Entrance Examination Tests

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test's modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students' language competence-a positive outcome-were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic's duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students' academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

Background: For decades scholars have been conducting research on English text complexity and influence of text metrics on its difficulty for different categories of readers. Recently, considerable steps have been taken towards better understanding of variations in metrics of Russian text of different genres. The current study is a pilot corpus-based analysis focused on differences in Russian texts on science and social studies as exemplified in two classroom textbooks for the 8th grade students of Russian secondary schools: (1) Social Studies by Nikitin A.F., Nikitina T.I. (hereinafter referred to as NIK); (2) Human anatomy, physiology, hygiene by A. M. Tsuzmer, O L. Petrishina, edited by V.V. Parin (hereinafter referred to as PAR). The present study extends the work in the area by analyzing differences in the use of pronouns in academic texts on Social studies and Science and their correlation with text complexity. This is the first study based on the sub-corpora of Russian Academic discourse Corpus (RAC) compiled by researchers of Kazan Federal University (see Solovyev et al 2018). Based on the intermediate results received in this study we plan to verify them on RAC the size of which has reached 1.75 mln. tokens. Literature Review: Personal pronouns in writing have been viewed as related to the author's voice and position which many textbooks lack, thus demonstrating that textbook writers address readers 'impersonally' and express some general views on the existing paradigm in the area. Based on the analysis of research articles from a wide variety of disciplines, Hyland (2001) comes to the conclusion that modern writers add 'the dialogic nature of persuasion in research writing' while addressing readers with personal pronouns. The idea was also mentioned by Cherry (1998) in his analysis of academic writing where the author points to the importance of writer's voice. suggests that personal pronouns allow authors to share their contributions and expect 'solidarity with readers'. Reporting on a high proportion of personal pronouns in the social sciences discourse Hyland (2001) defines it 'a valuable rhetorical strategy' used by writers to establish academic credibility. Regardless of the research on the number and range of pronouns used in the English academic discourse, no studies, to the best of our knowledge, have been conducted on the differences of the number and range of pronouns used in Russian classroom texts, which suggests that there is a need to have more studies to compare textbooks on Science and Social studies, thus contributing to solving the problem of defining text metrics correlating with text complexity. Research Question: The research question that guides this study is as follows: Are there significant differences in the number of personal, reflexive and possessive pronouns used in Russian classroom books on Science and Social studies?

In this article we contemplate music teacher education entrance examinations in three music teacher education giving universities in Finland. They are Sibelius Academy in Helsinki, Department of Music in University of Jyväskylä and Faculty of education in University of Oulu and them all offer students a possibility to study the upper academic level examination (Master of education (Oulu), Master of music education (Helsinki), Master of Arts (Jyväskylä)). In the entrance examinations we concentrate in the contents, focus ...

Uitgevoerd door de Vakgroep Didaktiek Natuurkunde van de TV-Eindhoven in opdracht van SVO op aanvrage van het Ministerie van Onderwijs en Wetenschappen. 1 Het hier voor U liggende verslag betreft een onderzoek naar de plaats van probleemoplossingsvaardigheden in het eindexamen natuurkunde van HA VO en VWO en naar de voorspellende waarde van deze vaardigheden voor het studiesucces in het eerste jaar van Hoger Technisch Onderwijs en het Technisch Wetenschappelijk Onderwijs. Empirisch onderzoek naar dit onderwerp brengt samenwerking tussen mensen met een vaak heel verschillende achtergrond en afkomstig uit verschillende instituten met zich mee. Mede hierdoor passen woorden van dank aan het adres van allen die aan het onderzoek hebben bijgedragen. In de eerste plaats dr. Monica Ferguson-Hessler die bereid was het project met veel persoonlijke inzet te begeleiden en dr. Gerrit Verkerk die niet aIleen inhoudelijk, maar vooral op het organisatorische vlak een cruciale rol heeft gespeeld. Ir. Marjo Stevens, Nicole van Lipzig en drs. Maaike Kattenberg die als medewerkers aan het project verbonden zUn geweest en de leden van de responsgroep, dr. Gerrad Beukema, dr. Gerrit Verkerk, dr. Ton de long, drs. Annita Alting en drs. Sonja Feiner-Valkier, hebben met hun inzet respectievelijk adviezen en commentaar een essentiele bijdrage aan het project geleverd. Heel belangrijk is ook de bijdrage geweest van de vele onderwijsexperts, docenten, studieadviseurs, studenten en andere betrokkenen vanuit verschillende onderwijsinstituten. Zij waren bereid om -ondanks de door hen gevoelde grote werkdruk -een deel van hun tijd te investeren in dit onderzoek. Niet zelden hebben zij de deelname aan het onderzoek bij coIl ega's en bij studenten met grote inzet bepleit. Zonder hun inzet en medewerking was dit onderzoek niet uitvoerbaar geweest. Ruurd Taconis (projectleider) Eindverslag SVO-project 0041: Probleernoplossen en kwalificatie voor het Hoger Onderwijs.

En este trabajo se abordan las nociones de eugenesia y biotipología en el primer examen de ingreso diseñado para el Curso de Profesores de Educación Física del Uruguay. Tomando como punto de partida que a principios y mediados de mil novecientos en el Uruguay, entre los científicos y estadistas del país, hubo una utopía eugenista que orientó políticas públicas, este trabajo busca dar cuenta de las continuidades discursivas que se pueden establecer entre los postulados eugénico-biotipológicos y el examen de ingreso a dicha formación. Este examen, oficiando de instrumento biotipológico, seleccionará a quienes se encuentran aptos biológicamente para ser profesores de Educación Física.

