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Lewkowicz, Jozefa Anna. "Investigating authenticity in language testing." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360619.
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El-Shikhani, May Emile. "Language and testing and interlanguage." Thesis, Birkbeck (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499134.
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This dissertation studies the interface between second language testing (SLT) and second language acquisition (SLA) as it applies to a general problem in language use: noted discrepancies between standardized test scores and local placement of University of Balamand (UOB) entrants. A series of empirically based studies were designed to highlight those factors which account for interlanguage as manifested in important aspects of verb grammar: choice of tense, use of tense sequences, subject-verb agreement, and irregular verb morphology, and to compare students' interlanguage(s) in that particular area of grammar with high versus low scores in target language English as measure of their proficiency. A Case Study was carried out on a low-intermediate proficiency level student as determined by UOB entrance test. Analysis was made of the student's choice of relevant grammatical forms in Lebanese-English interlanguage compared with native language Lebanese-Arabic, both in the domains of narration and description. A similar analysis was made of the student's use of the same grammatical forms on the placement exam task. Analysis of metacognitive strategies was also undertaken. Results showed that use of each grammatical form varied with the task rhetorical mode in the sense of converging with! diverging from what is taught. More importantly, the student's low proficiency was only reflected in the narration task, not in the description or placement exam taskThe Main Study was then undertaken on a sample of 28 students from the four DOB English proficiency levels. Primary data consisted of the students' writing on three tasks of different rhetorical modes: narration, exposition, and comparison-contrast. Secondary data consisted of verbal reports by the students, and comments by linguists and expert reviewers. The same method of the Case Study analysis was used. Quantitative results showed that the narration task had the most discriminating power; the comparison-contrast task had the least. A statistically significant difference was found between second language English and native language Arabic accuracy rate of students' use of grammatical structures. Qualitative results showed that both high and low proficiency groups lacked control over tense and tense sequences, but the high proficiency group had more control over 3rd person singular' -s' . In terms of SLA, the empirical study of verb grammar here presents a clearer understanding of multi competence. Consideration is given to the interface between SLT and SLA for the practical problem of finding the right type of test that would be a valid predictor of entrants' proficiency in English as a second language, thus leading to their placement at the right English language level.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Key concepts of language testing." Thesis, Константа, 2007. http://essuir.sumdu.edu.ua/handle/123456789/62500.
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Основні питання корисності вивчення мовлення розглядаються в абстрактному вигляді щодо таких характеристик тесту, як його надійність, обгрунтованість, автентичність, взаємодія. практичність.The key issues of language test usefulness are considered in the abstract with respect to such test characteristics as its reliability, validity, authenticity, interactiveness. practicality.
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Gaivoronska, V. V., and Yu Romanov. "Testing and assessment in language education." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41425.
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Cheng, Mo-yin Catherina. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554372.
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Vardhan, K. Ananda. "Language Support For Testing CORBA Based Applications." Thesis, Indian Institute of Science, 2001. http://hdl.handle.net/2005/173.
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Component Based Development has emerged as economical, reusable, scalable way of developing enterprise as well as embedded software applications. Testing distributed component based systems is difficult when third party components are being used in the development. Many testing methodologies that have been proposed for testing object oriented programs in the literature are being imported into component domain directly or by tuning them. But testing components involves much manual work due to the lack of information of the component. Middleware architectures like, DCOM(Distributed COM), Jini and CORBA(Common Object Request Broker Architecture) are being used in developing the distributed component applications in different vertical domains.
In this thesis, a language- Distributed Object Testing Language(DOTL) for specifying the testing process and generation of distributed testing environment for CORBA based applications has been proposed. The language captures required semantics for specifying dummy servers, clients, controlling the testing process, generation of test cases, activating and deactivating objects. Many existing testing techniques can be specified using the semantics provided by the language. Faults occurring in distributed object systems, in addition to the functional errors, can be identifiable using the tool. The language provides abstract types object, argument to specify variables in the testing environment, and operations dealing with these variables to conducts necessary tests.
The DOTL has been implemented on MICO(Mico Is CORBA) orb on Linux OS, with mapping of DOTL to CORBA C++.
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Buck, Gary. "The testing of second language listening comprehension." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279645.
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Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.
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Alobaid, Adnan Othman. "Testing, Assessment, and Evaluation in Language Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613422.
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This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings. The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency. On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.
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Tan, Roy Patrick. "Programming Language and Tools for Automated Testing." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28684.
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Software testing is a necessary and integral part of the software quality process. It is estimated that inadequate testing infrastructure cost the US economy between $22.2 and $59.5 billion.
We present Sulu, a programming language designed with automated unit testing specifically in mind, as a demonstration of how software testing may be more integrated and automated into the software development process. Sulu's runtime and tools support automated testing from end to end; automating the generation, execution, and evaluation of test suites using both code coverage and mutation analysis. Sulu is also designed to fully integrate automatically generated tests with manually written test suites. Sulu's tools incorporate pluggable test case generators, which enables the software developer to employ different test case generation algorithms.
To show the effectiveness of this integrated approach, we designed an experiment to evaluate a family of test suites generated using one test case generation algorithm, which exhaustively enumerates every sequence of method calls within a certain bound. The results show over 80\% code coverage and high mutation coverage for the most comprehensive test suite generated.Ph. D.
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Wang, Qianqian. "NATURAL LANGUAGE PROCESSING BASED GENERATOR OF TESTING INSTRUMENTS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/576.
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Natural Language Processing (NLP) is the field of study that focuses on the interactions between human language and computers. By “natural language” we mean a language that is used for everyday communication by humans. Different from programming languages, natural languages are hard to be defined with accurate rules. NLP is developing rapidly and it has been widely used in different industries. Technologies based on NLP are becoming increasingly widespread, for example, Siri or Alexa are intelligent personal assistants using NLP build in an algorithm to communicate with people. “Natural Language Processing Based Generator of Testing Instruments” is a stand-alone program that generates “plausible” multiple-choice selections by analyzing word sense disambiguation and calculating semantic similarity between two natural language entities. The core is Word Sense Disambiguation (WSD), WSD is identifying which sense of a word is used in a sentence when the word has multiple meanings. WSD is considered as an AI-hard problem. The project presents several algorithms to resolve WSD problem and compute semantic similarity, along with experimental results demonstrating their effectiveness.
