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The Rhetorical Challenge of Whiteness within Blackboard for African American Bidialectal Students at Elizabeth City State University
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Enabling Efficient Intelligence Analysis in Degraded Environments
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In: DTIC (2013)
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Automated Extraction and Characterisation of Social Network Data from Unstructured Sources -- An Ontology-Based Approach
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In: DTIC (2013)
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Performance Evaluation of a Semantic Perception Classifier
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In: DTIC (2013)
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A Method for Correcting Broken Hyphenations in Noisy English Text
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In: DTIC (2012)
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Integration of Technology Into the Classroom: Effects on reading comprehension
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In: Research Papers (2012)
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Proposal to adapt computer programs assessment processes and computational linguistics tools to support evaluation of documents written in natural language as a result of learning tasks
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In: Inted2012: International Technology, Education And Development Conference [ISSN 2340-1079], p. 3344-3349 (2012)
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Automated Essay Scoring: A Literature Review
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Abstract:
In recent decades, large-scale English language proficiency testing and testing research have seen an increased interest in constructed-response essay-writing items (Aschbacher, 1991; Powers, Burstein, Chodorow, Fowles, & Kukich, 2001; Weigle, 2002). The TOEFL iBT, for example, includes two constructed-response writing tasks, one of which is an integrative task requiring the test-taker to write in response to information delivered both aurally and in written form (Educational Testing Service, n.d.). Similarly, the IELTS academic test requires test-takers to write in response to a question that relates to a chart or graph that the test-taker must read and interpret (International English Language Testing System, n.d.). Theoretical justification for the use of such integrative, constructed-response tasks (i.e., tasks which require the test-taker to draw upon information received through several modalities in support of a communicative function) date back to at least the early 1960’s. Carroll (1961, 1972) argued that tests which measure linguistic knowledge alone fail to predict the knowledge and abilities that score users are most likely to be interested in, i.e., prediction of actual use of language knowledge for communicative purposes in specific contexts.
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Keyword:
Communicative competence--Testing; Education; English language--Study and teaching--Foreign speakers; English language--Writing--Ability testing; Grading and marking (Students)--Computer programs
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URL: https://doi.org/10.7916/D8154GNW
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Krivine machines and higher-order schemes
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In: https://hal.inria.fr/inria-00589407 ; [Research Report] 2011, pp.17 (2011)
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Composite artistry meets facial recognition technology : exploring the use of facial recognition technology to identify composite images
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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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