Το έργο αυτό διατίθεται με άδεια Creative Commons Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Παρόμοια Διανομή 4.0 Διεθνές (CC BY-NC-SA 4.0). Προκειμένου να δείτε αντίγραφο της άδειας επισκεφθείτε: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.el Η μελέτη είναι διαθέσιμη ηλεκτρονικά στην ιστοσελίδα του Ε.Ο.Ε.: eoe.minedu.gov.gr

Το έργο αυτό διατίθεται με άδεια Creative Commons Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Παρόμοια Διανομή 4.0 Διεθνές (CC BY-NC-SA 4.0). Προκειμένου να δείτε αντίγραφο της άδειας επισκεφθείτε: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.el Η μελέτη είναι διαθέσιμη ηλεκτρονικά στην ιστοσελίδα του Ε.Ο.Ε.: eoe.minedu.gov.gr

H ανεξάρτητη διοικητική αρχή με την επωνυμία «Εθνικός Οργανισμός Εξετάσεων» (ΕΟΕ) και διεθνή ονομασία «National Exams Organization», με έδρα την Αθήνα, αποτελεί επιτελικό επιστημονικό φορέα αρμόδιο για ζητήματα που αφορούν στις εξετάσεις εισαγωγής στην τριτοβάθμια εκπαίδευση. Αποστολή του Οργανισμού είναι η υποστήριξη του Υπουργείου Παιδείας και Θρησκευμάτων για τη διασφάλιση της υψηλής ποιότητας των εξετάσεων εισαγωγής στην τριτοβάθμια εκπαίδευση. Οι έρευνες και μελέτες του ΕΟΕ στηρίζονται στα δεδομένα της αποτύπωσης, καθώς και στην εύρεση και αξιοποίηση βέλτιστων πρακτικών από τα διάφορα εξεταστικά συστήματα για την πρόσβαση στην τριτοβάθμια στον ελλαδικό, ευρωπαϊκό και διεθνή χώρο. Οι έρευνες αυτές εμπίπτουν σε τρεις διακριτούς ερευνητικούς κύκλους, ήτοι: Εξεταστικά συστήματα στις χώρες της Ευρώπης, Ελληνικό εξεταστικό σύστημα και Ολιστική θεώρηση του συστήματος των Πανελλαδικών Εξετάσεων. Οι έρευνες αυτές αποτελούν παραδείγματα σύνδεσης του σχολείου με την τριτοβάθμια εκπαίδευση μέσω των εξετάσεων πρόσβασης. Στη συνέχεια γίνεται αναφορά στον μελλοντικό σχεδιασμό του ΕΟΕ με γνώμονα την ενίσχυση της σύνδεσης ανάμεσα στο σχολείο και την τριτοβάθμια εκπαίδευση μέσω των εισαγωγικών εξετάσεων στην Ελλάδα και διεθνώς.

Education is one of the most important components in developing a human resource that is required for a country's development in all areas. Students get confidence and self-esteem as a result of these admission tests, and they also gain strength from knowing that they are qualified to pursue studies in that profession. It also contributes significantly to the advancement of an individual's understanding. The study used 239 student-applicants for RSET 2022, 177 came from private schools, and 72 came from public schools. The documentary analysis showed that the average grade of students from private schools in English, Science, and Mathematics was 93 while students from public schools got a grade of 91 in English and Science, and 90 in Mathematics. The percentage scores average obtained by the students from private schools was 67.98 while the public schools was 67.75. Other results showed that there is a significant difference between the academic performance of public and private school students. In terms of RSET results, there is no significant difference between the scores in English and Science while the Mathematics, showed that there is a significant difference between the scores. The RSET results showed that the grades given in the private schools were not parallel to the examination result while that of the public schools were parallel based on the correlational analysis

Τα στοιχεία που παρουσιάζονται στο παρόν Συνοπτικό Στατιστικό Δελτίο (Data Brief) του ΚΕΠΥ περιγράφουν την πορεία υποβάθμισης των υλικών όρων που εξασφαλίζουν την καλή λειτουργία και αναπαραγωγή της δημόσιας Ανώτατης Εκπαίδευσης, ώστε να διευκολυνθεί η ιδιωτικοποίησή της, αναδεικνύοντας τη χρόνια υποστελέχωση των δημόσιων πανεπιστημίων, την πολυετή χρηματοδοτική τους εγκατάλειψη, την μετακύλιση του βάρους της χρηματοδότησης της τριτοβάθμιας εκπαίδευσης στα νοικοκυριά -γεγονός που επιβαρύνει δυσανάλογα τις χαμηλές εισοδηματικές τάξεις- και την πολυετή προσπάθεια δημιουργίας μιας κερδοφόρας αγοράς, αρχικά, στον κλάδο της μεταλυκειακής και, τώρα, της ανώτατης εκπαίδευσης, η οποία θα λειτουργεί σε ένα ενιαίο πλαίσιο ανταγωνισμού με τα εμπορευματοποιημένα δημόσια πανεπιστήμια. Η παρούσα έκδοση του ΚΕΠΥ φιλοδοξεί να αναδείξει την επείγουσα ανάγκη για αντιστροφή αυτής της πορείας ιδιωτικοποίησης της ανώτατης εκπαίδευσης στην Ελλάδα, τόσο διά της εγκατάλειψης των όποιων σχεδιασμών για παράκαμψη/κατάργηση του άρθρου 16 του Συντάγματος όσο και διά της αποκατάστασης του κοινωνικού χαρακτήρα της ανώτατης εκπαίδευσης, μέσω της αποκατάστασης της δημοκρατικής λειτουργίας και του δωρεάν χαρακτήρα των δημόσιων ΑΕΙ και της ολόπλευρης ενίσχυσής τους σε ανθρώπινο δυναμικό και χρηματοδοτικούς πόρους.

(1852-1858) y fue su primer Rector (1854-1858). Su inter es fue responder a la pregunta >c omo formar la inteligencia de j ovenes laicos con el fin de fortalecer su estructura mental y proporcionarles una visi on amplia de la realidad? Su respuesta fue: el saber ha de ser el fin de la universidad, con la promoci on del conocimiento de las humanidades, por el gusto de aprender, adem as de la preparaci on profesional correspondiente a la disciplina a ejercer. De esta manera Newman logra aunar la educaci on tradicional con aquella que busca su impacto pr actico. El objeto del art ıculo es mostrar la trascendencia, por medio de la vida y obra de John Henry Newman, que conlleva una adecuada formaci on intelectual humanista y el impacto que alcanza una persona culta, en su contexto y en las siguientes generaciones.

