Construct Equivalence of PISA Reading Comprehension Measured With Paper‐Based and Computer‐Based Assessments

2019 ◽  
Vol 38 (3) ◽  
pp. 97-111 ◽  
Author(s):  
Ulf Kroehne ◽  
Sarah Buerger ◽  
Carolin Hahnel ◽  
Frank Goldhammer
Keyword(s):  
Reading Comprehension ◽  
Construct Equivalence ◽  
Computer Based

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

Further Experiments in Language Translation

1972 ◽  
Vol 15 ◽  
pp. 1-29 ◽  
Author(s):  
H. Wallace Sinaiko ◽  
George R. Klare
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Air Force ◽  
Computational Linguistics ◽  
Reading Speed ◽  
Language Translation ◽  
Student Pilots ◽  
Cloze Procedure ◽  
Computer Based ◽  
Comprehension Tests

Abstract Application of computational linguistics, i.e., language translation by computer, has been proposed as a means of producing readable translations of technical English-to-Vietnamese. This report is about an experimental study of the readability of translations that could be used for training or equipment maintenance. The experiments involved assessing the readability of Vietnamese that had been translated from English by three methods: (1) expert human translators, (2) un-edited translation by computer, and (3) edited computer translation. English was a control condition. Readers included two groups of student pilots : 168 in the Vietnamese Air Force (VNAF) and 88 in the USAF. Material that was translated consisted of three 500-word passages sampled from a standard Air Force text, Instrument Flying. Readability was measured by : (1) reading comprehension tests, (2) cloze procedure, and (3) clarity ratings. Time to complete each of these tasks was also measured. Major conclusions of the study are : (1) expert human translators produce more readable translations of technical English-to-Vietnamese than is done by computer; (2) Vietnamese readers, trained in English, show the highest comprehension when dealing with that language; (3) comprehension loss becomes relatively greater, as more and more difficult material is read, for computer-based translations than for human translations; (4) method of translation does not affect reading speed.

scholarly journals PENGARUH PEMANFAATAN MEDIA PEMBELAJARAN DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR PEMAHAMAN MEMBACA BAHASA INGGRIS

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Sahara . ◽  
Harun Sitompul ◽  
Keysar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Visual Media ◽  
Learning Material ◽  
Computer Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Computer Based ◽  
Creative Thinking Ability

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfaatan media pembelajaran berbasis komputer lebih tinggi dengan media berbasis audio visual, (2) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi lebih tinggi dengan berpikir kreatif rendah dan (3) interaksi antara media pembelajaran dengan kemampuan berpikir kreatif dalam mempengaruhi hasil belajar Pemahaman Membaca Bahasa Inggris siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Tuckey. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfataan media pembelajaran berbasis komputer dengan media berbasis audio visual, (2) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi dengan berpikir kreatif rendah, dan (3) tidak ada interaksi antara media pembelajaran dan kemampuan berpikir kreatif sehingga media pembelajaran dapat dimanfaatkan untuk siswa yang memiliki kemampuan berpikir kreatif tinggi maupun rendah  dalam penguasaan materi pembelajaran sehingga hasil belajar Pemahaman Membaca Bahasa Inggris yang diperoleh siswa  tinggi. Kata Kunci: media pembelajaran, kemampuan berpikir kreatif terhadap hasil belajar pemahaman                     membaca bahasa Inggris Abstract: This study aims to determine: (1) the results of studying reading Comprehension for students who are taught by media computer based learning is higher than  audio visual media, (2) the results of learning Reading Comprehension for students who have the high creative thinking ability is higher than low ones and (3) interaction between learning media and creative thinking skills in influencing students’ learning outcomes of Reading Comprehension. The method used is a quasi-experimental design with 2 x 2 factorial. The analysis technique using the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use Tuckey test. The findings show: (1) there is a significant difference between the results of studying Reading Comprehension for the students who are taught by media computer based learing and audio visual media , (2) there is a significant difference between the results of studying Reading Comprehension for students who have the creative thinking ability  higher than the low ones, and (3) there is no interaction between the learning media and creative thinking ability, then media computer based learning can be used for the students that have  high creative thinking ability or the low ones to give the effect in mastering the learning material then the learners' could get the high achievement in Reading Comprehension.  . Keywords: learning media, the creative thinking ability towards the learning outcomes of Reading                 Comprehension

scholarly journals TEACHING LISTENING PRACTICE USING by APLICATION on LING Q

2019 ◽  
Author(s):  
winda alifia
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Language Teaching ◽  
Teaching Methodology ◽  
Education Department ◽  
Conference Series ◽  
Burn Out ◽  
Computer Based ◽  
Department Faculty ◽  
Bahasa Indonesia

