95 research outputs found
Text as Environment: A Deep Reinforcement Learning Text Readability Assessment Model
Evaluating the readability of a text can significantly facilitate the precise
expression of information in a written form. The formulation of text
readability assessment demands the identification of meaningful properties of
the text and correct conversion of features to the right readability level.
Sophisticated features and models are being used to evaluate the
comprehensibility of texts accurately. Still, these models are challenging to
implement, heavily language-dependent, and do not perform well on short texts.
Deep reinforcement learning models are demonstrated to be helpful in further
improvement of state-of-the-art text readability assessment models. The main
contributions of the proposed approach are the automation of feature
extraction, loosening the tight language dependency of text readability
assessment task, and efficient use of text by finding the minimum portion of a
text required to assess its readability. The experiments on Weebit, Cambridge
Exams, and Persian readability datasets display the model's state-of-the-art
precision, efficiency, and the capability to be applied to other languages.Comment: 8 pages, 2 figures, 6 equations, 7 table
Validating a set of Japanese EFL proficiency tests: demonstrating locally designed tests meet international standards
A thesis submitted to the University of Bedfordshire in fulfillment of the requirements for the degree of Doctor of PhilosophyThis study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation
The knowledge-in-use of expert and experienced supervisors of PhD students in the social sciences
This thesis examines what expert and experienced PhD supervisors in the social sciences do well and how they do it. It is set in the context of the Economic and Social Research Council (ESRC) initiatives in the early 1990s to broaden the purposes of an academic research training and to promote timely PhD submissions. Many have claimed that PhD supervisors play a central role in the PhD process and this research aspired to achieve clearer understandings of the expertise involved in fulfilling that role. The research was informed by Schutz's phenomenological analysis of common sense and related concepts. It involved a student survey and six supervisor case studies. The survey aimed to determine the criteria in terms of which students judged supervision to be successful, and to identify those expert supervisors who most fully met these criteria. In going beyond criteria identified by students, the aim of the case studies was to ask how successful supervision could be achieved. 'Expert' supervisors agreeing to participate were observed over several supervision sessions and asked later in interview to talk about the various actions they took in the observed sessions. Conclusions drawn from the student survey and the case studies included a close match between student and supervisor criteria and priorities for supervision. A clear emphasis was placed by both supervisors and students on bridging gaps between student knowledge, skills and motivation at any stage and what was necessary to achieve success in their PhD studies. The distinctive nature of supervisory expertise and the willingness of supervisors to reflect usefully on their taken for-granted expert practices were thought to have important implications for the initial and continuing education of PhD supervisors, the relationships between supervision and formal research training, ESRC research training policy, and future research on the craft of PhD supervision
Concept Mapping Strategy For Academic Writing Tutorial In Open And Distant Learning Higher Institution
Universitas Terbuka (UT) an open and distant higher education institution of Indonesia conducts the in-service
teacher education program. In order to complete the program, the students – mostly teachers - have to submit
the final academic paper. In fact, most of the UT students have difficulty to write this academic paper. UT offers
an academic writing course to solve this writing program. Most of the student view academic writing still as a
difficult assignment. Most of the students view academic writing as a difficult assignment to complete. UT has to
find an appropriate instructional strategy that can facilitate student to write the academic writing assignment.
One of the instructional strategy that can be selected to solve the academic writing problems is concept
mapping. The aim of this study is to elaborate the implementation of concept map as an instructional strategy to
facilitate the open and distance learning students io complete academic writing assignments. A design based
research was applied to measure the effectiveness of using concept mapping strategy in helping students to gain
academic writing skills. The steps of research and development model from Borg, Gall and Gall which consist
of instructional design and development phases were implemented in this study. The result of this study
indicated that students were facilitated and enjoyed the process of academic writing used the concept map
strategy
EBook proceedings of the ESERA 2011 conference : science learning and citizenship
This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.ESERA - European Science Education Research Associatio
An investigation of the features of design and technology lessons that motivate disaffected and low ability pupils to engage in learning : an action research project focussing on perceived relevance
This thesis is based on practitioner and action research by the author. A series of iterative case studies identified factors that contributed towards a group of low ability and disaffected pupils being engaged in learning in design and technology. The findings of each case study were analysed and conclusions used to frame the subsequent case study. Findings from these case studies were then used to develop an action research project. Discussion of the relationship between pupils' perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected. Initial research at the school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology. Qualitative methodology was used. This included interviewing teachers and pupils and the development of a semi-structured interview schedule. Analysis of this data was aided by the use of a Likert, (1932) rating scale. A "summated" scale, Trochim, (2006) supported the interpretation of data. Observations were used to record classroom interactions. A Delphi group (Toffler, 1970:462) explored issues emerging during the research and to limit the danger of single observer bias. Pupil understanding of the term “relevance” was explored. The findings identified strategies employed to promote the relevance of the subject. These strategies were developed into an action research project that tested the strategies in three other schools. One school, with a relatively inexperienced teacher, found the strategies had a positive impact on teaching and learning.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
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