[In Greek] This text analyses both the explicit and non-explicit arguments and assumptions on which the introduction of a Minimum Grade to Access tertiary education (EVE in Greek - a kind of numerus clausus) is based and justified. Candidates take entrance exams to enter higher education institutions. For the purpose of rationalising access a minimum grade for success was introduced which was a little lower or higher another minimum grade, namely number 10. Justifying this action, policy makers and others argue that with this minimum grade for access (EVE in Greek) the best of candidates will enter tertiary education. The EVE is purely a number translated as a score and endowed with numerous meanings, one of which is that a numerical exam score indicates intellectual capacity of candidates. The higher education entrance exams, however, are not designed to check candidates capacity per se (if this is in any undoubtful way possible) but whether they learned the stuff under examination. Consequences of applying the EVE is that some departments do not acquire new students, many study places are not occupied, while the non-successful candidates are (in)directly directed to apply to private higher education institutions in Greece and abroad. The inequalities resulting from the use of EVE cause concern among scientists and interested parties, prospective students, and their families.

Αυστρία και Γκρατς Ένα Επιτυχές Παράδειγμα Οικουμενικού Έργου Η Αυστρία ιστορικά τοποθετημένη στο σταυροδρόμι μεταξύ Ανατολής και Δύσης, παρέμεινε μετά τον τελευταίο πόλεμο έξω από το Σιδηρούν Παραπέτασμα και λειτούργησε, λόγω της γεωγραφικής, πολιτιστικής και ουδέτερης θέσης της, σαν γέφυρα μεταξύ των δύο κόσμων. Αυτό συνέβαινε ήδη, από τότε που το τάγμα των Αρμενίων Mekhitarist κατέφθασε στο αυστριακό έδαφος, πρώτα στην Τεργέστη και το 1805 στη Βιέννη, φέρνοντας, μαζί με την τυπογραφία τους, τον ανατολικό κόσμο στην καρδιά της Ευρώπης. Μισό αιώνα αργότερα αρχίζει και στη Βιέννη το Corpus Scriptorum Ecclesiasticorum Latinorum (CSEL), το οποίο παράγει στην Akademie der Wissenschaften πάνω από 100 τόμους κριτικών εκδόσεων των Λατίνων Πατέρων. Επιπλέον, στην Akademie der Wissenschaften της Βιέννης αναπτύχθηκε ένα από τα πιο αναγνωρισμένα Κέντρα Βυζαντινών Μελετών. Η Ακαδημία αυτή το 2012 μεταφέρθηκε στο Σάλτσμπουργκ. Έτσι λοιπόν, αναπτύχθηκε στην Αυστρία μία ισχυρή πατερική παράδοση, παρούσα επίσης στην καρδιά του Πανεπιστημίου της Βιέννης, και συγκεκριμένα στις δύο Θεολογικές Σχολές της, τη Ρωμαιοκαθολική και την Προτεσταντική. Σε αντίθεση με τη λατινική επικέντρωση του «Corpus της Βιέννης», η έμφαση στα αυστριακά πανεπιστήμια θα δοθεί κυρίως στην Ανατολή. Πράγματι, στην Καθολική Σχολή της Βιέννης, παρόλο που η θέση του καθηγητή είναι επισήμως Πατρολογίας και Ostkirchenkunde, το όνομα που φέρει το Ινστιτούτο είναι «Ινστιτούτο Θεολογίας και Ιστορίας της χριστιανικής Ανατολής» (Institut für Theologie und Geschichte des christlichen Ostens), ενώ η ειδίκευση των τελευταίων δύο καθηγητών (Ε. Suttner και R. Prokschi), περισσότερο από την Πατρολογία, σχετίζεται με την χριστιανική Ανατολή, και ιδιαιτέρως με τη Ρουμανική και Ρωσική Εκκλησία. Κατά την περίοδο της Β΄ Βατικανής Συνόδου, δεκαεπτά ημέρες πριν από την έκδοση του Διατάγματος περί Οικουμενισμού, ο Αρχιεπίσκοπος της Βιέννης, Καρδινάλιος Franz König, δημιουργεί το Ίδρυμα Pro Oriente, που θα διαδραματίσει έναν σημαντικό ρόλο στον ανεπίσημο θεολογικό διάλογο με τις μη-Xαλκηδόνιες και Ορθόδοξες Εκκλησίες. Έτσι, για παράδειγμα, η έναρξη του επίσημου διαλόγου μεταξύ των Καθολικών και Ορθόδοξων Εκκλησιών το 1980 προηγήθηκε του πολύ σημαντικού εκκλησιολογικού συμποσίου «Κοινωνία», που οργανώθηκε από το Pro Oriente, με την παρουσία των σημαντικότερων θεολόγων, ανάμεσα στους οποίους και ο τότε καθηγητής Ratzinger. Αξιοσημείωτο είναι ότι, σε όλα τα συνέδρια και τις συναντήσεις, που διοργανώνονται από το Pro Oriente, η πατερική βάση είναι πάντα έκδηλη. Αυτό γίνεται ακόμη πιο εμφανές στην πατερική σειρά σεμιναρίων, που συγκαλούνται από τον διάδοχο του επισκόπου Βιέννης, καρδιναλίου König. Πράγματι, από το 2001, ο Καρδινάλιος Christoph von Schönborn, με τη γαλλίδα καθηγήτρια Ysabel d'Andia και τον καθηγητή Peter Hofrichter από το Σάλτσμπουργκ, έχει διοργανώσει επτά πατερικά συνέδρια, των οποίων οι

