The increasing demand for lifelong learners and reflective practitioners has re-‎conceptualized the ‎connection between assessment and learning to the extent ‎that alternative assessment methods (i.e., self-, ‎peer and teacher-assessment, etc.) ‎have emerged. However, their incorporation into various language ‎skills might ‎bring about certain consequences. Among them, the writing skill is ofte...

Abstract. The use of Concept Maps for assessment of learning in children has been studied extensively. Likewise, though to a much lesser extent, Concept Map-based assessment for adult learners in a training context has also been investigated. The research base suggests that Concept Map-based assessment is a valid and reliable approach for assessing learning. This study builds on previous resear...

One Master’s Program, Initiatives in Educational Transformation, has integrated a computer management system (WebCT) into a learner-centered (Weimer, 2002) community of K–12 practicing teachers. Online discussions were an extension of instructional practices that supported dialogue, reflection, and self-assessment for the purpose of continuous professional improvement and facilitating independe...

Electronic Assessment systems usually provide an authoring tool for creating activities (mainly closed-type questions) and administering the flow of their presentation and are also complemented with a delivery environment for learners. In this paper, we discuss learner’s control over authored assessment. The prototype application, ReACTS (Re-Adaptable Computerized Testing System), enables learn...

Self-assessment is one of the crucial activities within e-learning environments that provide learners with feedback regarding their level of accumulated knowledge. From this point of view, the authors think that guidance of learners in self-assessment activity must be an important goal of e-learning environment developers. The scope of the chapter is to present a recommender software system tha...

This paper describes an experiment aimed at determining whether speech. automatic assessment of second language learners’ fluency in This experiment produced interesting results in two respects, spontaneous speech is feasible and whether it differs from a. fluency assessment by expert raters and b. the relationship automatic fluency assessment in read speech. Spontaneous speech between expert f...

There has been a strong shift in what research and practice tells us is good teaching and learning in vocational education and training (VET). Making this shift can be a substantial challenge for some VET teachers but many are now moving to facilitating learning through effective teaching. Useful strategies and models are included in this publication. The shift in teaching practice can be summa...

Speaker-invariant structural representation of speech was proposed [1], where only the phonic contrasts between speech sounds were extracted to form their external structure. The acoustic substances were completely discarded. Considering a mapping function between speaker A’s acoustic space and B’s space, the speech dynamics was mathematically proven to be invariant between the two irrespective...

improving teaching and assessment practice requires a change in the attitudes of both teachers and learners towards the new trends introduced in the field of testing. the reason for this is that no educational change can be effectively and efficiently implemented unless teachers are not only convinced but also willing to implement the new achievements. the present study aims to investigate one ...

The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was ...