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English Module 4. Computer Aided Assessment. ICT4. LT Module Computer Aided Assessment (CAA). Contents. Aims. The aims of this module are for.
ICT in. order to be able to: assess language learning outcomes. ICT is involved in the learning process, use appropriate technologies. Computer Aided Assessment.
CAA) as an integral part of the language learning process. This Web page is designed to be.
Use File / Print in your browser to produce. After you have digested the contents of the printed copy, come.
Authors of this. module. Terry Atkinson, Freelance Educational.
Consultant, UK/France. Graham Davies, Editor- in- Chief.
ICT4. LT Website. In essence, CAA refers to any instance in which. Its importance is intimately bound up with raising.
ICT in raising achievement. ICT is also used in the assessment process. Consider. the following examples: reading and replying to an email. Web browser writing an essay using a word- processor. If students spend time practising. However, as the balance moves further and most of students'. ICT- related ones such as using writing tools - spellchecker, thesaurus, etc.
Thus, teaching methods, learning. Moreover, the incentive for teachers to incorporate learning technologies. Formative. and summative assessment Formative assessment: In.
CAA is used mainly for formative assessment rather than summative assessment. It's a controversial. To what extent do you think CAA can. Jot down your immediate thoughts. Then read Section 1.
Which. skills can be assessed? Go back to your list of concerns and see which ones. Send a message to us, using. Feedback Form, if you still have concerns that have. Use of CAA for summative assessment. Trainee language teachers in.
England and Wales are now expected to pass computer- based skills tests in literacy. ICT, so some of the readers of this module have already experienced.
CAA and will be familiar with the procedures that make it possible. Perhaps a more important.
CAA and which through other formats. Summative assessment is not. Placement testing and adaptive testing are more. Section 2. 3. 1. 3 Which skills. Skill. Assessment.
Assessment. of electronic output by human being. Listening. Computer.
Listening. tests can be presented on a computer, students' answers can be stored electronically. Self- assessment and peer assessment are also. Speaking. Very. limited as yet. Automatic Speech Recognition (ASR) software is developing. Students. can record their own voices on a computer for assessment by a teacher. Self- assessment. Reading. Computer.
Reading. tests can be presented on a computer, students' answers can be stored electronically. Self- assessment and peer assessment are also.
Writing. Very. limited as yet, but spellchecking, grammar checking and style checking are. Students'. answers can be stored electronically and assessed by a teacher. Self- assessment. Listening. At a basic level it is simple to. If well designed, this form of assessment works effectively and instant.
Single- word answers or answers consisting of very short. Despite these limitations, assessment. Krashen 1. 98. 5). A measure of student. Good equipment is also vital: headphones, fast network/Internet. CD- ROMs. Speaking. Limited assessment of speaking skills.
Self- assessment and peer assessment can be managed if facilities. A number of multimedia CD- ROMs have this feature. Module 2. 2. The Encounters series of. CD- ROMs, for example, allows students to take part in a role- play by recording. The Encounters series of CD- ROMs was produced by the TELL Consortium.
University of Hull and is available from Camsoft. ASR can be motivating. For further information on ASR see: See the software for automated testing. English produced by Versant. Reading. At a basic level it is simple to.
If well designed, this form of assessment works effectively and instant. Single- word answers or answers consisting of very short. More extended reading tasks are. On- screen reading of longer texts is in any case.
Research indicates that people read around 2. Web guru Jakob Nielsen writes: Reading from.
Even users who. don't know this human factors research usually say that they feel unpleasant. As a result, people don't want to read a lot of. We also know that users don't like to scroll: one more reason to keep.
Instead, users scan text and. Writing for the Web, Alertbox, 1. March 1. 99. 7.)More recent research by Nielsen. Pad and Kindle were examined, showed that. The i. Pad measured at 6.
Kindle measured at 1. However, the difference between the two devices was not. Thus. the only fair conclusion is that we can't say for sure which device offers.
In any case, the difference would be so small that. But we can say that tablets.
Kindle and the. book was significant at the p<. Pad and. the book was marginally significant at p=. In the case of hypertext. These skills are, to an extent, generic. Many teachers are aware of.
Web browsing, e. g. It is fairly straightforward to program computers to assess the. Section 8. in Module 3. Parser- based CALL, and see Heift. Schulze (2. 00. 3). There are also features in modern computer software.
Microsoft Word. See Section 6. Module. 1. 3, headed Spellcheckers, grammar checkers and style checkers. As. for assessing continuous pieces of text, some progress has been made in developing.
Figure 1: Screenshot. Microsoft Word Spellchecker. The main use of computers in the. Section 3. You can read more about grammar. Exercise. or test?
Computer- based exercises. The essential difference. An. exercise usually offers instant feedback to the learner and an opportunity. Exercises are usually designed to offer the learner. The main kinds of tests include: Placement tests: These. Placement tests. may take the form of adaptive tests (see below). Diagnostic tests: These.
See Section. 2. 2. DIALANG. Diagnostic tests may take the form of adaptive tests. Adaptive tests: See Section. Web. CAPE. Achievement / attainment tests. These are usually more formal, designed to show mastery of a particular syllabus.
Proficiency tests: These. Proficiency tests do. See Section 6. See. Linguanet. Worldwide website: This project has recently undergone expansion to incorporate. The site includes advice on ways. Choose the language first then try the placement.
Types of. Computer Aided Assessment and the Common European Framework of Reference for. Languages Contents of Section 2. Interactive. exercises and tests.
When reading this section bear in. Feedback is essential to. See: See also: Bangs. The two main advantages of feedback. The. major disadvantage is that the feedback given may not necessarily be adequately.
It is possible to provide detailed, comprehensive. Consider a multiple- choice test in.
There are lots of software packages. However, constructing such a test. Module 2. 5. , Introduction to CALL authoring programs. Despite. this disadvantage, the two main advantages of feedback do bring excellent learning. See also Rendall (2.
The immediate assessment that the. Consider the following example: the talks boys teacher. The task is to enter. The teacher talks. Consider what the learner must know. Meaning? If the learner. Her subjects justify their thinking by.
This takes lots of practice but with sentence. Here are some grammar points than can be tested through this simple. German gender agreement in most languages.
Learning task. Can you draft some examples of the. Can you think of other points. Exercise. types. The most common exercise types are. Cloze: see Section. Module 1. 3, headed Cloze proceduretext reconstruction (including. Cloze): see. Section 8.
Module 1. 4, headed Total text. Cloze. matching / Pelmanismre- ordering jumbled wordsre- ordering jumbled sentencesfree text entrycrosswords wordsearch exercises. It should be borne in mind that. These can be found in software. Websites list (below). Many exercises have been developed by.
As an alternative to buying ready- made. Module 2. 5, Introduction to CALL. The following authoring programs are all in common use. Hot. Potatoes. An authoring tool that was created by Martin Holmes and Stewart Arneil.