Guidance on the principles of language accessibility in National Curriculum Assessments : research background

This review accompanies the document, which describes the principles which should guide the development of clear assessment questions. The purpose of the review is to present and discuss in detail the research underpinning these principles. It begins from the standpoint that National Curriculum assessments, indeed any assessments, should be: - appropriate to the age of the pupils - an effective measure of their abilities, skills and concept development - fair to all irrespective of gender, language, religion, ethnic or social origin or disability. (Ofqual, 2011) The Regulatory Framework for National Assessments: National Curriculum and Early Years Foundation Stage (Ofqual, 2011) sets out a number of common criteria which apply to all aspects of the development and implementation of National Assessments. One of these criteria refers to the need for assessment procedures to minimise bias: “The assessment should minimise bias, differentiating only on the basis of each learner’s ability to meet National Curriculum requirements” (Section 5.39, page 16). The Framework goes on to argue that: “Minimising bias is about ensuring that an assessment does not produce unreasonably adverse outcomes for particular groups of learners” (Annex 1, page 29). This criterion reinforces the guiding principle that any form of assessment should provide information about the knowledge and understanding of relevant content material. That is to say that the means through which this knowledge and understanding is examined, the design of the assessment and the language used should as far as possible be transparent, and should not influence adversely the performance of those being assessed. There is clearly a large number of ways in which any given assessment task can be presented and in which questions can be asked. Some of these ways will make the task more accessible – that is, easier to complete successfully – and some will get in the way of successful completion. Section 26 of the Fair Access by Design (Ofqual, 2010) document lists a number of guiding principles for improving the accessibility of assessment questions, although the research basis for these principles is not made completely clear in that document. The aim of the current review is to examine the research background more closely in order to provide a more substantial basis for a renewed set of principles to underpin the concept of language accessibility. In the review, each section will be prefaced by a statement of the principles outlined in Guidance on the Principles of Language Accessibility in National Curriculum Assessments and then the research evidence underpinning these principles will be reviewed

Readability Formulas: A Necessary Evil?

A readability formula is usually a mathematical equation that strives to relate the comprehension of the reader and the linguistic characteristics of the text. The purpose of this paper is to reflect upon some readability formulas and to propose that they be used only in perspective. Although these formulas are often considered a \u27necessary evil,\u27 they need not receive as much attention as they do. Readability formulas certainly should not be thought of as the ultimate instruments in measuring texts for grade levels. Too many factors which readability formulas do not address are more crucial to reading comprehension

The DAB model of drawing processes

The problem of automatic drawing was investigated in two ways. First, a DAB model of drawing processes was introduced. DAB stands for three types of knowledge hypothesized to support drawing abilities, namely, Drawing Knowledge, Assimilated Knowledge, and Base Knowledge. Speculation concerning the content and character of each of these subsystems of the drawing process is introduced and the overall adequacy of the model is evaluated. Second, eight experts were each asked to understand six engineering drawings and to think aloud while doing so. It is anticipated that a concurrent protocol analysis of these interviews can be carried out in the future. Meanwhile, a general description of the videotape database is provided. In conclusion, the DAB model was praised as a worthwhile first step toward solution of a difficult problem, but was considered by and large inadequate to the challenge of automatic drawing. Suggestions for improvements on the model were made

Expert interpretation of bar and line graphs: The role of graphicacy in reducing the effect of graph format.

The distinction between informational and computational equivalence of representations, first articulated by Larkin and Simon (1987) has been a fundamental principle in the analysis of diagrammatic reasoning which has been supported empirically on numerous occasions. We present an experiment that investigates this principle in relation to the performance of expert graph users of 2 × 2 'interaction' bar and line graphs. The study sought to determine whether expert interpretation is affected by graph format in the same way that novice interpretations are. The findings revealed that, unlike novices—and contrary to the assumptions of several graph comprehension models—experts' performance was the same for both graph formats, with their interpretation of bar graphs being no worse than that for line graphs. We discuss the implications of the study for guidelines for presenting such data and for models of expert graph comprehension

