| 2018-36965-0003 |
Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
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| 2017-35005-0002 |
Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
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| 2017-35005-0001 |
Tersedia di Pustaka Kubang Putih - UIN Sjech M. Djamil Djambek Bukittinggi
|
Research on English Language Learners' (ELL) test performance in relation to their language use at home and attitudes towards mathematics have rarely been investigated. This study examines the effects of different test formats and constructs, learner characteristics, and attitudes towards mathematics on ELLs' performance in the Education Quality Accountability Office (EQAO) Grade 9 mathematics test. The participants include a total of 2867 ELLs in Grade 9 who participated in the EQAO Grade 9 mathematics test (1887 from the academic course and 980 from the applied course). The overall results of the study supported the following conclusions. First, ELLs tend to score better in Multiple Choice Questions (MCQ) over Open Response Questions (ORQ), and language use at home has interaction effects on their performances on various test formats and constructs. Secondly, significant interactions occurred between language use at home and ELLs' performance of test formats and constructs. In addition, ELLs who speak another language (only another language) scored higher in performance in both test formats and constructs than ELLs who spoke only English at home. From the ELLs' questionnaire responses at both the academic and applied levels, two learner characteristics were derived from the section of the questionnaire measuring attitudes towards mathematics: perceived mathematics competency and mathematics interest. The questionnaire also revealed that ELLs in the academic level viewed mathematics in separate constructs (i.e., numerical and spatial mathematics), whereas ELLs in the applied level viewed mathematics as a whole. By extracting from learner characteristics, perceived mathematics competency was found to be the significant predictor for mathematics test performance of ELLs in the academic and applied levels. Moreover, perceived numerical and spatial mathematics ease are significant predictors for mathematics test performance in the academic level. On the other hand, perceived mathematics ease was found to be a significant predictor for the applied level. Results are discussed in relation to second language development, mathematics teaching and learning, and cultural differences. Limitations of the present study were presented where implications for research, test development, and practice are suggested for future research.
Research on English Language Learners' (ELL) test performance in relation to their language use at home and attitudes towards mathematics have rarely been investigated.
The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.
Disentangling students' progress in English from their academic performance in
other areas is difficult because oral and ... reclassification as proficient in English
and removal from bilingual or English as a Second Language (ESL) programs.
Documents the development of the Cambridge ESOL Certificates in English Language Skills (CELS), a suite of modular examinations first offered in 2002. As a context for how CELS was conceived, developed, constructed, validated and managed, the book traces the history of exams which have influenced CELS. The Royal Society of Arts (RSA), later UCLES (University of Cambridge Local Examinations Syndicate) Communicative Use of English as a Foreign Language examinations (CUEFL) was one such influence, as were the Certificates in Communication Skills in English (CCSE), these exams being a development of the CUEFL. The University of Oxford Delegacy of Local Examinations (UODLE) examinations, taken over by UCLES in 1995, were a further influence on CELS. UODLE itself had worked in partnership with the Association of Recognised Language Schools (ARELS) Examinations Trust, the Oxford EFL reading and writing exams for many years offered in tandem with the ARELS Oral English exams.
much so, in fact, that it is quite normal (e.g. Wilga Rivers 1968) to refer to “the
eclectic method” of language teaching, meaning a selection of approaches from
different “movements”. Howatt (1984: 192) reminds us that language teaching “
movements” that we may consider as “discrete” are often actually variations of
what he calls the same “underlying philosophy”. Howatt would thus see as
related some of the language teaching approaches treated in this volume as
more independent ...
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Formative and Summative Approaches to English Assessment Bethan Marshall
... considering first how they meandered through the strictures of exam board
control after the Second World War and then were frogmarched through reforms,
...