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Szabo, Csaba Z. "Vocabulary testing and the influence of second language on third language vocabulary acquisition." Thesis, Open University, 2017. http://oro.open.ac.uk/52849/.
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Learning and speaking foreign languages are regarded today as the norm. Simultaneously, empirical findings in the area of multilingualism have recently demonstrated that the mental lexicon of a language learner consists of intertwined systems where languages interact with each other, rather than remain separate entities. However, studies that explore how different lexicons are integrated and influence each other in the case of multilinguals are relatively scarce. This thesis seeks to contribute to this gap in research reporting two empirical studies drawing on a vocabulary testing perspective. The studies investigate the impact of prior lexical knowledge on additional language learning of Hungarian native speakers, who speak Romanian as an L2 and English as an L3. From a theoretical standpoint, the studies contest the traditional assumption that foreign language vocabulary acquisition can be explained solely by measures of frequency of word occurrence. Instead is contended that cross-linguistic similarities, namely cognates, provide a special bridge between languages and also need to be taken into account. At a more substantive level, it aims to explore (1) the relationship between learners’ Romanian and English written lexical knowledge; (2) the facilitatory effect of cognates; and (3) the implications of this for vocabulary assessments. To address these aims, Romanian versions of Nation’s Vocabulary Levels Test (VLT) and Vocabulary Size Test (VST) have been developed, assessed for validity, and applied. The findings indicate that there is a strong connection between multilinguals’ Romanian L2 and English L3 lexica. Learners’ lexical proficiency can be described as a function of frequency but is also influenced by cognateness. Therefore, word frequency and cognateness in conjunction can potentially increase test accuracy and validity, and enable a more in-depth understanding of vocabulary size and lexical accessibility. These conclusions are drawn from a vocabulary testing perspective, but further pedagogical implications, future directions for research and limitations are also offered.
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McCormick, II Donald W. "Towards A Sufficient Set of Mutation Operators for Structured Query Language (SQL)." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32526.
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Test suites for database applications depend on adequate test data and real-world test faults for success. An automated tool is available that quantifies test data coverage for database queries written in SQL. An automated tool is also available that mimics real-world faults by mutating SQL, however tests have revealed that these simulated faults do not completely represent real-world faults. This paper demonstrates how half of the mutation operators used by the SQL mutation tool in real-world test suites generated significantly lower detection scores than those from research test suites. Three revised mutation operators are introduced that improve detection scores and contribute toward re-defining a sufficient set of mutation operators for SQL. Finally, a procedure is presented that reduces the test burden by automatically comparing SQL mutants with their original queries.Master of Science
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Gu, Lin. "At the interface between language testing and second language acquisition: communicative language ability and test-taker characteristics." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/972.
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The present study investigates the nature of communicative language ability as manifested in performance on the TOEFL iBT® test, as well as the relationship between this ability with test-takers' study-abroad and learning experiences. The research interest in the nature of language ability is shared by the language testing community, whereas understanding the factors that affect language acquisition has been a focus of attention in the field of second language acquisition (Bachman & Cohen, 1998). This study utilizes a structural equation modeling approach, a hybrid of factor analysis and path analysis, to address issues at the interface between language testing and second language acquisition.
The purpose of this study is two-fold. The first has a linguistic focus: to provide empirical evidence to enhance our understanding of the nature of communicative language ability by examining the dimensionality of this construct in both its absolute and relative senses. The second purpose, which has a social and cultural orientation, is to investigate the possible educational, social, and cultural influences on the acquisition of English as a foreign language, and the relationships between test performance and test-taker characteristics.
The results revealed that the ability measured by the test was predominantly skill-oriented. The role of the context of language use in defining communicative language ability could not be confirmed due to a lack of empirical evidence. As elicited by the test, this ability was found to have equivalent underlying representations in two groups of test-takers with different context-of-learning experiences. The common belief in the superiority of the study-abroad environment over learning in the home country could not be upheld. Furthermore, both study-abroad and home-country learning were proved to have significant associations with aspects of the language ability, although the results also suggested that variables other than the ones specified in the models may have had an impact on the development of the ability being investigated.
From a test validation point of view, the results of this study provide crucial validity evidence regarding the test's internal structure, this structure's generalizability across subgroups of test-takers, as well as its external relationships with relevant test-taker characteristics. Such a validity inquiry contributes to our understanding of what constitutes the test construct, and how this construct interacts with the individual and socio-cultural variables of foreign language learners and test-takers.
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Cheng, Mo-yin Catherina, and 鄭慕賢. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.
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Sherwood, Bianca. "Features of natural translation in a language testing environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ48182.pdf.
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O'Sullivan, Barry. "Towards a model of performance in oral language testing." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312577.
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Silveira, Maicon Bernardino da. "Canopus : a domain-specific language for modeling performance testing." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2016. http://tede2.pucrs.br/tede2/handle/tede/6861.
