Training senior teachers in compulsory computer based language tests

AbstractThe IBT TOEFL has become the principal example of online high stakes language testing since 2005. Most instructors who do the preparation for IBT TOEFL face two main realities: first, students are eager and highly motivated to take the test because of the prospective implications; and, second, specific studies would be necessary to see if instructors may be familiarized with the use of computers in teaching and/or language testing for other high stakes tests. Now, many standardized tests are going online as well such as IELTS, BULATS and others (García Laborda, 2007). National Boards of Education are also considering this possibility for the national university entrance examination (PAU) (García Laborda & Magal Royo, 2007; García Laborda, 2006). However, in this case, teachers may not be willing or well prepared to face the challenge due to factors such as ICT familiarity. To date, many papers have explored the role of teacher training in their adaptation to the inclusion or implementation of ICT in the foreign language classroom (Zepp, 2005; Tan et al., 2003; Rehbein et al., 2003). However, it is necessary to consider the differences between the use of ICT for language testing (as opposed to general teaching) and the profile of senior high school foreign language teachers who may not be as flexible as their younger colleagues. This paper describes the trainees’ final attitudes of a six-month course held in Valencia (Spain). 26 teachers from private schools who teach many of the students who take the test every year participated in an in-service teacher training course in Valencia. Instructional methods principally included training in ICT strategy and use through face-to-face instruction and also autonomous learning, group work, synchronous and asynchronous communication, and computer based test design. The teachers’ responses to long discussions in a control session and to a questionnaire, along with the observations of a 20-hour course and the results of the familiarization with different tools show that for this type of training it is not only necessary to familiarize teachers with the testing tool but also with the process of creating online tests and with the testing process itself (Chapelle & Douglas, 2006; Stoynoff & Chapelle, 2005). Results from the platform use and the final questionnaire indicated that the majority of trainees reacted positively to the training and were eager to let the research team work with their students. However, they still felt they would not be able to use ICT for testing in their classes

Requisitos para la experiencia del usuario de la cabina de pasajeros de hyperloop

[EN] Although Hyperloop technology is still in its early stages, its technical and economic potential will become a revolution in the transport industry in Europe that will serve to unify it. The development of Hyperloop technology should focus on improving propulsion technology issues and keep an eye on the human and perceptual aspects during the traveling, which could be a key factor when engineers develop the passenger cabins and implement advanced prototypes to market. Regarding the user experience will serve in the future to create and develop an interior design for the Hyperloop cabin that adapts to the sensory stimulation features and practical needs of the user during the journey. The synergy between the Hyperloop technology and the traveler experience will help as a bridge for the citizens of the future who use this new type of transport with confidence. The article aims to analyze the most critical aspects used to evaluate future transport through user experience methodologies. That should be considered a fundamental part of the interior space design of the cabin through common areas and specific services. It describes two essential aspects in the design of future Hyperloop cabins or pods. On the one hand, the user experience methodologies related to the perception of comfort and safety in this new transport allow evaluation of the expectations in its use in the future. On the other hand, the description of the cognitive factors that influence the interior cabins¿ design affects the development of future devices such as passengers¿ seats in the pod.Hermosilla-Fernández, C.; Magal-Royo, T. (2022). User experience requirements for hyperloop passenger's cabin. DYNA Ingeniería e Industria (Online). 97(4):386-391. https://doi.org/10.6036/1048038639197

Binaural Sound to Enhance Listening Comprehension in Language Tests

[EN] The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain sound perception in an unfamiliar communication environment (the foreign language) for the learner. This article stresses the possibilities of using binaural sound in the design and implementation of tests as well as the cognitive issues that might be involved in the process of learning and assessment of a foreign language.Magal-Royo, T.; García Laborda, J. (2020). Binaural Sound to Enhance Listening Comprehension in Language Tests. International Journal of Interactive Mobile Technologies (iJIM). 14(1):4-14. https://doi.org/10.3991/ijim.v14i01.11739S41414

