State of the art review : language testing and assessment (part two).

In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and then finally examined self-assessment, alternative assessment and the assessment of young learners. In this second part, we begin by discussing recent theories of construct validity and the theories of language use that help define the constructs that we wish to measure through language tests. The main sections of the second part concentrate on summarising recent research into the constructs themselves, in turn addressing reading, listening, grammatical and lexical abilities, speaking and writing. Finally we discuss a number of outstanding issues in the field

Exploring the Design Space of Static and Incremental Graph Connectivity Algorithms on GPUs

Connected components and spanning forest are fundamental graph algorithms due to their use in many important applications, such as graph clustering and image segmentation. GPUs are an ideal platform for graph algorithms due to their high peak performance and memory bandwidth. While there exist several GPU connectivity algorithms in the literature, many design choices have not yet been explored. In this paper, we explore various design choices in GPU connectivity algorithms, including sampling, linking, and tree compression, for both the static as well as the incremental setting. Our various design choices lead to over 300 new GPU implementations of connectivity, many of which outperform state-of-the-art. We present an experimental evaluation, and show that we achieve an average speedup of 2.47x speedup over existing static algorithms. In the incremental setting, we achieve a throughput of up to 48.23 billion edges per second. Compared to state-of-the-art CPU implementations on a 72-core machine, we achieve a speedup of 8.26--14.51x for static connectivity and 1.85--13.36x for incremental connectivity using a Tesla V100 GPU

Interpreting and using proficiency test scores

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Assessing and reporting performances on pre-sessional courses: developing a final assessment procedure.

As the number of non-native speakers of English studying at universities in the United Kingdom (UK) has grown, so has the need to provide pre-sessional English for Academic Purposes (EAP) courses. One of the challenges facing the organisers of such courses is deciding how to determine whether students have completed them successfully and whether they are ready to enter their academic departments. This paper reviews research into assessment on pre-sessional and other EAP support courses, and summarises the results of a survey of practice in a number of universities in the UK and other countries. It describes how assessment on pre-sessional courses has evolved at one British institution (Lancaster University), and outlines some of the problems that have led to changes in recent years. Explanations will be given of the methods used to pilot and refine a new assessment procedure and of the attempts that have been made to investigate its validity

Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity

As the number of non-native speakers of English studying at universities in the United Kingdom (UK) has grown, so has the need to provide pre-sessional English for Academic Purposes (EAP) courses. One of the challenges facing the organisers of such courses is deciding how to determine whether students have completed them successfully and whether they are ready to enter their academic departments. This paper reviews research into assessment on pre-sessional and other EAP support courses, and summarises the results of a survey of practice in a number of universities in the UK and other countries. It describes how assessment on pre-sessional courses has evolved at one British institution (Lancaster University), and outlines some of the problems that have led to changes in recent years. Explanations will be given of the methods used to pilot and refine a new assessment procedure and of the attempts that have been made to investigate its validity