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Performance is a fundamental quality of software systems. Performance testing is a technique able to reveal system bottlenecks and/or lack of scalability of the up-and-running environment. However, usually the software development cycle does not apply this effort on the early development phases, thereby resulting in a weak elicitation process of performance requirements and difficulties for the performance team to integrate them into the project scope. Model-Based Testing (MBT) is an approach to automate the generation of test artifacts from the system models. By doing that, communication is improved among teams, given that the test information is aggregated in the system models since the early stages aiming to automate the testing process. The main contribution of this thesis is to propose a Domain-Specific Language (DSL) for modeling performance testing in Web applications. The language is called Canopus, in which a graphical model and a natural language are proposed to support performance modeling and automatic generation of test scenarios and scripts. Furthermore, this work provides an example of use and an industrial case study to demonstrate the use of Canopus. Based on the results obtained from these studies, we can infer that Canopus can be considered a valid DSL for modeling performance testing. Our motivation to perform this study was to investigate whether a DSL for modeling performance testing can improve quality, cost, and efficiency of performance testing. Therefore, we also carried out a controlled empirical experiment to evaluate the effort (time spent), when comparing Canopus with another industrial approach - UML. Our results indicate that, for performance modeling, effort using Canopus was lower than using UML. Our statistical analysis showed that the results were valid, i.e., that to design performance testing models using Canopus is better than using UML.
Desempenho ? uma qualidade fundamental de sistemas de software. Teste de desempenho ? uma t?cnica capaz de revelar gargalos do sistema na escalabilidade do ambiente de produ??o. No entanto, na maior parte do ciclo de desenvolvimento de software, n?o se aplica este tipo de teste nos seus ciclos iniciais. Deste modo, isto resulta em um fraco processo de elicita??o dos requisitos e dificuldades da equipe em integrar suas atividades ao escopo do projeto. Assim, o teste baseado em modelos ? uma abordagem de teste para automatizar a gera??o de artefatos de teste com base em modelos. Ao fazer isto, permite melhorar a comunica??o da equipe, uma vez que a informa??o de teste ? agregada aos modelos desde as fases iniciais do processo de teste, facilitando assim sua automatiza??o. A principal contribui??o desta tese ? propor uma linguagem espec?fica de dom?nio (Domain-Specific Language - DSL) para modelagem de teste de desempenho em aplica??es Web. A DSL proposta ? chamada Canopus, na qual um modelo gr?fico e uma linguagem semi-natural s?o propostos para apoiar a modelagem de desempenho e gera??o autom?tica de cen?rios e scripts de teste. Al?m disto, apresenta-se um exemplo de uso bem como um estudo de caso realizado na ind?stria para demonstrar o uso da Canopus. Com base nos resultados obtidos, infere-se que a Canopus pode ser considerada uma DSL v?lida para modelagem do teste de desempenho. A motiva??o para realiza??o deste estudo foi investigar se uma DSL para modelagem do teste de desempenho pode melhorar a qualidade, custo e efici?ncia do teste de desempenho. Assim, tamb?m foi realizado um experimento controlado com o objetivo de avaliar o esfor?o (tempo), quando comparado Canopus com outra abordagem industrial - UML. Os resultados obtidos indicam que, estatisticamente, para a modelagem de desempenho usando Canopus o esfor?o foi menor e melhor do que usando UML.
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Wang, Hao Xing. "Developing and testing readability measurements for second language learners." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95111/5/Haoxing_Wang_Thesis.pdf.
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This research constructed a readability measurement for French speakers who view English as a second language. It identified the true cognates, which are the similar words from these two languages, as an indicator of the difficulty of an English text for French people. A multilingual lexical resource is used to detect true cognates in text, and Statistical Language Modelling to predict the predict the readability level.
The proposed enhanced statistical language model is making a step in the right direction by improving the accuracy of readability predictions for French speakers by up to 10% compared to state of the art approaches. The outcome of this study could accelerate the learning process for French speakers who are studying English. More importantly, this study also benefits the readability estimation research community, presenting an approach and evaluation at sentence level as well as innovating with the use of cognates as a new text feature.
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Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.
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Goyette, Els Spekkens. "Second-language text comprehension : knowledge and text type." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59956.
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The purpose of this study was to compare first- and second-language text comprehension across passage types.Results indicate that there was no main effect for language when the total texts were compared. In contrast, a large difference was found for the type of passage read. Significantly higher recall and inferencing were found on the passages for which subjects had prior knowledge, regardless of the language of presentation. Although global comprehension measures did not reveal differences in text processing, more detailed paragraph-level analyses indicated that text processing differences were present.
Total reading times indicated that there was a large effect for the language in which the passage was read, with significantly longer reading times recorded for passages read in the second language.
These findings were interpreted as an indication that second-language reading comprehension capacity is underestimated. The findings also suggest that the type of passage read influences text comprehension more than the language in which it is read.
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Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.
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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.published_or_final_version
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Master of Education
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Long, Bradley. "Testing concurrent Java components /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18735.pdf.
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Ubah, Ifeanyi. "A Language-Recognition Approach to Unit Testing Message-Passing Systems." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-215655.
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This thesis addresses the problem of unit testing components in message-passing systems. A message-passing system is one that comprises components communicating with each other solely via the exchange of messages. Testing aids developers in detecting and fixing potential errors and with unit testing in particular, the focus is on independently verifying the correctness of single components, such as functions and methods, in a system whose behavior is well understood. With the aid of unit testing frameworks such as those of the xUnit family, this process can not only be automated and done iteratively, but easily interleaved with the development process, facilitating rapid feedback and early detection of errors in the system. However, such frameworks work in an imperative manner and as such, are unsuitable for verifying message-passing systems where the behavior of a component is encoded in its stream of exchanged messages. In this work, we recognise that similar to streams of symbols in the field of formal languages and abstract machines, one can specify properties of a component’s message stream such that they form a language. Unit testing a component thus becomes the description of an automaton that recognizes such a specified language. We propose a platform-independent, language-recognition approach to creating unit testing frameworks for describing and verifying the behavior of message-passing components, and use this approach in creating a prototype implementation for the Kompics component model. We show that this approach can be used to perform both black box and white box testing of components, and that it is easy to work with while preventing common mistakes in practice.
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Geranpayeh, Ardeshir. "Language proficiency testing : a comparative analysis of IELTS and TOEFL." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/29114.