Η αξιολόγηση αποτελεί ένα ισχυρό μεθοδολογικό εργαλείο για κάθε εκπαιδευτικό, όπου θα πρέπει να ενσωματώνεται σε όλα τα στάδια της μουσικής διδασκαλίας-μάθησης, εστιάζοντας στις δημιουργικές, αισθητικές και κοινωνικές διαστάσεις της μουσικής, με βασικό στόχο την ίδια τη διαδικασία, ως μία προοπτική της σχέσης εκπαιδευτικού και σπουδαστή. Oι αντιλήψεις αυτές δεν φαίνεται να αντανακλούν την ωδειακή εκπαίδευση, όπου έχει διαμορφωθεί ένα παραδοσιακό μοντέλο μουσικής διδασκαλίας, αναλλοίωτο για σχεδόν εβδομήντα χρόνια. Έμφαση δίνεται στη μουσική ανάγνωση και εκτέλεση, ενώ ο καθηγητής έχει τον κυρίαρχο ρόλο στο μάθημα και οι εξετάσεις ακολουθούν αποκλειστικά βαθμολογική κλίμακα. Η παραπάνω κατάσταση είναι αναμενόμενο να επηρεάζει τη μουσική μάθηση. Σκοπός του παρόντος άρθρου αποτελεί η διερεύνηση των μορφών αξιολόγησης στην ωδειακή εκπαίδευση με έμφαση στις εξετάσεις μουσικών οργάνων. Ειδικότερα, αναλύονται οι εγγραφές από πρακτικά εξετάσεων του πιάνου ενός ωδείου στην Ελλάδα, για τα τελευταία έντεκα έτη. Τα αποτελέσματα καταδεικνύουν τις αδυναμίες και τους περιορισμούς στη συνολική διαδικασία αξιολόγησης και μάθησης, ενώ, παράλληλα, αναδύουν μια επιτακτική ανάγκη για αλλαγή στο εκπαιδευτικό πλαίσιο των ωδείων.

El presente articulo se propone mostrar un primer adelanto de resultados de un estudio en proceso sobre los mecanismos de ingreso a colegios secundarios dependientes de universidades argentinas. Este primer acercamiento al tema se centra en el Colegio Nacional Arturo Illia (CoNAI) dependiente de la Universidad Nacional de Mar del Plata, y especificamente en uno de los actores constitutivos de dicha institucion: los docentes. Se trata en este caso de ver las representaciones que los docentes tienen sobre los mecanismos de ingreso al mismo y que de cuenta tambien, en conexion con esto, de las representaciones sobre el colegio de estos actores institucionales. Es desde alli que surge un concepto tomado de las propias palabras de los docentes: “espiritu illia” (ESI), que se caracteriza por ver al colegio como un colegio privilegiado frente a las carencias educativas de la zona, que prepara para los estudios universitarios y es un colegio de innovacion educativa, caracteristicas enunciad...

The main purpose of this article is a comparative study of Higher Education Entrance Examinations in selected countries in order to optimize the national examination in Iran. The present study is a qualitative, non-experimental, and comparative research. Country selection strategy is "most different system” according to Bray and Thomas Cube and level of analysis and observation is intercontinental. The statistical population included all higher education systems with similar assessment and admission systems. The countries under study were selected through Targeted Sampling Technique and are Australia, Brazil, China, England, Japan, Netherlands, Nigeria, and Turkey. Data were collected by studying the official website of assessment centers, universities and government documents. The findings show that in Iran and Turkey, there are two separate ministries for formal and general education and higher education, while in other countries this is responsibility of one ministry. Also, ...

El presente articulo se propone mostrar un primer adelanto de resultados de un estudio en proceso sobre los mecanismos de ingreso a colegios secundarios dependientes de universidades argentinas. Este primer acercamiento al tema se centra en el Colegio Nacional Arturo Illia (CoNAI) dependiente de la Universidad Nacional de Mar del Plata, y especificamente en uno de los actores constitutivos de dicha institucion: los docentes. Se trata en este caso de ver las representaciones que los docentes tienen sobre los mecanismos de ingreso al mismo y que de cuenta tambien, en conexion con esto, de las representaciones sobre el colegio de estos actores institucionales. Es desde alli que surge un concepto tomado de las propias palabras de los docentes: “espiritu illia” (ESI), que se caracteriza por ver al colegio como un colegio privilegiado frente a las carencias educativas de la zona, que prepara para los estudios universitarios y es un colegio de innovacion educativa, caracteristicas enunciad...

Esta pesquisa teve como objetivo identificar as repercussões no projeto profissional de estudantes a partir de seu ingresso em um cursinho pré-vestibular popular vinculado a uma Universidade Federal. Considerando a abordagem qualitativa escolhida para o estudo, a entrevista semiestruturada foi o instrumento utilizado para a coleta de dados. os sujeitos foram sete alunos do cursinho, quatro mulheres e três homens, com idades entre 18 e 22 anos. Os achados da pesquisa, com base na técnica de análise de conteúdo, identificaram o tema projeto, e as categorias de análise expectativas em relação ao futuro profissional e projeto profissional. O projeto se configurou, segundo os dados mostraram, como projeto de "ser alguém", de "ingressar no mundo", de modo intimamente vinculado ao trabalho e ao estudo, sobretudo através do acesso ao ensino superior.

