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Vers un outil d'évaluation du langage préscolaire et détecteur de préalables pour l'éducation de base au Cameroun en cas de retard de langage
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Évaluation et identification perceptives d’accents ouest-africains en français
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In: ISSN: 0959-2695 ; EISSN: 1474-0079 ; Journal of French Language Studies ; https://hal.archives-ouvertes.fr/hal-02271356 ; Journal of French Language Studies, Cambridge University Press (CUP), 2011, 21, pp.361-379 (2011)
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69 |
Enhanced automatic question creator - EAQC: concept, development and evaluation of an automatic test item creation tool to foster modern e-education
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70 |
Towards Exploring Linguistic Variation in ASR Errors: Paradigm & Tool for Perceptual experiments
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In: Proceedings of the New tools and methods for very-large-scale phonetics research workshop (VLSP'11) ; New tools and methods for very-large-scale phonetics research workshop (VLSP'11) ; https://hal.archives-ouvertes.fr/hal-01135133 ; New tools and methods for very-large-scale phonetics research workshop (VLSP'11), Jan 2011, Philadelphie, United States (2011)
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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In: Rios, Joseph A.(2011). Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/3j75b8bm (2011)
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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Abstract:
The Listening Sentence Span Task is a widely used measure of working memory capacity for children. However, this measure has not been analyzed from an IRT framework nor has it been adapted to non-English languages. Study 1 of this paper examined the Classical Test Theory summed-score statistics, construct equivalence via a structural equation modeling framework, item parameter estimation utilizing Item Response Theory, and concurrent validity of a newly adapted Spanish-version of the Listening Sentence Span Task (LSST-S) for 491 English language learners (ELLs) in grades 1-3. Results of the analysis demonstrated that the majority of items on the measure displayed low item-total correlations and low internal consistency reliability. In addition, a very low coefficient á was obtained for the overall measure. A confirmatory item factor analysis demonstrated that the LSST-S measured a distinct latent construct when compared to its English predecessor, implying that construct non-equivalence was present between the two measures. Lastly, the LSST-S exhibited poor concurrent validity with measures of reading comprehension, fluid intelligence, and arithmetic computation. Study 2 examined differential item functioning of the Listening Sentence Span Task English-version in a mixed language-status sample, which was comprised of ELL (n=491) and non-ELL (n=315) children. This analysis demonstrated that uniform and non-uniform DIF was present. Recommendations for improving the LSST-S and LSST-E for use with ELLs are provided.
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Keyword:
Cognition; Educational Psychology; Educational Tests and Measurements; English Language Learners; Psychometrics; Test Translation; Test Validity; Working Memory
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URL: https://escholarship.org/uc/item/0gg515xx
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Language Outcome After Left Temporal Lobectomy in Patients with Discordant fMRI and Sodium Amobarbital Testing Results
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In: Dissertations (1934 -) (2011)
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Adapting the Bilingual Aphasia Test to Rarotongan (Cook Islands Maori) : linguistic and clinical considerations
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Evaluating locally-developed language testing : a predictive study of 'direct entry' language programs at an Australian university
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Performance Assessments of Two-Way, Free-Form, Speech-to-Speech Translation Systems for Tactical Use
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In: DTIC (2011)
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Strengthening Homeland Security through Improved Foreign Language Capability
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In: DTIC (2011)
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Evaluating Predictors of Foreign Language Learning
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In: DTIC (2011)
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