Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom wr...Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom writing assessments.The present mixed-methods study used Shaw and Weir’s(2007)sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education.Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers(N=456 texts,152 per teacher)to examine the scoring validity of CB and PB tests.The teachers’perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests.Findings revealed that the assessment modality impacted teachers’scorings,perceptions,and preferences.The teachers awarded higher scores to original and transcribed handwritten texts,particularly text organization and language use.The teachers’perceptions of text quality differed from their ratings,and physical,psychological,and experiential characteristics influenced their preferences for assessment modality.The results have implications for the validity and fairness of CB and PB writing tests and teachers’assessment practices.展开更多
In CSEM exploration, the receivers are generally located about three to five times the skin depth from the transmitter. In this paper, we study the effect of a conductor between the transmitter and the survey area on ...In CSEM exploration, the receivers are generally located about three to five times the skin depth from the transmitter. In this paper, we study the effect of a conductor between the transmitter and the survey area on the target conductor response using forward modeling and inversion. The 2D forward finite element calculations show that the conductor mainly affects the response at middle and low frequencies. The lower the resistivity and the larger the conductor, the larger the effect and the effect increases with decreasing frequency. The inversion results indicate that the calculated position of the target body can move towards the source, leading to an incorrect interpretation without considering the conductor. In order to reduce the effect of a conductor between the source and the survey area, CSEM acquisition should be conducted in three dimensions using multiple sources and 3D inversion should be used during interpretation.展开更多
文摘Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom writing assessments.The present mixed-methods study used Shaw and Weir’s(2007)sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education.Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers(N=456 texts,152 per teacher)to examine the scoring validity of CB and PB tests.The teachers’perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests.Findings revealed that the assessment modality impacted teachers’scorings,perceptions,and preferences.The teachers awarded higher scores to original and transcribed handwritten texts,particularly text organization and language use.The teachers’perceptions of text quality differed from their ratings,and physical,psychological,and experiential characteristics influenced their preferences for assessment modality.The results have implications for the validity and fairness of CB and PB writing tests and teachers’assessment practices.
基金supported by the Project kzcx2-yw-113,kzcx2-yw-121 and kzcx1-yw-15-4,CAS
文摘In CSEM exploration, the receivers are generally located about three to five times the skin depth from the transmitter. In this paper, we study the effect of a conductor between the transmitter and the survey area on the target conductor response using forward modeling and inversion. The 2D forward finite element calculations show that the conductor mainly affects the response at middle and low frequencies. The lower the resistivity and the larger the conductor, the larger the effect and the effect increases with decreasing frequency. The inversion results indicate that the calculated position of the target body can move towards the source, leading to an incorrect interpretation without considering the conductor. In order to reduce the effect of a conductor between the source and the survey area, CSEM acquisition should be conducted in three dimensions using multiple sources and 3D inversion should be used during interpretation.
