, giving students
the adequate information about tests; consequently, there is security in the results when
testing and assessing studentsâ performance.
Brown (2003) is another author who has described another list of principles
regarding language assessment.
The first principle on his list is called Practicality, this concept is referred to
characteristics such as how expensive a test is, the appropriateness of the time, the facilities
in terms of administration and also if it has a specific and time efficient scoring.
To continue a second principle is defined by Brown (2003), which is reliability. A
test is reliable if it is consistent and dependable; this means that if a test is applied in two
different groups of students it must have similar results in both groups. However; there are
factors affecting the students score, one of them is named, a) Student-related reliability
which has to do with Studentâ physical or physiological state, for example if it is ill, sad,
tired, etc. Another factor affecting the score is, b) Rater reliability, oriented to the
subjectivity and human errors that can affect the score. A third concept appears, which is, c)
Test administration reliability that refers to the conditions of the test administration, for
example a noisy place, the amount of light, temperature variations, etc. These elements can
interfere with the real score. Finally, a fourth concept is found, which is, d) Test reliability,
that has to do with the aspects of the test itself, if the test is too long and the students are
conditioned by a clock ticking, their results won't be the ones they could obtain without this
pressure.
5. The following principle described is called Validity. When the coherence between
assessment result and assessment purpose, match with the assessment intention, a test is
valid. Inside validity are found branches such as, a) Content related evidence, this aspect of
validity is identify in a test when could be clearly defined the achievement which is being
measured. A second kind of validity is found which is, b) Criterion related evidence, and
this is reached when the criterion of a test has been accomplished. Then a third concept of
validity appears called, c) Construct related evidence, which is the theoretical construct
when assessing any skill. To follow, another branch of validity comes into view, d)
Consequential validity; this concept is related to the impact of assessing on accuracy in
measuring intended criteria, the impact on the preparation of the test- takers, the effect on
the learners, and the social consequences of a test. Finally, the last branch supporting
validity is e) Face validity which means that the assessment looks fair, and really measures
what it is supposed to measure from the point of view of the test- takers.
Regarding authenticity the author states that there are some factors that determine
this principle such as the natural way of the language in a task, contextualized items rather
than isolated, meaningful and interesting topics for the students, and finally real world
situations tasks.
The principle of washback is connected to the effect that tests have on instruction
regarding how students prepare for a test; moreover, the appropriate feedback regarding
progress and achievements, and finally its effects on the students.
Regarding the authors previously mentioned (Coombe et al, 2007 and Brown, 2003)
it can be stated that even though both authors describe a list of principles regarding
language assessment; they differ in the number of principles on each list. Since Coombe et
al(2007) explain a list of eight principles, whereas Brown (2003) explains a list of just five
6. principles. There is also a difference regarding one principle which is described by the
different authors, which is validity, while Coombe et al(2007) describe just three branches
of it, Brown, 2003 describes five branches in relation to this concept. Concerning this
difference it might be seen that Brown(2003) considers the concept of validity as the most
remarkable one, whereas Coombe et al (2007) considers as the most important principle
usefulness, since each test has an intention, a purpose and a specific groups of test takers.
The authors also describe this principle at the beginning of âthe cornerstone of testingâ
whereas Brown (2003) starts by saying that each principle is equally important.
According to Bachman and Palmer (1996) when developing a language tests the
most important consideration is the usefulness (purpose). They present a model of test
usefulness which contains six qualities.
The first one is reliability which is the consistency of measurement and the
consistency of scores from one set of tests and test tasks to another.
The second one is construct validity which consists of the interpretation made on
the bases of test score. Teachers have to demonstrate the validity of the interpretation of a
given test score, since evidence is needed in order to demonstrate that it reflects the area(s)
of language ability that is going to be measured
The third one is authenticity which consists of the degree of correspondence
between the language used in specific domains and the characteristics of a given language
test or task.
The fourth one is interactiveness which consists of the extent of the type of
involvement on the test takerâs individual characteristics in accomplishing a test or task; the
most important characteristic in this case is the test takerâs language ability (language
knowledge, metacognitive strategies).
7. The fifth one is impact, this concept attempts to look forward at what will be the
results for the future. The impact of atest in society and in the educational system operates
in two levels: micro level (individuals) and macro level (educational system and society).
Finally, the last quality is practicality which is the relationship between the
resources, development, and the use of a test.
Regarding Coombe et al (2007) and Bachman and Palmer(1996) it can be stated that
the first difference between them is the number of criteria when describing the list of either
principles or qualities regarding assessment on SLA. While Coombe et al(2007) describes
eight principles, Bachman and Palmer(1996) describe six qualities. Concerning the
terminology of their principles/qualities it can be stated that Coombe et al(2007) do not
consider the principles/qualities of impact and interactiveness, whereas Bachman and
Palmer(1996) do. Another difference between the descriptions of principles/qualities is that
Coombe et al(2007) describe washback as one single principle, whereas Bachman and
Palmer(1996) describe washback as a branch of the quality of impact. Regarding
principles/qualities another difference can be noticed, concerning validity; while Coombe et
al(2007) considers validity as a single principle with three branches (content, construct, and
face validity) Bachman and Palmer(1996) considers as one principle/quality construct
validity, leaving aside the other two branches of this concept. Finally, another difference
between them is the focus of their criteria; while Coombe et al (2007) might focus mainly
on the test itself Bachman and Palmer (1996) focus on the impact of the test in society.
As it was said at the beginning of this theoretical framework, the purpose of it is to
have a view of assessing on second language acquisition (SLA). Three perspectives were
seen, those were: Brown D. (2003), Coombe, Ch. et al. (2007) and Bachman, L. F. &
Palmer A. S. (1996), in order to understand the qualities and principles which are
8. considered at the moment of assessing second language acquisition, it can be said that is a
complex issue because there are several factors that determine the effectiveness and
trustworthiness of a test.
Having compared the three authors it can be concluded that there exist elements at
the moment of assessing on second language acquisition which are called either principles
or qualities according to the authors previously mentioned. It can be concluded also, that
there are some principles/qualities that are mentioned in the three chapters, for example
reliability, authenticity and practicality. Validity is also mentioned in all of the authors;
notwithstanding, Brown (2003) might be more specific and detailed describing this
principle.
This framework is based mostly on Coombe,Ch. et al., 2007, because this
perspective was more convincing and understandable for us, because the principles were
described in detail. To sum up, assessing on second language acquisition is a remarkable
matter for future English teachers, and the reading and analysis of the authors previously
mentioned will help us to know how to design an optimum test at the moment of assessing
learners of FL or SL.
9. References
Bachman, L. F. & Palmer A. S. (1996)Language Testing in Practice. Oxford
Universitypress.
Brown, D. (2003) Language Assessment, Principles and Classroom Practices.Longman.
Coombe, Ch., Folse, K. &Hubley, N. (2007) A practical guide to assessing English
language learners. University of Michigan Press.
FernĂĄndez, P. (1996) Modelos sobre la adquisiciĂłn del lenguaje.Didactica 8. 105-
106. Servicio de publicaciones UCM: Madrid.