Η συγκρότηση της Νεοελληνικής Εκπαίδευσης ήταν από τα πρώτα μελήματα ήδη του πρώτου Κυβερνήτη της Ελλάδας, Ιωάννη Καποδίστρια. Παρά τις όποιες δυσκολίες η συγκρότηση της εκπαίδευσης ξεκίνησε αμέσως μετά την ανεξαρτησία και προχώρησε όλο τον 19ο αιώνα. Τα πρώτα βήματα του 19ου αιώνα, συνεχίστηκαν και τον 20ο αιώνα με πολύ βασικά νομοθετήματα από τις κυβερνήσεις και κύριως από τις δύο κυβερνητικές περιόδους του Ελευθερίου Βενιζέλου. Όλα τα νομοθετήματα είχαν και από ορισμένα βασικά σημεία, ωστόσο το κυριότερο είναι η συγκρότηση της τεχνικής επαγγελματικής εκπαίδευσης η οποία ξεκίνησε ήδη από τον Ιωάννη Καποδίστρια. Σκοπός της εργασίας είναι να γίνει μία διαχρονική ιστορική αναδρομή της συγκρότησης της ελληνικής εκπαίδευσης και κυρίως να αναδείξει τη σημαντικότητα της συγκρότησης της τεχνικής εκπαίδευσης.

Γενικό πλαίσιο Η εξ αποστάσεως εξέταση κάθε Θεματικής Ενότητας (Θ.Ε.) πραγματοποιείται σύμφωνα με τη μέθοδο εξέτασης που έχει επιλεγεί από τον/την Συντονιστή/τρια της Θ.Ε. Συγκεκριμένα, για την εξ αποστάσεως αξιολόγηση, οι δυνατές μέθοδοι εξέτασης είναι οι ακόλουθες: α) Γραπτή εξέταση θεμάτων ανάπτυξης και Δυνητική Προφορική Υποστήριξη γραπτού. β) Γραπτή εξέταση με θέματα πολλαπλής επιλογής και Δυνητική Προφορική Υποστήριξη γραπτού. γ) Συνδυασμός ερωτήσεων πολλαπλής επιλογής και θεμάτων ανάπτυξης και Δυνητική Προφορική Υποστήριξη γραπτού. δ) Τελική Εργασία-Project και Δυνητική Προφορική Υποστήριξη εργασίας. ε) Προφορική Εξέταση. Για τη διεξαγωγή των εξ αποστάσεως εξετάσεων χρησιμοποιείται η πλατφόρμα https://exams.eap.gr (στο εξής exams). Η πλατφόρμα exams είναι όμοια με τον Ψηφιακό Χώρο Εκπαίδευσης που χρησιμοποιείται για την εξ αποστάσεως εκπαίδευση καθ' όλη τη διάρκεια του εξαμήνου/έτους. Η πρόσβαση στην πλατφόρμα πραγματοποιείται με τα στοιχεία του ακαδημαϊκού λογαριασμού Office 365 (email Ε.Α.Π.). Το περιεχόμενο των χώρων εξέτασης δημιουργείται σταδιακά, σύμφωνα με το πρόγραμμα των εξετάσεων, καθώς και τη μέθοδο εξέτασης που έχει επιλεγεί. Ο/Η χρήστης/τρια μπορεί να μεταβεί στη Θ.Ε που τον/την ενδιαφέρει είτε μέσω της επιλογής «Οι εξετάσεις μου», ή με καταχώρηση στο φακό αναζήτησης της συντομογραφίας της Θ.Ε. (πχ. ΕΤΑ50).

The present survey aims to study the morphological acquisition of the perfective past tense by the beginners who are studying Greek as a second language. Based on the results of the survey, it is observed that the students recognized the past tense and performed better on irregular than regular verbs. This differentiation leads us to the conclusion that a dual system of language processing has appeared. According to this system, the production of regular types is based on the application of a basic rule, while irregular types are stored in the mental Lexicon (Pinker 1991). It has also been observed that the perfective past tense tends to be learned in the long run and not immediately after it has been taught.

Η παρούσα εργασία επιχειρεί να δείξει ότι το εκάστοτε σύστημα πρόσβασης στην ανώτατη εκπαίδευση είναι μια διαδικασία που όχι μόνο δεν είναι αποκομμένη από τις τρεις βαθμίδες εκπαίδευσης αλλά ενώνει την υποχρεωτική και μετα-υποχρεωτική δευτεροβάθμια εκπαίδευση. Με βάση το «Αρχείο Θεμάτων» -το αποθετήριο του Ε.Ο.Ε. των θεμάτων των πανελλαδικώς εξεταζόμενων μαθημάτων των ΓΕ.Λ., των ΕΠΑ.Λ., των ειδικών μαθημάτων και των επαναληπτικών εξετάσεων αυτών-, τα στατιστικά δεδομένα βαθμολόγησης στις Πανελλαδικές Εξετάσεις για το χρονικό διάστημα 2017-2022 της Γενικής Διεύθυνσης Ψηφιακών Συστημάτων, Υποδομών και Εξετάσεων του Υπουργείου Παιδείας και Θρησκευμάτων, αντλήθηκαν στοιχεία και βάσει αυτών αναδύθηκαν ευρήματα για το γνωστικό αντικείμενο της Νεοελληνικής Γλώσσας και Λογοτεχνίας για το Γενικό Λύκειο σε συνάρτηση με την κείμενη νομοθεσία και τα προβλεπόμενα στα εκάστοτε ισχύοντα Προγράμματα Σπουδών (ΠΣ) τη χρονική περίοδο 2000-2022. Στόχος της παρούσας εργασίας είναι να διαπιστώσει τον βαθμό συμβατότητας των θεμάτων με τα προβλεπόμενα στα αντίστοιχα ΠΣ και να προσφέρει στον εκπαιδευτικό χώρο και στην εκπαιδευτική έρευνα χρήσιμα στοιχεία με στόχο την ανοιχτή προς όλους/-ες χρήση του υλικού του αποθετηρίου «Αρχείο Θεμάτων», την αξιοποίηση και εν τέλει
βιωσιμότητά του.

Ateneo de Iloilo has conceptualized a 20-day review program entitled ADI-SMCS Training on Test Readiness for Admission to College (ATTRAC). This aimed to prepare students for entrance tests in top schools in the country. It covered 109 Grade 11 Atenean participants who joined ATTRAC. The data collected were statistically analyzed using measures of central tendencies, Shapiro-Wilk test for normality, paired sample t-test, and Pearson r at 0.05 level of significance. Qualitative triangulation was also made. The results showed that there is a significant difference between the overall pretest and posttest scores in the College Admission Test (p=0.00), showing progress from a pretest mean score of 78.57 to a posttest mean score of 114.33. Also, moderately positive and significant correlation (r=0.709) between the overall pretest and posttest scores was established. It also had high positive and significant correlation between the pretest and the posttest under English Test (r=0.751), wh...