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There is a general belief that British and North American EFL proficiency tests represents radically different approaches to language test development. The North American tradition in language testing is heavily based on psychometric properties of tests such as reliability, and concurrent and predictive validity, whereas the British tradition is more focused on the specification of test content and expert judgement. Language proficiency tests, in either the American or British tradition, are designed to serve different purposes, so they may not be comparable in terms of defined purposes. Nevertheless, the term 'language proficiency', no matter how it is defined, implies that we are referring to a monolithic concept. In the real world, test results are often used for screening purposes; the candidates' ability to cope with the future language medium is predicted by the proficiency criterion. If it is the case that language proficiency tests are used for similar purposes, i.e., measuring the general language ability of the candidates, comparability of such tests is a legitimate matter. This study compares two English language proficiency test batteries: TOEFL and IELTS. The main objectives of the research were to investigate the extent to which TOEFL and IELTS are comparable in terms of: a) the operational definitions of language proficiency on which the two tests are based, b) the degree to which the two tests provide similar information concerning the abilities of the testees. Analysis of test content suggests that both batteries are based on the notion that proficiency is divisible by skill (e.g. reading) and element of language (e.g. syntax), thus we have tests of reading, writing, listening, speaking, as well as tests of grammar and vocabulary. However, the tests differ in their representation of the scope of skills and elements of language proficiency. The analysis also shows that the TOEFL differs from the IELTS in this method of testing. Despite these differences in test methods and scope, to a great extent both tests measure a common aspect of the subjects' language ability, therefore their internal structures are unifactorial. A g-factor (general language proficiency) comprises much of the total variance in both tests.
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Moxley-Paquette, Elizabeth Ann. "Testing a Structural Equation Model of Language-based Cognitive Fitness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/1545.
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The normative development of language is often taken for granted, yet problems with language development can result in stress for the individual and family. A challenge with these language development problems lies within the contemporary education system, which assumes that children have appropriate skills when they begin school. The purpose of the study was to test a theoretical model of language readiness known as language-based cognitive fitness, which includes measures associated with structural concepts of language involving receptive language, expressive language, spontaneous narrative speech, and writing fluency. The sample included children from a private school who received an extensive battery of tests at admission and annually thereafter. Scores from a variety of cognitive measures were used in a structural equation modeling framework to test the model. Results demonstrated language-based cognitive fitness to be an interplay of verbal reasoning abilities, visual synthesis, and active analysis broadly representing receptive language, expressive language, spontaneous narrative expression, and writing fluency. Verbal reasoning, visual synthesis, and active analysis explained 91% of the variance in achievement. Implications for positive social change include an improved understanding for those who work with children's language development, specifically of the language structures responsible for language deficits and how these relate to overall cognitive fitness; interventions can be provided to help children more quickly make up language deficits.
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Perea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.
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An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.
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Shokrpour, N. (Nasrin). "The interaction between linguistic proficiency and text difficulty in EFL reading." Phd thesis, Department of Linguistics, 1996. http://hdl.handle.net/2123/7152.
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Wu, Hui. "Grammar-driven generation of domain-specific language testing tools using aspects." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2007p/wu-hui.pdf.
Full textAbstract:
Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.Additional advisors: Barrett R. Bryant, Marjan Mernik, Mikhail Auguston, Chengcui Zhang, Brian Toone. Description based on contents viewed Feb. 8, 2008; title from title screen. Includes bibliographical references (p. 143-151).
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Rakocevic, Lara I. "Synthesizing controversial sentences for testing the brain-predictivity of language models." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130713.
Full textAbstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2021Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 55-58).
Recent research has seen the rise of powerful neural-network language models that are sufficiently computationally precise and neurally plausible as to serve as a jumping-off base for our understanding of language processing in the brain. Because these models have been developed for optimizing a similar objective (word prediction), their brain predictions are often correlated, even though the models differ along several architectural and conceptual features, yielding a major challenge for testing which model features are most relevant for predicting language processing in the brain. Here, we address this challenge by synthesizing new sentence stimuli that maximally expose the disagreement between the predictions of a set of language models ('controversial stimuli'), which would not naturally occur in large language corpora . To do so, we develop a platform for systematizing this sentence synthesis process, providing a way to test different model-based hypotheses easily and efficiently. An initial exploration with this platform has begun to give us some intuition for how choosing from different pools of candidate words affect the kinds of sentences produced, and what kinds of changes tend to produce controversial sentences. For example, we show that the disagreement score, or the maximum amount of disagreement between models for a sentence, converges. This approach will eventually allow us to determine which models perform in the most human-like way and are most successful in predicting language processing in the brain, thus hopefully leading to insights on the mechanisms of human language understanding.
by Lara I. Rakocevic.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.
Full textAbstract:
This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.
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Hoshino, Ayako. "A morphological testing tool for language learning theories, implementation, and evaluation." Saarbrücken VDM Verlag Dr. Müller, 2003. http://d-nb.info/98852449X/04.
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Kuhn, Amanda J. "A Study in Computerized Translation Testing (CTT) for the Arabic Language." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3108.
Full textAbstract:
Translation quality assessment remains pertinent in both translation theory and in the industry. Specifically, the process of assessing a target document's quality or a person's translation competence involves a lot of time and money on the part of various governments, organizations and individuals. In response to this issue, this project builds on the ongoing research of Hague et al. (2012), who seek to determine the capabilities of a computerized translation test for the French-to-English and Spanish-to-English language pairs. Specifically, Hague et al. (2012) question whether a good score on a detect-and-correct style computerized translation test that is calculated by a computer also indicates a good score on a traditional full translation test that is calculated by hand. This project seeks to further this research by seeking to answer the same question using an Arabic-to-English language pair. The methods used in this research involve testing individuals using two different style translation tests and then comparing the results. The first style translation test involves a detect-and-correct format where a subject is given a list of project specifications in the form of a translation brief, a source text passage and a corresponding target text passage that has errors introduced throughout. The subject is expected to detect and fix the errors while leaving the rest of the text alone. A score is given for this test using an automated algorithm. The second style test is a traditional translation test where a subject is given the same translation brief and a source text. The subject is expected to produce an acceptable target text, which is subsequently scored by hand. Thereafter, various forms of analysis are used to determine the relationship between the scores of the two types of tests. The results of this research do not strongly suggest that a high score on the detect-and-correct portion of the test indicates a high score on a hand-graded full translation test for the subject population used. However, this research still provides insight, especially concerning whether the detect-and-correct portion of the test actually measures translation competence and concerning second language acquisition (SLA) programs and their intentions. In addition, this research provides insight into logistical issues in testing such as the impact text difficulty and length may have on a detect-and-correct style test as well as the negative impact the American Translators Association (ATA) grading practices of weighting errors and capping errors can have on an experiment such as the one described in this research.
