An-other look at assessment: Assessment in learning

This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment. We share some experiential stories to illustrate our understanding of ‘assessment in learning’ and ask readers to consider what this might mean for their own teaching practice

A Learning Approach to Shallow Parsing

A SNoW based learning approach to shallow parsing tasks is presented and studied experimentally. The approach learns to identify syntactic patterns by combining simple predictors to produce a coherent inference. Two instantiations of this approach are studied and experimental results for Noun-Phrases (NP) and Subject-Verb (SV) phrases that compare favorably with the best published results are presented. In doing that, we compare two ways of modeling the problem of learning to recognize patterns and suggest that shallow parsing patterns are better learned using open/close predictors than using inside/outside predictors.Comment: LaTex 2e, 11 pages, 2 eps figures, 1 bbl file, uses colacl.st

Automatic extraction of paraphrastic phrases from medium size corpora

This paper presents a versatile system intended to acquire paraphrastic phrases from a representative corpus. In order to decrease the time spent on the elaboration of resources for NLP system (for example Information Extraction, IE hereafter), we suggest to use a machine learning system that helps defining new templates and associated resources. This knowledge is automatically derived from the text collection, in interaction with a large semantic network

Symbol in Edgar Allan Poe\u27s Selected Short Stories and Their Pedagogical Implication: a Semiotic Perspective

The main objectives of this study are to identify the symbols which are contextually attached to certain words and phrases; to analyze the contextual meaning of the symbols; and to describe the pedagogical implications of the uses of those symbols to the practices of teaching English as a foreign language (TEFL). These all are conducted by following Pierce\u27s triadic theory. The sources of the data of this study are some carefully selected short stories written by Edgar Allan Poe. Descriptive qualitative method is used to collect the data which are then analysed and presented explanatorily. The results of the analysis of the data suggest that there are six symbols which are contextually attached to words and phrases in The Masque of Red Death, three symbols in The Pit and Pendulum, and three symbols in The Black Cat. Those symbols carry important pedagogical implications to the teaching of English as a foreign language. This implies that teachers of English may use these short stories and their symbols to teach English vocabulary in reading section by using flashcard, and by which they can conclude the learning section by presenting the moral values in the short stories

Late L2 Acquisition and Phonological Memory Development

The development of phonological memory, a subdivision of short term memory, is crucial to learning and analyzing sequences of sounds to form words and phrases. This process utilizes short term representation and rehearsal to allow for the eventual long term representation of language. Individuals learning more than one language must acquire even more of these language sequences than monolinguals. Previous research agrees that early Spanish-English bilinguals have superior phonological memory to monolinguals, however the impact of second language acquisition on phonological memory remains unknown. This study examined three groups of undergraduate participants studying Spanish as a second language including study abroad students (SA), students currently enrolled in a Spanish course at or above the 300-level (CE), and students not currently enrolled in a Spanish course (NE). Participants completed tests of phonological memory including digit span and sentence repetition at the beginning and culmination of an academic semester. Participants also provided demographic data, L2 acquisition information, and their frequency of language use so that changes could be calculated. Results revealed that CE students were superior during pretest, but during posttest SA and CE demonstrated comparable results. The NE students demonstrated consistently lower scores. These findings suggest that foreign language instruction may benefit phonological memory development, even in late acquisition of the second language. The possible role of years of formal language instruction will be discussed

Modeling the optional infinite stage in MOSAIC: A generalization to Dutch

This paper presents a model of a stage in children’s language development known as the optional infinitive stage. The model was originally developed for English, where it was shown to provide a good account of several phenomena. The model, which uses a discrimination network, analyzes the distribution of words in the input, and derives word classes from them by linking words that are used in a similar context. While the earlier version of the model is sensitive only to characteristics of phrases that follow target words, the present version also takes preceding input into consideration. Also, the present version uses a probabilistic rather than a deterministic learning mechanism. Generalisation of the model to Dutch is considered a strong test of the model, since Dutch displays the optional infinitive phenomenon, while its syntax differs substantially from that of English. The model was presented with child-directed input from two Dutch mothers, and its output was compared to that of the respective children. Despite the fact that the model was developed for a different language, it captures the optional infinitive phenomenon in Dutch as it does in English, while showing sensitivity to Dutch syntax. These results suggest that a simple distributional analyzer can capture the regularities of different languages despite the apparent differences in their syntax

Consonant Context Effects on Vowel Sensorimotor Adaptation

Speech sensorimotor adaptation is the short-term learning of modified articulator movements evoked through sensory-feedback perturbations. A common experimental method manipulates acoustic parameters, such as formant frequencies, using real time resynthesis of the participant\u27s speech to perturb auditory feedback. While some studies have examined phrases comprised of vowels, diphthongs, and semivowels, the bulk of research on auditory feedback-driven sensorimotor adaptation has focused on vowels in neutral contexts (/hVd/). The current study investigates coarticulatory influences of adjacent consonants on sensorimotor adaptation. The purpose is to evaluate differences in the adaptation effects for vowels in consonant environments that vary by place and manner of articulation. In particular, we addressed the hypothesis that contexts with greater intra-articulator coarticulation and more static articulatory postures (alveolars and fricatives) offer greater resistance to vowel adaptation than contexts with primarily inter-articulator coarticulation and more dynamic articulatory patterns (bilabials and stops). Participants completed formant perturbation-driven vowel adaptation experiments for varying CVCs. Results from discrete formant measures at the vowel midpoint were generally consistent with the hypothesis. Analyses of more complete formant trajectories suggest that adaptation can also (or alternatively) influence formant onsets, offsets, and transitions, resulting in complex formant pattern changes that may reflect modifications to consonant articulatio

Classifying Cue Phrases in Text and Speech Using Machine Learning

Cue phrases may be used in a discourse sense to explicitly signal discourse structure, but also in a sentential sense to convey semantic rather than structural information. This paper explores the use of machine learning for classifying cue phrases as discourse or sentential. Two machine learning programs (Cgrendel and C4.5) are used to induce classification rules from sets of pre-classified cue phrases and their features. Machine learning is shown to be an effective technique for not only automating the generation of classification rules, but also for improving upon previous results.Comment: 8 pages, PostScript File, to appear in the Proceedings of AAAI-9