The aim of this study is to investigate the inclusion of low-proficiency students in grades 4-6 in EFL classrooms in Sweden. The low-proficiency students are identified as new arrivals who are still in the process of mastering the Swedish language and Swedish speakers who have a negative attitude and low motivation towards the learning of English language. The methods used to collect data were interviews and classroom observations of four certified English teachers in grades 4-6. The findings of this study showed that the teachers supported the inclusion of low-proficiency students through differentiated methods and scaffolding. The results revealed that a lack of common language is an obstacle in the inclusion of new arrivals in the EFL classrooms.

<p>Despite an emphasis on oral communication in most foreign language classrooms, the resource-intensive nature (i.e. time and manpower) of speaking tests hinder regular oral assessments. A possible solution is the development of a (semi-) automated scoring system. When it is used in conjunction with human raters, the consistency of computers can complement human raters’ comprehensive judgments and increase efficiency in scoring (e.g., Enright & Quinlan, 2010). In search of objective and quantifiable variables that are strongly correlated with overall oral proficiency, a number of studies have reported that some utterance fluency variables (e.g., speech rate and mean length of run) might be strong predictors for L2 learners’ speaking ability (e.g., Ginther et al., 2010; Hirotani et al., 2017). However, these findings are difficult to generalize due to small sample sizes, narrow ranges of proficiency levels, and/or a lack of data from languages other than English. The current study analyzed spontaneous speech samples collected from 170 Japanese learners at a wide range of proficiency levels determined by a well-established speaking test, the American Council on the Teaching of Foreign Languages’ (ACTFL) Oral Proficiency Interview (OPI). Prior to analysis, 48 <i>Complexity, Accuracy, Fluency</i> (CAF) measures (with a focus on fluency variables) were calculated from the speech samples. First, the study examined the relationships among the CAF measures and learner oral proficiency assessed by the ACTFL OPI. Then, using an empirically-based approach, a feasibility of using a composite measure to predict L2 oral proficiency was investigated. The results revealed that <i>Speech Speed</i> and <i>Complexity</i> variables demonstrated strong correlation to the OPI levels, and moderately strong correlations were found for the variables in the following categories: <i>Speech Quantity, Pause</i>, <i>Pause Location</i> (i.e., Silent pause ratio within AS-unit), <i>Dysfluency</i> (i.e., Repeat ratio), and <i>Accuracy.</i> Then, a series of multiple regression analyses revealed that a combination of five CAF measures (i.e., Effective articulation rate, Silent pause ratio, Repeat ratio, Syntactic complexity, and Error-free AS-unit ratio) can predict 72.3% of the variance of the OPI levels. This regression model includes variables that correspond to Skehan’s (2009) proposed three categories of fluency (speed, breakdown, and repair) and variables that represent CAF, supporting the literature (e.g., Larsen-Freeman, 1978, Skehan, 1996).</p>

O uso de provas elaboradas na forma de itens, em processos de avaliação para classificação, é uma herança histórica dos séculos XVI e XVII, ainda em uso nos dias atuais tanto na educação formal quanto em processos seletivos, a exemplo dos exames vestibulares. Elaboradas para mensurar conhecimentos, traços latentes que não podem ser medidos diretamente, as provas costumam ser corrigidas considerando unicamente o escore obtido pelo sujeito avaliado, sem contemplar informações importantes relacionadas aos itens das mesmas. O presente trabalho teve como objetivos: (i) utilizar a modelagem baseada na teoria da resposta ao item unidimensional - TRI e multidimensional - TRIM para construir escalas do conhecimento para a prova da FUVEST e (ii) classificar os candidatos aos seis cursos de graduação oferecidos pela Escola Superior de Agricultura \"Luiz de Queiroz\", unidade da Universidade de São Paulo, com base na escala construída. A hipótese imbutida no corpo do trabalho admitiu que o uso da TRIM classifica de forma diferente os candidatos que os atuais métodos utilizados pela FUVEST. Foram utilizados os padrões de respostas dos 2326 candidatos submetidos à prova, para que uma análise unidimensional fosse realizada, sob o enfoque da TRI, gerando uma escala de proficiências . Quatro traços latentes foram diagnosticados no processo avaliativo, por meio da modelagem multidimensional da TRIM, gerando uma escala das quatro dimensões. Uma proposta para classificação dos candidatos é apresentada, baseada na média das proficiências individuais ponderada pelas cargas fatoriais diagnosticadas pela modelagem. Análise comparativa entre os critérios de classificação utilizados pela FUVEST e pela TRIM foram realizados, identificando discordância entre os mesmos. O trabalho apresenta propostas de interpretação pedagógica para as escalas unidimensional e multidimensional e indica a TRIM como o critério complementar para classificação dos candidatos, valorizando informações individuais dos itens e, portanto, utilizando uma avaliação classificatória mais abrangente. / The use of elaborate exams in the form of items, in evaluation procedures for classification, is a historical legacy of the 16th and 17th centuries, still in use today both in formal education and in selective cases such as entrance examinations. Designed to measure knowledge, latent trait that can not be measured directly, the exams are usually corrected considering only the score obtained by the subject, without including important information related to the items of it. This study aimed to: (i) use the modeling approach unidimensional and multidimensional item response theory (IRT and MIRT, respectively), to build knowledge scales of the entrance examination FUVEST/2012; (ii) classifing candidates for the 6 undergraduate courses offered by the \"Luiz de Queiroz\" College of Agriculture , unit of the University of São Paulo, based on the scale then. The hypothesis supposes that the use of MIRT ranked candidates differently than current methods used by FUVEST. We used the patterns of responses of 2326 candidates submitted to the test, so that a one-dimensional analysis was performed under the IRT approach, generating a range of proficiencies. Four latent traits were diagnosed in the evaluation process by means of multidimensional modeling MIRT, generating a scale of four dimensions. A proposal for classification of the candidates is presented, based on the weighted average of the individual proficiencies by the factor loadings diagnosed by modeling. Comparative analysis of the classification criteria used by FUVEST and MIRT were performed by identifying discrepancies between them. This work presents the proposals of the pedagogical interpretation for one-dimensional and multidimensional scales and indicates the MIRT as additional criteria for the candidates, to valorize individual information of the items and therefore using a more comprehensive classification review.