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Yanagawa, Kozo. "A partial validation of the contextual validity of the Centre Listening Test in Japan." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/267493.
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The purpose of this study was to validate the listening comprehension component of the Centre Test in Japan (henceforth, JNCTL) in relation to contextual parameters and cognitive processing. For the purpose of this study, a comprehensive framework of contextual parameters and a L2 listening processing model was established. This provided a solid theoretical framework for this study, whereby empirical evidence was elicited in relation to contextual parameters and cognitive processing. The elicitation was made through document analysis, focus group interviews, and a large-scale questionnaire administered to stakeholders including 110 high school English teachers and 391 third year students of high schools. The elicited data was subjected to descriptive, quantitative and qualitative analysis. The results of Preliminary studies identified ten possible key parameters to help the JNCTL achieve greater validity. They included the number of opportunities to listen to the input, a lack of hesitations, a lack of overlapping turns, a lack of multi-participant discussions, a lack of variety in the English accents used, a lack of L2 speakers, a lack of inference questions, a lack of non-linear texts, a lack of sandhi-variations, and a lack of natural speech rate. The results of the questionnaire revealed that sandhi-variation was the key parameter to help the current JNCTL achieve greater validity in a direction that would be accepted by the stakeholders, and it was further explored in Main Study in attempt to investigate the effect of sandhi-variation on listening comprehension test performance and the level of cognitive load imposed on the test takers. A series of experiments was conducted involving the manipulation of sandhi-variation. The results revealed that although no statistical difference was found in item difficulty estimates between the sandhi-variation and non-sandhi-variation versions, sandhi-variation may involve double effects on listening comprehension for the test takers. The positive effects could involve providing more prominent phonological difference between accented and unaccented words in connected speech which are produced by sandhi-variation, and this difference may reduce the cognitive load imposed on the test takers. The negative effects may involve increasing the cognitive load imposed on the test takers by obscuring sounds through elision or unclear pronunciation, and disturbing speech perception or word recognition. Recommendations are provided for improving the validity of the current JNCTL and for the development of listening comprehension tests more generally. Implications are also suggested for the teaching of listening at secondary schools in Japan. Lastly, the limitations of the study are outlined and suggestions for further research are proposed.
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McConnell, Rodney K. "The pedagogy of testing a case study of writing instruction in Texas /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232419301&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Almaghthawi, Sultan Eid A. "Model-Driven Testing in Umple." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40344.
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In this thesis we present a language and technique to facilitate model-based testing. The core of our approach is an xUnit-like language that allows tests to refer to model entities such as associations. This language can be used by developers to describe tests based on an existing UML model. The tests might even be written before creating a UML model, and be based on requirements. The testing language, including its parser and generators, is written entirely in Umple, an open-source textual modeling tool with semantics closely based on UML, and which generates Java, PHP and several other target languages. Tests in our language can be embedded in Umple or in standalone files. The test language compiler converts our abstract testing language into JUnit, PHPUnit and other domain-language testing environments. In addition to allowing developers to write tests manually, we have created generators that create abstract tests for any Umple model. These generators can be used to verify the Umple compiler and to give Umple users extra confidence in their models. User-defined tests can be standalone or embedded in methods; they can be generic, referring to metamodel elements. Tests can also be located in traits or mixsets to allow testing of separate concerns or product lines. To test our language and the tests written in it, we have created an extensive test suite. We have also implemented mutation testing, that enables varying of features of the models to ensure that runs of the pre-mutation tests then fail.
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Truong, Le Huy, and n/a. "Towards improving ESP testing in Vietnam." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.154636.
Full textAbstract:
That this field study report has been carried out
originates from the fact that urgent remedies are needed to
improve ESP testing in Vietnam. This field study report
consists of five chapters as follows.
Chapter one gives an overall picture of language
testing in Vietnam, as well as dealing with the reasons why
ESP testing should be improved.
Chapter two covers questions such as the
terminology in assessing (evaluation, assessment, and
testing), role of testing, types of language tests, and main
characteristics of a good test.
Chapter three considers the problems concerning
ESP, for example, a definition of ESP, ESP in the teaching
learning process, ESP in Vietnam as well as ESP
classification.
Chapter four takes into consideration such
questions as the theoretical background of ESP testing,
proficiency tests in ESP testing, problems in ESP testing,
ESP testing in Vietnam together with comments, and
suggestions for improvements.
Chapter five reconfirms the aim of this field
study report - to improve ESP testing in Vietnam.
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Kim, Youn-Hee 1979. "An investigation into variability of tasks and teacher-judges in second language oral performance assessment /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111931.
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Kingen, Sharon A. "When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.
