DESIGNING WRITING TEST

Language testing is a field of study related to the assessment of one's proficiency in the mastery of language that includes 4 (four) basic competencies such as listening, speaking, reading, and writing. The assessment toward the four basic competencies of language will determine the level of one’s ability to master a specific language. Writing is one of the language skills that have been considered as necessary in proficiency language testing. In designing a writing task, one needs to carry out three steps, namely: defining the task, exploring the expectations for the task, and providing support and explanatory materials

A Strategy Language for Testing Register Transfer Level Logic

The development of modern ICs requires a huge investment in RTL verification. This is a reflection of brisk release schedules and the complexity of contemporary chip designs. A major bottleneck to reaching verification closure in such designs is the disproportionate effort expended in crafting directed tests; which is necessary to reach those behaviors that other, more automated testing methods fail to cover. This paper defines a novel language that can be used to generate targeted stimuli for RTL logic and which mitigates the complexities of writing directed tests. The main idea is to treat directed testing as a meta-reasoning problem about simulation. Our language is both formalized and prototyped as a proof-search strategy language in rewriting logic. We illustrate its novel features and practical use with several examples.published or submitted for publicatio

The use of ICT in the assessment of modern languages: the English context and European viewpoints

The ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries. The findings indicate that speaking is inadequately served by online testing as tests currently focus primarily on receptive language skills. The implications for future successful online testing include the incorporation of interactive skills and effective formative feedback