Progress Monitoring of Language Acquisition and Academic Content for English Learners

Rivera, Mabel O.; McKeithan, Glennda K.

doi:10.1111/ldrp.12290

Cited by 3 publications

(3 citation statements)

References 59 publications

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“…The term has several definitions in the Russian methodological literature on tests. American psychologists and methodologists interpret it as the degree to which the test measures the quality or phenomenon that it is intended to measure (Mabel & McKeithan, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Modern testologists such as Stecker and Fuchs (2000), Cherepanov and Shikhov (2008), Espin et al (2009), Cho, Capin, Roberts, and Vaughn (2019), Johnsen and Sulak (2021) and Mabel and McKeithan (2022) are developing new methods of statistical analysis of test results such as the rush method which is currently the most popular among testologists in the ALTE group. Although this technique is not yet widely used in the processing of linguodidactics test data, it shows great potential for improving the accuracy and reliability of test resul ts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The use of statistical methods in the system of monitoring the qualimetry of level language tests

Zhurkenovich,

Ramazanovich,

Muhamedhafizovich

et al. 2024

5019

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This paper examines the problem of using statistical methods in the quality monitoring system of level language tests based on TOEFL, FCE and CAE materials. The majority of teachers and experts in qualimetry in general and educational qualimetry in particular are inexperienced which makes the use of test diagnostics at all stages of the learning process extremely challenging. The proposed approach involves the use of test diagnostics at every stage of the learning process to ensure accurate results. The quality of test tasks can be determined and the reliability coefficient of the tests can be calculated by employing experimental verification data and probabilistic factors. The statistical analysis of the results allows for the identification of qualitative characteristics of the test and provides insights into the heterogeneity of the subjects. This approach enables the grouping of subjects into homogeneous groups and ensures the adequacy of tests in a specific educational environment. This research employs the control cross-sectional analysis technique to identify areas of deficiency in understanding, ascertain the educational attainment of students and gauge their requirements. This method creates strategies to fill in any knowledge gaps and provides personalized support. Statistical methods are used in this research to collect, assess and analyse both quantitative and qualitative data.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

The use of statistical methods in the system of monitoring the qualimetry of level language tests

Zhurkenovich,

Ramazanovich,

Muhamedhafizovich

et al. 2024

5019

View full text Add to dashboard Cite

show abstract

“…Progress monitoring is an essential practice for ESL students that involves the ongoing and systematic tracking of student progress, enabling educators to evaluate the development of language acquisition over a period of time (Garcia-Borrego et al, 2020;Hoover and Soltero-González, 2018;Nation and Macalister, 2020). By monitoring progress, educators can gather valuable data that informs their decision-making on appropriate interventions and instructional strategies for ESL students (Rivera and McKeithan, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

Samsonova

2023

Int. J. Child. Educ.

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The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

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Research on the promotion of intelligent entertainment voice robots in personalized English learning based on data mining and gamified teaching experience

Geng

2025

Entertainment Computing

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Progress Monitoring of Language Acquisition and Academic Content for English Learners

Cited by 3 publications

References 59 publications

The use of statistical methods in the system of monitoring the qualimetry of level language tests

The use of statistical methods in the system of monitoring the qualimetry of level language tests

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

Research on the promotion of intelligent entertainment voice robots in personalized English learning based on data mining and gamified teaching experience

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