Standardization of Design Interfaces Applied to Language Test on-line through Ubiquitous Devices

[EN] Normalization of design rules and guidelines in English language tests to help future instructors and assessment developers in the field of examination of English as a foreign language. have not been defined sufficiently until present days. In fact, there are several experiences and investigations related to the user¿s experiences in the handling of computer exams for learning a second language that have been evaluated in, for and through different experimental interactive digital environments. These interactive scenarios oriented to the user experience, UX in the ubiquitous devices, have allowed to learn technological, functional and design aspects that will be necessary in the future to establish the standards in design and vision for language tests in its online environment. The lack of effective and realistic regulations has become a functional requirement for the progress of research on digital environments adapted to the needs of competence assessment and more specifically, to the learning environment of second language (L2). Proliferation of on-line tests of language certification of ls with a structural corpus depends on where there are not really functional and formal guidelines that allow evaluating their quality and adequacy from the experience of the user and according to the level of learning competences acquired in a second language. This article describes aspects of design that should be taken into account when defining an online test of languages in a ubiquitous device that will mark verifiable guidelines of a general nature and affect the evaluation task in the formation of languages that need to be checked and evaluated periodically.Magal Royo, T.; García Laborda, J. (2018). Standardization of Design Interfaces Applied to Language Test on-line through Ubiquitous Devices. International Journal of Interactive Mobile Technologies (iJIM). 12(4):21-31. https://doi.org/10.3991/ijim.v12i4.9197S213112

Cuatro años de la versión computerizada del Examen de Inglés como segunda lengua (TOEFL)

Este artículo trata señalar las dificultades a las que se enfrentan los candidatos cuando realizan el examen de inglés como lengua extranjera (TOEFL) basado en Internet. El objetivo es doble: por un lado ver cómo se puede sugerir cómo evitar problemas similares en plataformas que ya se están diseñando en España (Proyecto PAULEX, MEC HUM2007-66479-C02-01/FILO) y, por otro, poner de relieve el tipo de preparación que necesitan los estudiantes que realicen este examen para poder superar ciertos problemas estratégicos que actualmente encuentran dichos candidatos. This paper shows the constraints faced by the candidates of the computer based Test of English as a Foreign Language (TOEFL). This paper has a double goal: on one side, to approach how to avoid problems in similar platforms that are currently being designed in Spain (PAULEX Project, MEC HUM2007-66479-C02-01/FILO), and, on the other, to point out the preparation required by the students who take the test in order to overcome certain strategic problems currently faced by those candidates

Looking towards the Future of Language Assessment: Usability of Tablet PCs in Language Testing

This research addresses the change in how the Spanish University Entrance Examination can be delivered in the future. There is a wide acknowledgement that computer tests are very demanding for the delivering institutions which makes computer language testing difficult to implement. However, the use of tablet PCs can facilitate the delivery at even lower cost than the regular computer based language testing. 183 students in their last year of high school took a computer based language test which included reading, writing, listening and speaking. The research aspects were 1) whether they feel at ease with the tablet PC exam; 2) if they felt that visual aspects were accessible and 3) whether the interface organization was clear. The paper first has a brief description of the OPENPAU® platform, after it addresses the field study based on questionnaires and observations with students during the test delivery, finally the results indicate that this means of language test delivery could be adequate not only for the Spanish University Entrance Examination but for most standardized tests