<p>The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP). In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa. The current study was a subset of the ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale. The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes.</p>

<p>The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP). In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa. The current study was a subset of the ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale. The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes.</p>

The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP).In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa.The current study was a subset of the ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale.The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes. / Magister Artium (Psychology) - MA(Psych)

Thesis (M. App. Psych.)--University of Adelaide, Dept. of Psychology, 1991. / Includes bibliographical references (leaves 57-64).

O uso de provas elaboradas na forma de itens, em processos de avaliação para classificação, é uma herança histórica dos séculos XVI e XVII, ainda em uso nos dias atuais tanto na educação formal quanto em processos seletivos, a exemplo dos exames vestibulares. Elaboradas para mensurar conhecimentos, traços latentes que não podem ser medidos diretamente, as provas costumam ser corrigidas considerando unicamente o escore obtido pelo sujeito avaliado, sem contemplar informações importantes relacionadas aos itens das mesmas. O presente trabalho teve como objetivos: (i) utilizar a modelagem baseada na teoria da resposta ao item unidimensional - TRI e multidimensional - TRIM para construir escalas do conhecimento para a prova da FUVEST e (ii) classificar os candidatos aos seis cursos de graduação oferecidos pela Escola Superior de Agricultura \"Luiz de Queiroz\", unidade da Universidade de São Paulo, com base na escala construída. A hipótese imbutida no corpo do trabalho admitiu que o uso da TRIM classifica de forma diferente os candidatos que os atuais métodos utilizados pela FUVEST. Foram utilizados os padrões de respostas dos 2326 candidatos submetidos à prova, para que uma análise unidimensional fosse realizada, sob o enfoque da TRI, gerando uma escala de proficiências . Quatro traços latentes foram diagnosticados no processo avaliativo, por meio da modelagem multidimensional da TRIM, gerando uma escala das quatro dimensões. Uma proposta para classificação dos candidatos é apresentada, baseada na média das proficiências individuais ponderada pelas cargas fatoriais diagnosticadas pela modelagem. Análise comparativa entre os critérios de classificação utilizados pela FUVEST e pela TRIM foram realizados, identificando discordância entre os mesmos. O trabalho apresenta propostas de interpretação pedagógica para as escalas unidimensional e multidimensional e indica a TRIM como o critério complementar para classificação dos candidatos, valorizando informações individuais dos itens e, portanto, utilizando uma avaliação classificatória mais abrangente. / The use of elaborate exams in the form of items, in evaluation procedures for classification, is a historical legacy of the 16th and 17th centuries, still in use today both in formal education and in selective cases such as entrance examinations. Designed to measure knowledge, latent trait that can not be measured directly, the exams are usually corrected considering only the score obtained by the subject, without including important information related to the items of it. This study aimed to: (i) use the modeling approach unidimensional and multidimensional item response theory (IRT and MIRT, respectively), to build knowledge scales of the entrance examination FUVEST/2012; (ii) classifing candidates for the 6 undergraduate courses offered by the \"Luiz de Queiroz\" College of Agriculture , unit of the University of São Paulo, based on the scale then. The hypothesis supposes that the use of MIRT ranked candidates differently than current methods used by FUVEST. We used the patterns of responses of 2326 candidates submitted to the test, so that a one-dimensional analysis was performed under the IRT approach, generating a range of proficiencies. Four latent traits were diagnosed in the evaluation process by means of multidimensional modeling MIRT, generating a scale of four dimensions. A proposal for classification of the candidates is presented, based on the weighted average of the individual proficiencies by the factor loadings diagnosed by modeling. Comparative analysis of the classification criteria used by FUVEST and MIRT were performed by identifying discrepancies between them. This work presents the proposals of the pedagogical interpretation for one-dimensional and multidimensional scales and indicates the MIRT as additional criteria for the candidates, to valorize individual information of the items and therefore using a more comprehensive classification review.