Education policy makers view measuring academic texts readability and profiling classroom textbooks as a primary task of education management aimed at sustaining quality of reading programs. As Russian readability metrics, i.e. "objective" features of texts determining its complexity for readers, are still a research niche, we undertook a comparative analysis of academic texts features exemplified in textbooks on Social Science and examination texts of Russian as a foreign language. Experiments for 7 classifiers and 4 methods of linear regression on Russian Readability corpus demonstrated that ranking textbooks for native speakers is a much more difficult task than ranking examination texts written (or designed) for foreign students. The authors see a possible reason for this in differences between two processes: acquiring a native language on the one hand and learning a foreign language on the other. The results of the current study are extremely relevant in modern Russia which is joining the Bologna Process and needs to provide profiled texts for all types of learners and testees. Based on a qualitative and quantitative analysis of a text, the research offers a guide for education managers to help build consensus on selecting a reading material when educators have differing views.

Esta pesquisa teve como objetivo identificar as repercussões no projeto profissional de estudantes a partir de seu ingresso em um cursinho pré-vestibular popular vinculado a uma Universidade Federal. Considerando a abordagem qualitativa escolhida para o estudo, a entrevista semiestruturada foi o instrumento utilizado para a coleta de dados. os sujeitos foram sete alunos do cursinho, quatro mulheres e três homens, com idades entre 18 e 22 anos. Os achados da pesquisa, com base na técnica de análise de conteúdo, identificaram o tema projeto, e as categorias de análise expectativas em relação ao futuro profissional e projeto profissional. O projeto se configurou, segundo os dados mostraram, como projeto de "ser alguém", de "ingressar no mundo", de modo intimamente vinculado ao trabalho e ao estudo, sobretudo através do acesso ao ensino superior.

Στο παρόν άρθρο επιχειρείται η σκιαγράφηση του ρόλου και της σημασίας της πρακτικής άσκησης των αποφοίτων τριτοβάθμιας εκπαίδευσης στην Ελλάδα, στην μετά εποχή της οικονομικής κρίσης, όπου αφενός μεν το φαινόμενο της ανεργίας παραμένει υψηλό, αλλά αφετέρου οι επιχειρήσεις αδυνατούν να καλύψουν σε όρους
ποσότητας και ποιότητας τις απαιτούμενες θέσεις εργασίας.
Αρχικά παρατίθενται στατιστικά στοιχεία και δεδομένα που αποτυπώνουν τη σχέση της απασχόλησης και της ανεργίας με το εκπαιδευτικό επίπεδο του ανθρωπίνου δυναμικού στην Ε.Ε. και στην Ελλάδα με στόχο την κατανόηση του φαινομένου. Ακολούθως και όσον αφορά στο χάσμα δεξιοτήτων, που αποτελεί τη βασική πρόκληση
για τη χώρα, ιδιαίτερα για τους απόφοιτους της τριτοβάθμιας εκπαίδευσης, παρατίθενται οι βασικές θέσεις και απόψεις των θεσμικών κοινωνικών εταίρων στην Ελλάδα. Στη συνέχεια προσεγγίζονται οι τάσεις και τα χαρακτηριστικά της πρακτικής
άσκησης στην τριτοβάθμια εκπαίδευση στη χώρα, σε συνδυασμό με καλές πρακτικές άλλων χωρών. Αναλύεται η σημασία της μετεξέλιξης της πρακτικής άσκησης υπό μορφή ή στοιχεία μαθητείας και τονίζεται το εύρος των πλεονεκτημάτων για τους μαθητευόμενους (φοιτητές) και τους φορείς υποδοχής (επιχειρήσεις, δημόσιες δομές,
οργανισμούς, κλπ.), υπό το πρίσμα τόσο της σημασίας της προετοιμασίας των υποψήφιων μαθητευομένων για την επαγγελματική ζωή, όσο και της αφομοίωσης των νέων τεχνολογικών μεταβολών, παραγόντων που προσδίδουν νέα σημασία στη μετεξέλιξη της πρακτικής άσκησης υπό μορφή μαθητείας. Τέλος, αναφέρονται τα
συνολικά οφέλη της πρακτικής άσκησης υπό μορφή μαθητείας για τους
μαθητευόμενους και τους φορείς υποδοχής αυτών, αλλά και για το ευρύτερο κοινωνικό γίγνεσθαι.

Education is one of the most important components in developing a human resource that is required for a country's development in all areas. Students get confidence and selfesteem as a result of these admission tests, and they also gain strength from knowing that they are qualified to pursue studies in that profession. It also contributes significantly to the advancement of an individual's understanding. The study used 239 student-applicants for RSET 2022, 177 came from private schools, and 72 came from public schools. The documentary analysis showed that the average grade of students from private schools in English, Science, and Mathematics was 93 while students from public schools got a grade of 91 in English and Science, and 90 in Mathematics. The percentage scores average obtained by the students from private schools was 67.98 while the public schools was 67.75. Other results showed that there is a significant difference between the academic performance of public and private school students. In terms of RSET results, there is no significant difference between the scores in English and Science while the Mathematics, showed that there is a significant difference between the scores. The RSET results showed that the grades given in the private schools were not parallel to the examination result while that of the public schools were parallel based on the correlational analysis Acknowledgement The researchers would like to express their gratitude to the following personas that of which without their involvement would not make the completion of this paper possible: To the Almighty God; to Rizal National Science High School former and current school heads, Mrs. Edna H. Villamayor and Dr. Edith SA. delos Santos; the school registrar Mrs. Alma A. Casas; the entire school teaching force; and the student-volunteers Context and Rationale Education is one of the most important components in developing a human resource that is required for a country's development in all areas. Education, in a wide sense, refers to any activity that has a substantial impact on an individual's cognitive, skill, or attitude development. Academic performance refers to a student's status in the conduct of his school

