Search results for "assessment"
showing 10 items of 5125 documents
How online reviews of destination responsibility influence tourists’ evaluations: an exploratory study of mountain tourism
2019
This study examines how online reviews of the economic, sociocultural and environmental dimensions of tourism destination responsibility (TDR) influence tourists’ evaluations. The effects of these ...
Using English as the Language of Science
2021
This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretes…
Validity and fairness of a new entry diagnostics test in higher education economics
2020
Abstract Research has been focusing increasingly on measuring students’ prior economic knowledge in higher education. However, in German-speaking countries, valid instruments are rare. A diagnostic study investigated the validity and fairness of an internationally established economic knowledge test (adapted German version of TUCE IV and TEL IV) with a representative sample of 7664 students from 46 universities across Germany. Previous findings with the dataset ( Zlatkin-Troitschanskaia et al., 2019a ) suggest that native language significantly predicts missing answers in the knowledge test. Similar effects can be found for gender. After coding missing answers as incorrect, students with a …
Recognising mitigation: Three tests for its identification
2020
Abstract Linguistic mitigation is a pragmatic phenomenon that has been profusely treated in the literature, and yet there are few studies dedicated exclusively to offering methodological criteria for its recognition and analysis (but see Albelda, 2010 and Albelda et al., 2014). Consequently, the researcher must infer the methods for its recognition through problems arising during the analysis or through the examples and reflections offered by the authors who have addressed the issue. The purpose of this article is twofold. Firstly, to present some of the main keys for the recognition of mitigation presented by the bibliography, such as the catalogues of mitigation devices, the context, the …
The Structured Assessment Dialogue
2017
The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning that the learning potential of the assessment will often be minimal. It is therefore a central challenge to find ways to combine the dual use of assessment. The structured assessment dialogue (SAD) is a candidate for such a combination.
University students’ learning approaches : An adaptation of the revised two-factor study process questionnaire to Norwegian
2020
This paper reports a Norwegian validation study of a widely used instrument to measure students’ approaches to learning, namely, Bigg’s revised two-factor study process questionnaire (R-SPQ-2F). Its cultural sensitivity and psychometry evaluations have provoked rigorous discussion among educators in different languages. A survey design was adopted involving 253 undergraduate engineering students across two universities. Confirmatory factor analyses were used to test six models hypothesized to reflect the factor structures of R-SPQ-2F and unidimensionality of its subscales. The results showed appropriate fits of a two-factor first-order model with 10 items measuring deep approach and 9 items…
The Semiotics of Test Design: Conceptual Framework on Optimal Item Features in Educational Assessment Across Cultural Groups, Countries, and Languages
2021
This paper offers a conceptual framework on test design from the perspective of social semiotics. Items are defined as arrangements of features intended to represent information, convey meaning, and capture information on the examinees’ knowledge or skills on a given content. The conceptual framework offers a typology of semiotic resources used to create items and discusses item representational complexity—the multiple ways in which the semiotic resources of an item are related to each other—and item semiotic alignment—the extent to which examinees share cultural experience encoded by items. Since the ability to make sense of items is shaped by the examinees’ level of familiarity with the s…
Assessing Vocabulary in Deaf and Hearing Children using Finnish Sign Language.
2020
Abstract This study investigates children’s vocabulary knowledge in Finnish Sign Language (FinSL), specifically their understanding of different form-meaning mappings by using a multilayered assessment format originally developed for British Sign Language (BSL). The web-based BSL vocabulary test by Mann (2009) was adapted for FinSL following the steps outlined by Mann, Roy and Morgan (2016) and piloted with a small group of deaf and hearing native signers (N = 24). Findings showed a hierarchy of difficulty between the tasks, which is concordant with results reported previously for BSL and American Sign Language (ASL). Additionally, the reported psychometric properties of the FinSL vocabular…
Cognitive Overload and Orthographic Errors: When Cognitive Overload Enhances Subject–Verb Agreement Errors. A Study in French Written Language
1994
Three experiments were carried out to test the hypothesis that cognitive overload enhances the occurrence of subject-verb agreement errors in French. Highly educated adults were presented orally with sentences they were required to write down. The sentences were of the types “N1 de N2 V” (Noun 1 of Noun 2 Verb: Le chien des voisins arrive/The neighbours’ dog is arriving) versus “Prl Pr2 V” (Pronoun 1 Pronoun 2 Verb: Il les aime/He likes them). In these sentences, N1 (Pr1) and N2 (Pr2) matched or mismatched in number. In the three experiments, the sentences had to be recalled either in an isolated condition (i.e. every presented sentence had to be immediately recalled) or with a concurrent …
Primer on the Contribution of Crime Scene Behavior to the Forensic Assessment of Sexual Offenders
2018
Abstract. Over the last decades several attempts in developing incrementally valid risk indicators above and beyond standard actuarial and dynamic risk assessment instruments have been undertaken without much success. The current review will summarize current developments regarding the validity of detailed crime scene analysis for forensic assessments of sexual offenders. To this end, this overview will focus on two issues: First, we will discuss the issue of sexual offender risk assessment based on crime scene information. Second, we will outline how crime scene behavior contributes to the assessment of sexual interest in children. In each section we will introduce the reader to new appro…