Full textAbstract:
This study was designed first to describe the writing processes and products of students in grades 7, 8, and 9 and second to explore patterns of differences related to cognitive development. From the 117 students enrolled at a midwestern university laboratory school who voluntarily completed the Arlin Test of Formal Reasoning, 12 subjects were chosen on the basis of sex, grade, and test score.Each subject individually wrote four letters. A talk-aloud procedure was employed during three sessions and stimulated recall was used during the last session. Finally, all subjects were interviewed.Audio tapes of interviews and videotapes of writing sessions were transcribed. Final copies of texts were typed. Interview responses were examined and summarized. The letters were rated holistically and scored for audience awareness. Counts of words, T-units, and clauses were conducted. Verbalizations in protocols were coded. Further, all data produced during stimulated recall were examined for information about time use, fluency, and pausing, as well as revising and editing.The data revealed that writers considered themselves capable, but the papers received mediocre ratings and scores. The analysis of products showed that subjects wrote more in response to an expressive/informative task, but syntax was more mature on information and persuasion.Overall, formal thinkers wrote more syntactically mature discourse and usually received higher ratings. The analysis of processes data failed to reveal consistent differences, but there were many similarities. The subjects prewrote mentally and focused on producing text quickly. They reread text and edited often, but they rarely revised. Descriptions of processes and rhetorical principles were vague. Although the writers employed many strategies, had some intuitive sense of purpose and audience, and made decisions on the basis of many factors, they lacked control over their composing activities and were unable to transfer strategies from one task to the next.The study concluded with a series of recommendations for composition instruction and further research, particularly a call for teaching the processes of composing at the middle school level and for measuring the effects of this instruction against the baseline of data provided in this study.Department of Secondary, Higher, and Foundations of Education
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Suárez, Vilagran María del Mar. "Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/38244.
Full textAbstract:
The present dissertation is concerned with language aptitude in young learners. The first aim of this dissertation is to validate the content of two new instruments: the adaptation to both Spanish (MLAT-ES) and Catalan (MLAT-EC) of the Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll & Sapon, 1967).
The second aim of this dissertation is to study the relationship between language aptitude, L1 acquisition and cognitive development. The norming study of the MLAT-E offers data of children from grade 3 to 6 while that of the MLAT-ES covers grades 3 to 7. In both norming studies, while means increase steadily from grades 4 to 6, the largest increase is observed between grade 3 and 4.
The third aim of this dissertation is related to the variable sex. While in the MLAT-E study the data appear divided according to this variable, the population in the MLAT-ES norming study appears as one cohort. It would be interesting to see if significant differences are observed between the performance of boys and girls to keep this variable or not when using these tests.
Finally, the fourth aim of this study is to check the construct validity of the tests. The MLAT-E tests are intended to measure language aptitude for foreign language learning. One way to check their construct validity is to correlate scores on the tests with measures of foreign language proficiency.
The first aim of the study - the validation of two versions of the MLAT-E in Spanish and Catalan - is supported by the statistical results obtained although some of the items in the MLAT-ES do not work as expected (or as they do for monolingual Spanish speakers or speakers of a Spanish regional variety other than the Peninsular).
As for the second aim, it was observed that the tests functioned in a different way for 3-graders than for the rest of grades, as in the previous norming studies. This could be explained by the fact that 3-graders are at the beginning of their concrete operational stage, which limits their cognitive processing abilities. From an information processing perspective, children at this stage still have to develop problem-solving strategies as well as strategies for encoding and memorising information. Moreover, they have become literate relatively recently and show to have lower meta-linguistic awareness than their older counterparts.
The third aim dealt with the sex variable. The results show that aptitude does not seem to be affected by the participants’ sex. However, perhaps a more cognitive oriented approach into the way each of the parts of the MLAT-E is answered would shed light on sex differences, if any. These should be explored along with different proficiency measures, those that, traditionally, have given an advantage to girls over boys (such as fluency) and vice versa (e.g. receptive tasks).
Regarding the construct validity of the tests, both the MLAT-ES and the MLATEC seem to be valid measures of predictability of general concurrent proficiency although not in all skills, since the speaking skill sometimes did not correlate with the aptitude measures. Also, correlations in grade 3 were consistently non-existent or lower than those in other grades. This phenomenon could be related to the issues discussed in relation to the participants’ age and cognitive development and/or to the validity of the proficiency measures used. Consequently, the MLAT-ES and the MLATEC should be revised if they are to be administered to children this age. Oral data were collected from most participants, so perhaps a deep analysis of these oral data will shed more light on the relationship between FL aptitude in young learners and their true FL proficiency in further research.Aquesta tesi doctoral presenta la validació de dos tests d’aptitud per a l’aprenentatge de llengües estrangeres en un context bilingüe català/castellà. Es tracta de l’adaptació al castellan (MLAT-ES) i al català (MLAT-EC) del Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll i Sapon, 1967). 629 estudiants d’edats compreses entre els 8 i els 13 anys (de 3r de primària a 1r d’ESO) participaren en aquest estudi. Un cop validat el contingut d’ambdós tests, la primera pregunta de recerca explora la relació entre l’aptitud, l’adquisició de la L1 i el desenvolupament cognitiu, ja que els resultats mostren que, si bé les mitjanes obtingudes en els tests augmenten amb l’edat, aquest augment és molt més gran entre 3r i 4t de primària que entre els altres cursos. Aquesta diferència es podria explicar per l’estat de desenvolupament cognitiu dels participants a 3r de primària així com pel fet que en aquesta edat algunes estratègies de resolució de problemes i de memorització, entre altres, encara estan en vies de desenvolupament. La segona pregunta d’investigació té a veure amb la variable sexe. No s’observen diferències significatives entre els resultats obtinguts pels nens i nenes participants. Finalment, l’objectiu de la tercera pregunta de recerca és comprovar la validesa de constructe del MLAT-ES i del MLAT-EC correlacionant els resultats obtinguts amb proves de proficiència en llengua estrangera (anglès). Ambdós tests semblen ser vàlids en aquest aspecte tot i que amb excepcions significatives al grup de 3r de primària, sobretot pel que fa a la proficiència oral. Aquestes diferències es podrien explicar per les proves de proficiència utilitzades o per l’estat de desenvolupament cognitiu d’aquests participants, que podria haver influït en la manera com interpretaven els tests d’aptitud. Per tant, en futurs estudis s’hauria d’explorar amb més detall si les habilitats mesurades pels tests d’aptitud en nens i nenes d’entre 8 i 9 anys són les mateixes que en estudiants més grans.
