Computer-based diagnostic assessment of high school students’ grammar skills with automated feedback – an international trial

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2021-08-31 DOI:10.1080/0969594X.2021.1970513

Tony Clark, Heidi Endres

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引用次数: 2

Abstract

ABSTRACT An effective diagnostic test can play a key role in language learning, allowing strengths and weaknesses in students’ linguistic development to be identified and addressed. This paper describes the online Cambridge English diagnostic test, assessing English grammatical knowledge at A2 level. As most language tests focus on proficiency or achievement, relatively little research into diagnostic assessment has been conducted, and no real agreement exists on what it entails. For learners of approximately 15 years old, the test provides diagnostic feedback on seven grammatical categories at individual and class levels, to improve curriculum and lesson planning and accommodate students’ needs. The test was trialled internationally, using surveys and focus groups. This paper outlines the trial and planned modifications for the next version, in addition to implications for wider practice. It should be clarified that this is a first iteration of the diagnostic test, rather than a fully established final model.

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基于计算机的高中生语法技能自动反馈诊断评估——一项国际试验

有效的诊断测试可以在语言学习中发挥关键作用，使学生在语言发展中的优势和劣势得以识别和解决。本文介绍了在线剑桥英语诊断测试，评估英语语法知识的A2水平。由于大多数语言测试关注的是熟练程度或成绩，对诊断性评估的研究相对较少，而且对其需要做些什么也没有真正的共识。对于15岁左右的学习者，该测试在个人和班级层面提供7种语法类别的诊断反馈，以改进课程和课程计划，并满足学生的需求。该测试通过调查和焦点小组在国际上进行了试验。本文概述了下一版本的试验和计划修改，以及对更广泛实践的影响。应该澄清的是，这是诊断测试的第一次迭代，而不是完全建立的最终模型。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.