Prototyping and design of a rehabilitation device for hand rheumatoid arthritis

[ES] El presente artículo describelos avances realizados en la aplicación de las tecnologías de prototipado rápido (RP) en el desarrollo de prótesis personalizadas para la rehabilitación física de la mano en pacientes con Artritis Reumatoide Crónica (AR).La metodología creada tiene en cuenta aspectos relacionados con la fisiología del movimiento de la mano y los problemas de movilidad que sufren los pacientes crónicos de AR sobre todo en los movimientos específicos de las falanges y huesos metacarpianos.Desde elpunto de vista tecnológico, se han aplicado las técnicas de digitalización en la toma de datos del paciente, el uso del Diseño Asistido por Ordenador(DAO)en la generación de un modelo virtual y la formalización de un exoesqueleto para la rehabilitación mediante el uso de las técnicas deRP.[EN] This article describes the advances made in the application of rapid prototyping technologies (RP) in the development of personalized prostheses for the hand physical rehabilitation in patients with Chronic Rheumatoid Arthritis (RA). The methodology created considersaspects related to the physiology of hand movement and mobility problems suffered by chronic RA patients, especially in the specific movements of the metacarpal bones and phalanges. From the technological point of view, digitalization techniques have been applied in the taking of patient data, the use of Computer Aided Design, CADin the generation of a virtual model and the formalization of an exoskeleton for rehabilitation through the use of RPMoya, R.; Magal-Royo, T. (2019). Diseño y prototipado de un dispositivo de rehabilitación para la artritis reumatoide de mano. Tsantsa: Revista de Investigaciones Artísticas (Online). (7):233-240. http://hdl.handle.net/10251/169189S233240

Subrepresentación del constructo en exámenes estandarizados de lengua extranjera en España: propuesta de examen asistido por ordenador

Standardized tests are a reality in a globalized world and, consequently, in the Spanish system. Language test developers have already claimed that the current model of assessment has little to do with real language use, as factors such as the shift from paper to computer, information search and other uses of language or multimodal communication are not being considered (García Laborda & Fernández Álvarez, 2021). This theoretical paper proposes (1) a novel construct for testing that incorporates new functionalities which have been shown able to test appropriately language performance in academic settings; and (2) the proposal and design of an online multimodal exam that adapts to the new needs for language assessment in the University Entrance Examination. It begins with an analysis of current research to show the need for a change in the construct, and concludes by proposing a model for this high-stakes exam, based on a new construct of language proficiency and multimodal interaction for computer-based exams. The paper concludes that this model can change the way we understand technology-based exams and could be applicable to most current exams.Las pruebas estandarizadas son una realidad en un mundo globalizado y, en consecuencia, en el sistema español. Los desarrolladores de pruebas de lenguaje ya han afirmado que el modelo actual de evaluación tiene poco que ver con el uso real del lenguaje, ya que no se están teniendo en cuenta factores tales como el cambio del papel al ordenador, la búsqueda de información y otros usos del lenguaje o la comunicación multimodal (García Laborda & Fernández Álvarez, 2021). Este artículo propone (1) un constructo novedoso para las pruebas que incorpora nuevas funcionalidades que han demostrado ser capaces de evaluar adecuadamente el rendimiento lingüístico en entornos académicos; y (2) la propuesta y diseño de un examen multimodal online que se adapte a las nuevas necesidades de evaluación de idiomas en el Examen de Acceso a la Universidad. Comienza con un análisis de la investigación actual para mostrar la necesidad de un cambio en el constructo y concluye proponiendo un modelo para este examen, basado en un nuevo constructo de competencia lingüística e interacción multimodal para pruebas computerizadas. El documento deduce que este modelo puede cambiar la forma en que entendemos los exámenes basados en tecnología y podría aplicarse a la mayoría de los exámenes actuales

Una aproximación del efecto en el aprendizaje de una lengua extranjera debida a la obtención de datos a través de exámenes en línea de idiomas