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Lavinder, Carlton L. "Analysis of Russian and Spanish Subskill testing at the Defense Language Institute." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA318951.
Full textAbstract:
Thesis (M.S. in Operations Research) Naval Postgraduate School, Sept. 1996.Thesis advisor(s): Lyn R. Whitaker. "September 1996." Includes bibliographical references (p. 51-52). Also available online. Mode of access: World Wide Web.
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Jönsson, Ida. "Learning and teaching vocabulary in a second language : Testing three distinct techniques." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25621.
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The purpose of this essay is to investigate what technique is the most successful one when learning and teaching English vocabulary. Focus is on three distinct techniques: one focusing on writing, one involving pictures, and one that uses the concept of social interaction with tasks and exercises in groups. To achieve results regarding the degree of success for each technique, three different lessons are planned and executed, each lesson designed according to one of the techniques. The pupils that are taught are three classes in year 7 at Östergårdsskolan, Halmstad. The students are given pre-tests, to see how much previous knowledge the students have, and an immediate post-test is also given after the lesson. Three weeks later, the same test is given to find out how much of the information had been transformed into long-term memory. The results from the tests were summarized to see which class had learned the most words, and the results were discussed. Furthermore, interviews were held with four English teachers and 24 students, regarding their attitudes to vocabulary learning. These answers are also analyzed and discussed. After the lessons had been conducted and the results processed, it was obvious that the class that had learned the most words was the class that used the method of writing. The problem was that this class had forgotten the biggest amount of words when looking at the delayed post-test, which leads to the conclusion that the method of writing only helps the information transfer into the short-term memory. When analyzing the delayed post-test, it is visible that the class that remembered the biggest amount of words was the one that used the technique of images. Although they learned the least words during the lesson, they also remembered the most words after three weeks. The conclusion drawn from this is that it is very useful for students to write the words down on paper, even though they already have them in their books. Using another sense, in this case writing, is a great way of transferring information into short-term memory. However, if the goal is for the students to remember the new vocabulary for a long time, the method of using images is the most effective one.
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Nagy, Gábor, and Kitty Thai. "Investigating Traditional Software Testing Methods for use with the Meta Attack Language." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280103.
Full textAbstract:
Threat modelling of systems is an emerging field within computer security. With the introduction of the Meta Attack Language (MAL) by KTH researchers, the need for being able to test and verify the correctness of such modelling techniques has once again become apparent. This paper investigates the use of symbolic execution as well as model verification tools in order to certify the correctness of the produced models and their behavior. With the help of language developers, as well as a literature study about the targeted testing methods, it has been concluded that the current design of MAL makes it very difficult to test it effectively, and it is recommended that modifications be made to address that issue.Hotmodellering av system är ett växande område inom datasäkerhet. Med introduktionen av Meta Attack Language (MAL) av KTH-forskare har behovet av att kunna testa och verifiera korrektheten av sådana modelleringstekniker återigen blivit uppenbart. Det här arbetet undersöker användningen av symbolisk exekvering samt verifieringsverktyg för programmodeller för att bekräfta korrektheten hos de producerade modellerna och deras beteende. Med hjälp av programspråkutvecklare, såväl som en litteraturstudie om de föreslagna test-metoderna, har man dragit slutsatsen att den nuvarande utformningen av MAL gör det svårt att testa det effektivt, och det rekommenderas att ändringar görs för att lösa problemet.
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Hussain, Ambreen. "Use of domain-specific language in test automation." Thesis, Cranfield University, 2013. http://dspace.lib.cranfield.ac.uk/handle/1826/8050.
Full textAbstract:
The primary aim of this research project was to investigate techniques to replace the complicated process of testing embedded systems in automotive domain. The multi-component domain was composed of different hardware to be used in testing procedure which increased the level of difficulty in testing for an operator. As a result, an existing semi-automated testing procedure was replaced by more simpler and efficient framework (ViBATA). A key step taken in this scenario was the replacement of manual GUI interface with the scriptable one to enhance the automation. This was achieved by building a Domain-specific language which allowed test definition in the form of human readable scripts which could be stored for later use.
A DSL is a scripting language defined for a particular domain with compact expressiveness. In this case the domain is testing embedded systems in general and automotive systems in particular. The final product was a test case specification document in the form of XML as an output of generated code from this DSL which will be input to ViBATA to make test specification component automated.
In this research a comparative analysis of existing DSLs for alternative domains and investigation of their applicability to the presented domain was also performed. The technologies used in this project are Xtext to define the DSL grammar, Xtend to generate code in Java and Simple framework to generate output in XML. The stages involved in DSL development and how these stages were implemented is covered in this thesis.
The developed DSL for this domain is tested for automotive and calculator systems in this thesis which proved that this is more general and flexible. The DSL is consistent, efficient and automated test specification component of testing framework in embedded systems.
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Le, Duc Long, and n/a. "In search of appropriate language testing techniques for EFL tertiary teachers in Vietnam." University of Canberra. Liberal Studies, 1985. http://erl.canberra.edu.au./public/adt-AUC20060818.160812.
Full textAbstract:
This Field Study Report concentrates on the
appropriate language testing techniques for EFL tertiary
teachers in different foreign language institutions and
centres in Vietnam. It falls into five chapters.
The first chapter is a brief introduction and
an overview of the problems with EFL testing and assessment
in Vietnam. It describes the need for this study,
its general testing terminology. It also describes some
general problems, problems with specific testing techniques
and problems with testing assessment.
The second chapter discusses the role of classroom
language testing, the relationship between language
teaching and testing and the use of different kinds of
tests.
In the third chapter, four qualities of a good
test and instructions to the testee are considered.