The present study seeks to investigate the potentiality of the translation task as a testing method for measuring reading comprehension. To achieve this objective, two types of translation tests, open-ended and multiple-choice tests, and two types of reading comprehension tests, multiple-choice reading comprehension and open-ended cloze tests were developed in this study. The reliability of the tests was computed in order to estimate which translation test was more reliable and valid. Correlation coefficients were run in order to investigate whether translation tests worked as reliable and valid measures of reading comprehension, and to examine the relationship between proficiency in reading comprehension and proficiency in translation. The results indicate that the open-ended translation test is more reliable and valid than the multiple-choice one; translation has a high potentiality to work as a reliable and valid tool to assess reading comprehension; and there exists a high posit...

Research (Fox, 2004, 2009; Shohamy, 1993) highlights how policy makers use high-stakes tests as part of a testing regime to promote curricular innovation. In this dissertation, a testing regime is defined as a systematic approach to the use of assessment (often high-stakes tests) to impact curriculum and classroom practices. The influence of high-stakes tests on classroom teaching and learning is known as washback, and the beneficial influences of tests on teaching and learning is positive washback (Alderson & Wall, 1993). The present study explored washback as deeply contextual, arising from and influenced by a complex set of interrelated factors (e.g. stakeholders, powerrelationships) within a testing regime. Specifically, it investigated whether a high-stakes test could be used to leverage positive washback in an English for Academic Purposes (EAP) program over time, and which factors were most influential. This longitudinal case study examined washback from a newly introduced highstakes test-the innovationas evidenced in stakeholders' accounts: two administrators, 15 teachers, and 201 students, over a period of 20 months. The study drew on Hughes' (1993) principles of Washback, and Henrichsen's (1989) Hybrid Model of Diffusion/Implementation of Innovation, and was conducted in three phases: Phase 1 during the former testing regime; Phase 2 during implementation of the new testing regime (immediate washback); Phase 3 after three semesters (delayed washback). Results indicate that EAP teachers mediated washback to the satisfaction of their students in both the former and new testing regimes. Although the new high-stakes test had the potential for positive washback, based on "an evidential link" (Messick, 1996, p. 247) for washback between the new test and classroom practices, other meta-contextual Chapters 4, 5, and 6 present and discuss the results in relation to the three phases of the research. The final chapter, Chapter 7, summarizes the previous three chapters and discusses the usefulness of a diffusion of innovation perspective in studying washback, the limitations and implications of the study, and directions for future research.

Financial system plays an important role in an economy. The banking sector in India has been undergoing reforms for a long time with the aim to develop competitiveness, increase inclusiveness, create big-sized banks and improve operational efficiency. The present investigation looks at the efficiency of the public sector banks for the period 2012–2018, using data envelopment analysis under the assumption of constant returns to scale. The two-input, two-output model is used to determine the efficiency levels on the basis of Minimum Distance to Strong Efficient Frontier as proposed by Aparicio et al. (2007). In order to capture the effect of non-performing assets (NPAs), efficiency is computed under the restricted (with NPAs not included) and unrestricted model (with NPAs considered as an undesirable output). The study finds that majority of the banks have been consistently performing quite well compared to their peers and overall industry. The correlation in the ranking of banks unde...

We are witnesses to two major shifts in Japanese higher education-the changing role of entrance examinations and the growth of remedial education. The universalization of higher education and decreasing numbers of traditional college-age youth are altering longestablished notions about entrance examinations and education itself. This article examines the function of entrance examinations at private institutions and outlines the newly established position of remedial education in higher education.

EFFECT OF ATENEO TRAINING ON TEST READINESS FOR ADMISSION TO COLLEGE (ATTRAC) PROGRAM ON SHS STUDENTS
By Dr. Herman M. Lagon1
1Ateneo de Iloilo-SMCS, Atria Park District, San Rafael, Mandurriao, Iloilo City hermanlagon1@gmail.com
Introduction
Going to an Ivy school in college is every student’s dream. This is spot-on true in the context of the Grade 12 students of Ateneo de Iloilo-Santa Maria Catholic School (ADI-SMCS) who were set to face a clear and present challenge, their first big step in their career path, the college admission tests.
A school career survey (Lagon, 2016) showed that 92.82% of the Ateneo SHS students plan to take entrance tests in Manila schools in the early months of the school year 2017-2018. Table 1 shows the distribution of the potential test takers. This is supported by the expressed appeal from the different school stakeholders for a type of summer intervention—an alternative to the ones offered in commercial review centers—to be offered by the school that
would assist students in their exam preparations.
  140 120 100
80 60 40 20
0
                UP ADMU UST DLSU
  Figure 1: Number of Ateneans who plan to take Admission Test in select Manila Schools. Note that some students opt to take the entrance test in two or more schools.
Consequently, the ADI-SMCS Senior High School (SHS) Unit conceptualized and implemented the cognitive constructivist-inspired Ateneo de Iloilo-SMCS Training on Test Readiness for Admission to College (ATTRAC) Program. Intended to reinforce and enhance students’ preparation for Manila-based admission tests, ATTRAC was carried out last March 28, April 7-8, 10-11, 17-22, 24-29, and May 6, 13, and 20, 2017.
This study was conducted to examine the effect of the ATTRAC Program on SHS students of ADI-SMCS. It purposely meant to measure the success or failure of the initiative, the results of which will determine the termination, improvement, or extension of the program.
Materials and Methods
Page 1|4

