42 research outputs found
Problems in Assessing EFL Writing on High-stakes Tests : A Guide to the Research
Get PDFThe research on writing assessment shows that testing writing is a difficult task. This paper reviews this literature, focusing on validity, reliability, and scoring methods. Problems concerning validity include theoretical issues such as the definition of the construct "writing" as well as practical issues such as task authenticity. The main problem concerning reliability is whether or not holistic scoring, the most common scoring method for high-stakes assessments, gives the score user a reliable estimate of the test taker\u27s writing ability; this problem becomes more serious with ESL/EFL writers whose writing and language abilities may differ markedly. A related issue is the training of the raters who produce the scores. The conclusion, while emphasizing that the present method of assessing writing in high-stakes examinations is producing dubious and unreliable results, also presents some lessons from the research to help EFL writing instructors prepare their students for these important tests.論文 (Article
Issues in teaching to the writing test : preparing students for the TOEFL(R); iBT independent writing task
Get PDFStudents in the Department of International Studies at Doshisha Women’s College are required to study overseas for one year at a college or university in an English-speaking country. For this reason, their first year is devoted to test preparation. Teaching such test preparation courses forces the instructors to face several issues related to "teaching to the test" such as effectiveness and the relationship to usual language teaching. These issues have been discussed in the literature to some extent but only a few studies address them in a specific context. This paper examines a course designed to prepare students for the independent writing task of the TOEFL iBT; it presents a detailed description of how the course is taught based on the reflections of four instructors, focusing on three issues related to teaching to the test: teaching writing as opposed to teaching to the prompt; the effect of the test rubric and the holistic scoring policy on teaching; and the use of textbooks. We conclude that teaching to the test is compatible with sound instructional practice.論文 (Article
Experiences With and Attitudes Toward Death and Dying Among Homeless Persons
Get PDFBACKGROUND: Homeless persons face many barriers to health care, have few resources, and experience high death rates. They live lives of disenfranchisement and neglect. Few studies have explored their experiences and attitudes toward death and dying. Unfortunately, studies done in other populations may not apply to homeless persons. Exploring these experiences and attitudes may provide insight into life, health care, and end-of-life (EOL) concerns of this population. OBJECTIVE: To explore the experiences and attitudes toward death and dying among homeless persons. DESIGN: Qualitative study utilizing focus groups. PARTICIPANTS: Fifty-three homeless persons recruited from homeless service agencies. MEASUREMENTS: In-depth interviews, which were audiotaped and transcribed. RESULTS: We present seven themes, some of which are previously unreported. Homeless persons described many significant experiences with death and dying, and many participants suffered losses while very young. These encounters influenced participants’ attitudes toward risks and risky behavior: e.g., for some, these experiences provided justification for high-risk behaviors and influenced their behaviors while living on the streets. For others, they may be associated with their homelessness. Finally, these experiences informed their attitudes toward death and dying as well as EOL care; homeless persons believe that care will be poor at the EOL. CONCLUSIONS: Findings from this study have implications for addressing social services, health promotion, prevention, and EOL care for homeless persons, as well as for others who are poor and disenfranchised
