1,721,063 research outputs found
Finlance : the Finnish journal of language learning and language teaching 1990, Vol. VIII
No full text<ul>
<b><li> Sisältö
</li></b>
<li> Mauranen, Anna: Kielitaidon mittaamisesta kielikeskuksissa, s. 1</li>
<li> Huhta, Ari: Uudet englannin tekstin ymmärtämisen kokeet, s. 17</li>
<li> Corell, Margaretha & Gentzel, Gunilla: The Swidish “rikstest”, s. 41</li>
<li> Dotzenroth, Lynne & Virkkunen, Anu: Negative prefixation in text reproduction, s. 57</li>
</ul>
Paving the way for dynamic assessment through diagnostic self-assessment : A comparison of Finnish and Chinese university students
Get PDFDiagnostic assessment has traditionally been used to identify learners’ profiles of strengths and weaknesses in their language proficiency. The hypothesis in the present study was that diagnostic assessment through self-assessment focused on reading, writing, listening, spoken interaction, and spoken production could point out the specific areas students need to develop further in a compulsory English language course. The study also used a placement test to shed light on to what extent the students’ self-assessments were in line with their tested language proficiency, which may help evaluate the validity of self-assessments as a diagnostic tool in the two educational contexts covered in the study. Data were collected from 60 Finnish and 80 Chinese first-year university students. The results revealed a weak correlation between self-assessments and the test for the Chinese students but a somewhat stronger correlation for the Finnish group. Detailed analyses of the self-assessment statements reveal specific strengths and weaknesses across language skills and between the two groups. The differences in the Chinese and Finnish students’ self-assessed and tested proficiency and their responses to individual self-assessment statements suggest that the educational context needs to be considered when drawing inferences from diagnostic assessments. Finally, the placement test and self-assessments become the first step in introducing dynamic assessment in areas that need further attention later in the classroom. Thus, to complement our diagnostic assessment approach, which combines testing and self-assessment, dynamic assessment is needed to expand the diagnosis to the skills in the process of development to inform the action phase of the diagnostic cycle.peerReviewe
Understanding self-assessment - what factors might underlie learners' views of their foreign language skills?
No full textnonPeerReviewe
Kielitutkinnot ja muu laajamittainen kielitaidon arviointi Suomessa
Get PDFThis paper describes the development, current state and expected future development of the assessment systems that most of the papers in the present volume cover. Our focus is on the systems serving general education, particularly the Matriculation Examination and national evaluations of educational achievement in languages, as well as the National Certificates of Proficiency aimed at adult language learners. We describe how changes in our understanding of what language proficiency is have affected these assessment systems and discuss the impact that some of them have been expected to have and what is known about that impact. We also discuss how the Common European Framework of Reference has been utilised in language assessment in Finland and how the introduction of technology is likely to affect language assessments.peerReviewe
Conceptualising DIALANG 2.0 : Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment?
No full textThis chapter provides a discussion of the extent to which mediation – a key element of dynamic assessment – could be integrated into a computer-based diagnostic language assessment system. The discussion focuses specifically on early conceptualisations of such a system, which we have named DIALANG 2.0. Following an introduction, we provide background information on the DIALANG 2.0 project, with reference to an earlier and widely used system called DIALANG. We describe the systems and provide a justification for the current plans. We then turn to a specific question: Is there a role for mediation in DIALANG 2.0? In answering this question, we think through ways in which mediation might be in-tegrated into the DIALANG 2.0 system, considering roles and types of mediation, and proposing some potential modifications to the DIALANG 2.0 blueprint. Fi-nally, feasibility and challenges are addressed, with a section weighing up the benefits of integrating mediation against the costs involved in a more complex and elaborate computer-based diagnostic assessment system. In a set of conclud-ing remarks, we reflect on the process of writing this chapter
Näkökulmia moninaisuuteen kielen oppimisessa ja opettamisessa: Perspectives on diversity in language learning and teaching
Get PDFThis lead-in to the special issue Perspectives on diversity in language learning and teaching focuses on the diversity of learners, teachers and contexts in language learning and teaching research. We start by briefly summarizing the key concepts that have led to this widening perspective. Secondly, we give an overview of the ways in which this special issue adds to this understanding and what new perspectives it highlights. Finally, we take a look at the future and reflect on possible directions of study.This lead-in to the special issue Perspectives on diversity in language learning and teaching focuses on the diversity of learners, teachers and contexts in language learning and teaching research. We start by briefly summarizing the key concepts that have led to this widening perspective. Secondly, we give an overview of the ways in which this special issue adds to this understanding and what new perspectives it highlights. Finally, we take a look at the future and reflect on possible directions of study
Oppimista tukeva arviointi kieltenopetuksessa
Get PDFThe aim of this special issue is to present current research on assessment that supports language learning. The aim of all assessment is to stimulate learning although this customarily applies to formative and dynamic assessment. By using multifaceted assessment practices, language teachers can support students’ learning in myriad ways. This is also a key aspect of assessment literacy. However, little is known about assessment that supports language learning in the Finnish context. Therefore, this special issue provides an overview of how assessment can be used to enhance language learning in Finland. The publication starts with an introductory article on formative and dynamic assessment.Peer reviewe
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