G.Bibliography:https://www.babla.co.id/bahasa-indonesia-bahasa-inggris/daftar-pustakahttps://www.babla.co.id/bahasa-indonesia-bahasa-inggris/daftar-pustakaDoff, A and Becket, C. (1991) Listening 1 , Cambridge: Cambridge UniversityPress.Harmer, J. (1991) The Practice of English Language Teaching, London:Longman.Heni Sukrisno, Lusy Tunik M (2018). Development of lecturer capacity in higher education: solution reduces burn out by design E-Tri-Angle.IOP Conference Series: Materials Science and Engineering 434 (1), 012161Lewis, M. and Hill, J. (1990) Practical Techniques for Language Teaching ,England: Language Teaching Publication.Lusy Tunik Muharlisiani, (2015) Using Skype Messenger on Blended Learning, Weblog and E – Learning to Improve Students’ Writing Ability of Students 4th Semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. INA-Rxiv Papers. Created On November 25, 2017, Last Edited 02, 2018. osf.io/pk2s3/ ……(2016). Designing Computer-Based Exercises Using Weblog, Hot Potatoes Software and Skype Messengers in Creating Ideas to Facilitate Independence Learning of Reading Comprehension for 4th English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. INA-Rxiv Papers osf.io/bejmr/ Created On: Nov, 2017. Last Edited July 02,2018……(2016). Using Animated Clip Film, blended on Learning and Dictogloss Technique to Improve Listening Skill of Students 4th Semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. Proceedig TEFLIN 2016 BOOK 4……(2017). Designing Computer-Based Exercises Using Weblog, Hot Potatoes Software and Skype Messengers in Creating Ideas to Facilitate Independence Learning of Reading Comprehension for 4th English Education Department Faculty of Language and Science UWKS. INA-Rxiv. Created On: November 25, 2017, Last Edited July 02, 2018. Osf.io/bejmr/……(2017). The Development of The “Burn Out” and “Self Esteem” Formula on Lecturer Performance in The Execution of Quality Management in Higher Education.osf.io/jpks8/ Created November 25, 2017; Last Edited July 02, 2018 INA-Rxiv.……(2017). Implementing Mobile Computing Exercises Based On Android in Creating Ideas to Facilitate Independence Learning Of Reading Comprehension INA- Rxiv. Osf.io/wmvbz/. Created On December 01,2017. Last Edited July 02, 2018……(2018). Arrangement of Archives of Cloud Computing Based and Utilization of Microsoft Access. Available online at: prosiding.relawanjurnal.id/index.php/comdev Proceeding of Community Development. Volume 1 (2017): 198-204; DOI: https://doi.org/10.30874/comdev.2017.26 ……(2018). Softskill Learning:Character Building On Ethical Values and Performance.ISBN: 978-602-5614-24-8. Semarang,14th July2018 1st International Seminar On Education and Development Of Asia (INseIDEA) ……(2018). Designing an Augmented Reality Strategy: ELearning/ Extensive Reading. International Journal of Engineering and Technology(UAE). URL: http://www.scopus.com/inward/record.url?eid=2-s2.0- 85051055059&partnerID=MN8TOARSL Istiqomah, LT Muharlisiani, R Safriyani, dkk (218). Project-based learning in subtitling field: a description of a learning experience. Journal of Physics: Conference Series 1114 (1), 012036Mathews, A. Listening skills , in At the Chalkface , ed. Mathews, A. et al, (1991) Thomas Nelson and Sons Ltd.Nunan, D. (1995) Language Teaching Methodology , Hertfordshire: Phoenix ELTUnderwood, M. (1990) Teaching Listening , London: Longman.Ur, Penny. (2006) A Course in Language Teaching , Cambridge: Cambridge University Press.Wardiman, A, et al. (2008) English in Focus for Grade VII. Jakarta: Pusat Perbukuan Nasional. Wardiman, A, et al. 2008. English in Focus for Grade IX. Pusat Perbukuan Nasional.

scholarly journals Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention

2020 ◽  
Vol 30 (2) ◽  
pp. 159-171
Author(s):  
Susan Colmar ◽  
Kit Double ◽  
Nash Davis ◽  
Linda Sheldon ◽  
Natalie Phillips ◽  
...  
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Primary School ◽  
Experimental Research ◽  
Differential Effect ◽  
Intervention Group ◽  
Academic Progress ◽  
New Approach ◽  
Computer Based ◽  
The Impact

AbstractThis applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

10.28945/3788 ◽  
2017 ◽  
Vol 16 ◽  
pp. 247-266 ◽  
Author(s):  
Tian Luo ◽  
Guang-Lea Lee ◽  
Cynthia Molina
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Early Childhood ◽  
Reading Comprehension ◽  
Reading Program ◽  
Reading Scores ◽  
Reading Levels ◽  
Computer Based ◽  
Star Reading

Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation.

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