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-23T13:30:28Z No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:00:28Z (GMT) No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:00:44Z (GMT) No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Made available in DSpace on 2017-03-24T12:00:45Z (GMT). No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) Previous issue date: 2009-07-08 / A avaliação educacional em larga escala é uma política pública educacional de grande destaque na educação brasileira. Ela tem como principal objetivo analisar a qualidade da educação, trazendo importantes contribuições para as discussões, pesquisas e ações sobre a educação. Ela pode apontar diretrizes na busca de uma melhor qualidade dos sistemas escolares, distribuição mais adequada de recursos, desenvolvimento e monitoramento de políticas públicas capazes de contribuir para a promoção da equidade e para amenizar o peso das desigualdades sociais sobre o desempenho escolar. Na análise dos resultados das avaliações, a interpretação da escala de proficiência pode contribuir para o trabalho desenvolvido nas escolas em busca da construção da aprendizagem, podendo ajudar o professor a compreender a realidade de sua comunidade escolar e servindo como mais uma forma de olhar a educação, trazendo novas informações que podem ser incorporadas à sua avaliação cotidiana. Essas contribuições podem surgir através da análise das escalas de proficiência que agregam valor qualitativo à interpretação dos resultados. Assim, através da interpretação das escalas de proficiência de Língua Portuguesa do 5º ano, construídas com os dados estatísticos e itens do Simave/Proeb-2006, e de acordo com os métodos do Saeb e do Projeto Geres e do Método de Cluster, é possível considerar que as diferenças de critérios de construção de escala de proficiência também implicam em diferenças na interpretação e nas contribuições que as escalas podem trazer à prática docente. Com uma melhor compreensão das escalas de proficiência, o professor pode utilizar melhor os resultados das avaliações educacionais em larga escala, e assim agregar informações ao conhecimento que ele tem da realidade de sua escola e do trabalho desenvolvido na mesma. Porém, para compreender e utilizar os resultados com qualidade é necessário investimento em políticas de formação de professores na área da avaliação educacional em larga escala, melhor apresentação dos resultados que são distribuídos nas escolas e divulgação dos dados de forma contextualizada com cada realidade escolar, favorecendo o uso social dos resultados da avaliação educacional em larga escala. / The educational evaluation on large scale is a public policy on education with great prominence in Brazilian education. Its main target is to analyse the quality of education, coming with important contribution to discussions, researches and actions concerned with education. It can show guidelines in searching for a better quality of the school systems, a more suitable distribution of the wherewithal, and the development and monitoring of the public policies able to contribute to equality promotion and to temper the weight of social inequalities over school performance. Analysing the evaluation results, the interpretation of the proficiency scale can help the work developed in the schools looking for the learning construction, which may help the teacher understand the reality of his school community and working as another way to look over education, bringing new pieces of information that may be incorporated to his daily evaluation. These contributions may show up through proficiency scale analysis that bring qualitative value together to results interpretation. Thus, through the interpretation of proficiency scale on Portuguese Language in Year 5, built up by statistic data and items from Simave/Proeb – 2006, and according to the methods of Saeb and Geres Project and Cluster Method, it is possible to consider that the criteria differences in constructing the proficiency scale also imply in differences in interpretation and contributions that these scales may bring to teaching practice. Having a better comprehension of the proficiency scale, the teacher can use better the results of educational evaluation on large scale, and therefore, bring information together to the knowledge the teacher has about his school reality and the work developed there. To understand and use the results with quality, however, it is needed investment in policies of teaching formation in the area of educational evaluation on large scale, a better presentation of the results that are distributed in the schools and the data publishing in a contextualised way with each school reality, preferring the social usage of the results of educational evaluation on large scale.

Oral proficiency plays a crucial part in mastering the English language. It is, because of that, heavily debated among professors and teachers. Among teachers, uncertainty prevails regarding how oral proficiency should be taught and assessed. This qualitative study aims to raise awareness of how teachers define, understand, and experience oral proficiency in the upper secondary EFL classroom. Furthermore, this study seeks to analyze teachers’ conflicting perceptions regarding the assessment process along with what problems they encounter and how they solve these problems. Four EFL teachers from three schools in the south of Sweden lay the foundation for the study. Semi-structured interviews were used as the method of data collection in order to gain insights from the teachers’ reflections. The data of the interviews were analyzed with the help of the grounded theory approach. Adopting this theory, the results of the study show that the four EFL teachers had general difficulties understanding the terms assessment and oral proficiency. While one teacher viewed oral proficiency as a two-fold challenge, another stated that in order to get a good grade, good discussion abilities are vital. When assessing students’ oral proficiency, the teachers focused on different features such as pronunciation, fluency, variation, interaction, content, and vocabulary.