Comparison Of Readability Indices With Grades 1-5 Narrative And Expository Texts

The problem that exists when using one or more readability indexes to ascertain a text grade level is the varied outcomes received on any given text from readability indexes that purport to measure the same construct. This study aims to provide practitioners with data to make informed decisions regarding interchangeability of readability indexes. A total of n = 244 narrative (n = 116) and expository texts (n = 128) passages from grades 1-5 were evaluated using the following readability indexes: Flesch-Kincaid Grade Level, Fry Graph, Spache, Dale-Chall, Gunning Fog, and Smog. Fifteen (15) comparison sets were analyzed using Bland-Altman method to assess for agreement. An a priori set standard of 1.5 grade levels was used as an acceptable difference. Other considerations for agreement included narrow limits of agreement, low proportional error, and a Bland-Altman plot where data points clustered around the bias line. Of the fifteen (15) comparison sets, nine (9) resulted in agreement, or near agreement. Based on the findings of the study and the subjectivity of the Bland-Altman method, it is recommended that practitioners select one readability index for text evaluation and use it exclusively. No particular index was recommended for use. The use of readability indexes should be one of several means of evaluating a text

Graph based System Purpose - Built for Automatic Retrieval and Extraction of the Electronics Data

International audienceThe work presented in this paper concerns automatic information retrieval and extraction in precise field of electronics based on linguistic knowledge. The extraction and the filtering of data is carried out automatical ly by methods based on the construction of local grammar. To carry out an automatic search for the events in the corpus, a linguistic base, for example the base of the graphs, was created. A comparison of methods is given

Teaching adults to read better and faster : results from an experiment in Burkina Faso

Two cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness training to help connect letters to speech. Learners were given reading tests and a computerized reaction time test. Although the literacy courses were shortened by the arrival of rains and government delays, the piloted methods helped adults read better than those in the standard"control"classes. Learners enrolled in the experimental classes performed better on the outcome tests than did learners enrolled in control classes. Ninety percent of the possible comparisons between treatment classes and control classes favored classes receiving treatments, and 72 percent of the measurements in favor of treatments were statistically significant. The evidence suggests that phonological awareness training is particularly effective in situations where the training period was short, and that rapid reading was more advantageous in longer training situations. Overall, the results are indicative of the potential that scientifically backed methods have in making adult literacy instruction more effective. However, due to the short duration of the classes (3-4 months) learners apparently did not receive sufficient practice to consolidate skills. Literacy skills may still be prone to being forgotten if readers do not learn to read automatically and if opportunities to read are few.Curriculum&Instruction,Teaching and Learning,Nonformal Education,Primary Education,ICT Policy and Strategies,Nonformal Education,ICT Policy and Strategies,Primary Education,Teaching and Learning,Curriculum&Instruction

Comparing Representations of Contribution Labels in Goal Models

Goal models have been proposed to be an effective method to support decision making in early requirements engineering. Key to using them is the concept of contribution links that represent how the satisfaction of one goal affects that of another. Multiple proposals have been offered for representing contribution; however, the degree to which users can intuitively understand the meaning behind contribution representations and utilize them appropriately has not been thoroughly studied. This work reports the results of an experimental study that compares the intuitiveness of two contribution representation approaches by measuring the performance of untrained users and exploring the role of individual differences (cognitive styles and arithmetic attitude and ability) in establishing the right intuition. Results show significant differences between the two representations as well as effects of various levels of individual factors. The results inspire further research on contribution links and support the operationalizability of intuitiveness as a criterion for evaluating conceptual modelling language designs

Visual information literacy: definition, construct modeling and assessment

3siopenA major problem in education and visual information design is that, while tools to measure people's reading and writing ability with texts and numbers are ripe, the ability to properly process information from data graphics - an ability that can be called Visual Information Literacy - is still off the radar, and even less interest is apparently devoted to its evaluation. The purpose of this research is that of presenting an exploration of methods and tools towards the measurement of data graphics effectiveness and efficiency, and of proposing a definition of 'Visual Information Literacy', together with the design of a model characterizing it as a developmental skills progression that covers the cognitive abilities activated when dealing with data graphics. A final goal of this paper is to report a first round of results assessing the validity of the model designed, by bringing statistical evidence that data graphics comprehension depends on the matching of users' ability and data graphics difficulty. The contribution of this paper is twofold: comparing the current research on Visual Information Literacy and advancing it by designing a model for its characterization to allow the design of a Visual Information Literacy measurement scale standard.openLocoro A.; Fisher W.P.; Mari L.Locoro, A.; Fisher, W. P.; Mari, L