Artificial intelligence oriented to education (AIEd) allows the adequacy and / or adaption to the user’s learning itineraries through inductive processes based on the extraction of data obtained from the formative evidences that it generates throughout its school life. Big data, or massive data, is the storage of large amounts of data that can be analyzed by various procedures and allows us to find repetitive patterns or predictive formulas that can generate learning about ourselves and especially the network. In the case of the massive data that are generated through the use of tests in the learning and certification of knowledge of languages as a foreign language at the national level, we find that it might be useful to apply Big Data's processing methodologies in order to know better if the information Generated through the tests can improve or create new learning strategies or establish formal criteria in the design of the tests, theories of second language acquisition, or even educational policies. The novelty of the article focuses on establishing viable guidelines to apply the more generic concepts of Big Data in the specific context of the tests of language evaluation as a second language and where there is a priori a large amount of information to be processed at the educational level. The article shows some guidelines that could be applied in the mechanisms used in the extraction of educational data from large-scale language learning in the specific environment of language assessment tests as a foreign language.La Inteligencia Artificial orientada a la educación (AIEd) permite adecuar y/o adaptar los itinerarios del aprendizaje de un usuario mediante procesos inductivos basados en la extracción de datos obtenidos de las evidencias formativas que genera a lo largo de su vida escolar. El Big data, o datos masivos es el almacenamiento de grandes cantidades de datos que pueden ser analizados por diversos procedimientos y que permite encontrar patrones repetitivos o formulas predictivas que pueden generar un aprendizaje sobre nosotros mismos y sobre todo en la red. En el caso de los datos masivos que se generan a través de los exámenes utilizados en el aprendizaje y certificación de conocimiento de idiomas como segunda lengua a nivel nacional encontramos que podría ser útil aplicar las metodologías de procesamiento del Big Data para conocer mejor si la información generada a través de los test pueden mejorar o crear nuevas estrategias de aprendizaje o establecer criterios formales en el diseño de las pruebas, teorías de adquisición de se segunda lengua o incluso políticas educativas. La novedad de artículo se centra en establecer directrices viables para aplicar los conceptos más genéricos del Big Data en el contexto específico de los test de evaluación de idiomas como segunda lengua y donde existe a priori una gran cantidad de información a procesar a nivel educativo. El artículo muestra algunas directrices que podrían aplicarse en los mecanismos aplicados en la extracción de datos educativos del aprendizaje de idiomas a gran escala en el entorno específico de los test de evaluación de idiomas como lengua extranjera

¿Cómo ven lo maestros en formación la futura evaluación estandarizada a través de tabletas digitales?

[EN] The field of evaluation is acquiring growing importance in Spain . Until recently scholars specialty were few in our country and even today, in the field of foreign languages , the number of researchers is small. One area where the assessment of foreign languages in Spain has been recently set is that of ubiquity. Projects like PAULEX Universitas and more recently OPENPAU have revealed the necessity of the use of mobile devices for conducting standardized tests. In this case we focus on a study conducted on the attitudes of 23 Grade Teacher Training Primary students on the use of mobile devices for assessment in the classroom. The results show great interest and applicability of the system in elementary classrooms.[ES] El campo de la evaluación va adquiriendo una importancia progresiva en España. Hasta hace pocos años los estudiosos de la especialidad eran pocos en nuestro país y aun hoy, en el campo de las lenguas extranjeras, el número de investigadores es pequeño. Una de las áreas donde la evaluación de lenguas extranjeras en España se ha fijado recientemente es la de la ubiquidad. Proyectos como PAULEX Universitas y más recientemente OPENPAU han puesto de manifiesto la necesidad del uso de dispositivos móviles para la realización de pruebas estandarizadas. En este caso nos centramos en un estudio de actitudes realizado con 23 alumnos del Grado de Magisterio de Primaria sobre el uso de dispositivos móviles para la evaluación en el aula. Los resultados muestran su gran interés y la aplicabilidad del sistema en las aulas de primariaLos autores quisieran expresar su agradecimiento al Ministerio de Ciencia e Innovación del Gobierno de España por la subvención recibida, dentro del Plan Nacional de I+D+I en su convocatoria de 2011, para llevar a cabo el proyecto OPENPAU (Orientación, propuestas y enseñanza para la sección de inglés en la Prueba de Acceso a la Universidad, FFI2011-22442)García Laborda, J.; Magal Royo, T. (2016). ¿Cómo ven lo maestros en formación la futura evaluación estandarizada a través de tabletas digitales?. Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación. 25:52-62. https://doi.org/10.20420/ElGuiniguada.2016.0085S52622