After discussing the use of various kinds of
tests, the Study Report examines different EFL testing
and assessment techniques in chapter IV. This chapter
focuses on the pros and cons of major language testing
and assessment techniques such as translation, essay
writing, oral interviews, multiple-choice items, shortanswer
items, cloze tests, dictations, terminal assessment.
Critical comments on these techniques are also
given.
In the final chapter, some practical suggestions
and proposals for EFL testing and assessment in Vietnam
are made.
It is hoped that these suggestions and proposals
will help to improve the present language testing situation
in Vietnam.
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Saville, N. D. "Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/134953.
Full textAbstract:
There is no comprehensive model of language test or examination impact and how it might be investigated within educational contexts by a provider of high-stakes examinations, such as an international examinations board. This thesis addresses the development of such a model from the perspective of Cambridge ESOL, a provider of English language tests and examinations in over 100 countries. The starting point for the thesis is a discussion of examinations within educational processes generally and the role that examinations board, such as Cambridge ESOL play within educational systems. The historical context and assessment tradition is an important part of this discussion. In the literature review, the effects and consequences of language tests and examinations are discussed with reference to the better known concept of washback and how impact can be defined as a broader notion operating at both micro and macro levels. This is contextualised within the assessment literature on validity theory and the application of innovation theories within educational systems. Methodologically, the research is based on a meta-analysis which is employed in order to describe and review three impact projects. These three projects were carried out by researchers based in Cambridge to implement an approach to test impact which had emerged during the 1990s as part of the test development and validation procedures adopted by Cambridge ESOL. Based on the analysis, the main outcome and contribution to knowledge is an expanded model of impact designed to provide examination providers with a more effective “theory of action”. When applied within Cambridge ESOL, this model will allow anticipated impacts of the English language examinations to be monitored more effectively and will inform on-going processes of innovation; this will lead to well-motivated improvements in the examinations and the related systems. Wider applications of the model in other assessment contexts are also suggested.
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Law, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.
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Lo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.
Full textAbstract:
Bilingual children with specific language impairment (SLI) from non English speaking background (NESB) present a major diagnostic problem to speech pathologist and educationist in an English speaking country. There has been no known study on the simultaneous narrative development involving bilingual Chinese children with and without SLI. This longitudinal case study examined the relationship of Chinese (L1) and English (L2) in narrative development in a child with no language difficulty (Child LN) and a child (Child L1) diagnosed as having SLI. The hypothesis posed for this study was that Child L1 has the same developmental profile for narrative skill in L1 and L2 as Child LN, but at a slower rate of progression and there was no within subject difference in the narrative development between L1 and L2. The narrative characteristics of L1 and L2 of these two children were studied over a twelve months period between the age of six and half and seven and half years. A total often recordings of the children's retelling and generation of stories in both L1 and L2 were made, using various bilingual and text less children's books and pictures. The narratives were analysed with regard to their form and content. The narrative form was measured by T-unit/utterance ratio, the cohesive score and the number of complete episodes. The narrative content was analysed according to the total number of story grammar components (measuring content amount), the types and frequency of grammar components, and the developmental staging (measuring narrative maturity). For each child, the narrative characteristics of L1 and L2, with regard to the indices studied, were closely linked. Both children showed a similar developmental pattern in their narrative production, and parallel progression with age in the narrative production of coherence score, total grammar components, and number of complete episodes. However, Child L1 generally performed at the lower level than Child LN in both his Chinese and English languages for T-unit/utterance ratio, developmental staging, coherence, and number of complete episodes The study also confirmed the past findings of the important influence of age, topic and communicative context on the production of narratives of young children. Whilst Child LN was developing culture related narrative characteristic in the way of using different constituents for his grammar components, Child Ll was yet to do so. The frequent sequence of "initial event", "attempt" and "consequence" was found in Child LN's Chinese narratives, indicating the "cause-effect" discourse pattern of Chinese culture. This was in contrast to his English narratives where "setting" was found to be more frequent than "consequence". No difference in the frequency of common grammar components between L1 and L2 of Child L1 's narratives was found. They were "attempt", "initiating event" and "internal response". The preponderance of "internal response" in Child LI's narrative was in contrast to past studies on children with SLI. The outcome of this study indicates that the indices used in this study may be culturally relevant for analysing the narrative structure of bilingual Chinese children. The results indicated that simultaneous analysis of L1 and L2 narratives of these children may help to differentiate SLI from ESL (English as second language). In this respect, gaining access into L1 data through linguistically competent transcriber may be crucial to accurately identify narrative difficulties of children from non English background. This study, although descriptive in nature with only a single representative case, raised a number of questions that need to be addressed in future research. They will be discussed in the thesis. Further research to see if the same characteristics could be isolated among most bilingual Chinese children is necessary for cross-cultural study of children with SLI.
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Chen, Grace Show-ying. "Diagnostic testing and teaching of oral communication in English as a foreign language." Thesis, University of Sunderland, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260624.
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Gonzalez, Arturo. "An Examination of the Validity of State Standardized Testing of English Language Learners." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240280.
Full textAbstract:
The purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis included English Language Learners’ level of English proficiency, and state standardized testing scores in reading, English language arts, and mathematics. The goal was to determine, using quantitative data, correlations between these variables. The study concludes by highlighting factors to be considered that influence accountability policy at the state and federal level and by making suggestions for future research in the area of assessing English Language Learners for the purpose of increased accuracy for accountability in academic growth and performance.
Through the use of ex-post-facto data, the results of the study identified three findings. The first finding identified that there is a correlation between ELL students’ English language proficiency level and performance on state standardized testing in the areas of reading, English language arts, and mathematics. The second finding in the study, using the Washington English Language Proficiency Assessment (WELPA) to identify student English proficiency levels, recognized that there is a threshold between WELPA levels and the ELL students who are passing state standardized tests. The third finding recognized that there was no significant distinction in state standardized testing between the number of reading/English language arts tests and mathematics tests.