This quasi-experimental study covered 109 Grade 11 Atenean participants who were purposively identified by virtue of their mutual interest (and parents’ consent) to join ATTRAC. The data collected were statistically analyzed using measures of central tendencies, mean difference, Shapiro-Wilk test for normality, paired sample t- test, and Pearson r at 0.05 level of significance. Focus Group Discussions and journaling were also done to triangulate the intervention.
The students went through a 20-day, 8-week entrance test review sessions in summer of 2017 in the classrooms of ADI-SMCS. 16 select Ateneo teachers, all experts in their respective fields, designed their own review modules following the agreed college admission test, multiple-choice, in-depth-coverage format. The topics covered were generally patterned and appropriated over that of Ateneo de Manila University College Entrance Test (ACET) and University of the Philippines College Admission Test (UPCAT). They were mainly Mathematics, Science, English, and abstract-logical reasoning, with a touch of essay, Filipino, and General Information.
Students were divided into four clusters: two clusters were scheduled in the 4-hour morning session and the other half were scheduled in the 4-hour afternoon session. All participants experienced the same way of proceeding— answering of review items, followed by the checking, analyzing, and evaluating of the questions and answers— inspired by the 9 basic positions of cognitive development by Perry (1999), and test preparation tips of Briggs (2001), Bord (2008), Britanico (2014), Ganglani (2014).
Using a 20-page, 2-hour standardized College Admission Test instrument, the reviewees took the pretest on March 28, 2017, and the posttest on May 20, 2017.
Results and Discussions
The results showed that there is a significant difference between the overall pretest and posttest scores in the College Admission Test (p=0.00), showing progress from a pretest mean score of 78.57 to a posttest mean score of 114.33. Also, moderately positive and significant correlation (r=0.709) between the overall pretest and posttest scores was established.
On the other hand, it was found out that there are significant differences between the pretest and posttest College Admission Test scores in the following categories: English Test (p=0.00), Mathematics Test (p=0.00), Reading Test (p=0.00), and Science Reasoning Test (p=0.00). High positive and significant correlation was found between the pretest and the posttest under English Test (r=0.751), while moderately positive and significant correlation was found between the pretest and posttest under Mathematics (r=0.591) and Reading (r=0.470) Tests. The pretest- posttest results of Science Reasoning Test, on the other hand, registered a negligible and insignificant correlational value (r=0.121).
With this, and referring to the increase of the pretest-post-test mean scores as shown in Figure 2, there appeared a positive performance of students in all the four categories.
Page 2|4

  140.00 120.00 100.00
80.00 60.00 40.00 20.00
0.00
        Overall Performance
English Test
Pretest Posttest
Reading Test
Science Reasoning Test
Mathematics Test
  Figure 2: Students’ pretest-posttest mean scores.
Further analysis showed that most positive score improvement (mean difference) were seen in the areas of prose fiction (12.33), coordinate geometry (9.56), trigonometry (9.22), strategy (9.06), punctuation (8.67), basic grammar and usage (8.45), and data representation (8.23). Minimal improvement based on the mean difference, however, was observed in the areas of sentence structure (2.55), geometry (3.12), conflicting viewpoints (4.25), and humanities (3.47). The area on research summaries (0.45) had almost no improvement at all.
Participants’ journals and FGDs also revealed that time is their usual “enemy.” This was confirmed by the reviewers themselves who had to squeeze out items in the two-hour session given to them per cluster in a day. Another concern is the conduciveness of the venue. Most of the sessions were done in the school old site with rooms that are relatively less ventilated and smaller than those in the new site. They, however, unanimously recognized the benefit of review to them, especially in reminding them of the basics, getting them used to different test designs, and practicing time-bound drills.
The result of the ATTRAC Program corroborated with studies of Gurung and Bord (2007) and Hackathorn et al (2012). Both also showed that cognitive-constructivist kind of reviews foster the students’ feelings of being
“confident” and “prepared” for the task at hand and it being “helpful” in getting higher scores in the process. Apparently, this finding has been further predicated upon the mushrooming of review centers all over the country.
Conclusions
ATTRAC, therefore, is an effective program in preparing SHS students for college admission. It needs, however, more concrete validation—the ultimate measure of success—in the actual college entrance test results that are set to be released on December, 2017.
Nonetheless, the positive effect of ATTRAC 2017 warrants the extension and offering of the program this summer of 2018. The data and experience it gathered can serve as part of the school’s Counseling Program database in guiding students in their career decision-making process. It may also be used as one of the main references of the faculty and administrators for curriculum planning and instructional design.
However, further improvement is recommended as to the following review topic areas: sentence structure, geometry, humanities, and conflicting viewpoints, with more stress on doing research summaries. The use of a
Page 3|4

more ventilated venue and the appropriation of time per review topic must also be further contextualized. This kind of admission test review may also be contextualized and be adopted by other Senior High Schools in the country.
References:
Bord, D. 2008. Enhancing learning and exam preparation. Association for Psychological Science. Retrieved February 4, 2017 from https://www.psychologicalscience.org/observer/enhancing-learning-and-exam-preparation Briggs, D.C. 2001. The effect of admissions test preparation. Change, 14 (1): 10-18.
Britanico, A. 2014. Tried and tested: Entrance exam strategies. Rappler.com. Retrieved January 15, 2017, from https://www.rappler.com/move-ph/ispeak/66238-entrance-exam-strategies
Lagon, H. 2016. A survey on the personal career development plan of Ateneo Senior High School students. Iloilo: Ateneo de Iloilo.
  Ganglani, N. 2014. College prep? 8 entrance exams tips from university students. Rappler.com. Retrieved January
15, 2017, from https://www.rappler.com/life-and-style/career/69250-college-university-entrance-test-tips
Gurung, R.A.R., and Bord, D. 2007. What makes review sessions optimal? Teaching of Psychology, 31: 164-166. Hackathorn J., et al. 2012. Examining exam reviews: A comparison of exam scores and attitudes. Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 3: 78 – 87.
Perry, W. G. 1999. Forms of ethical and intellectual development in the college years. San Francisco: Jossey-Bass
Publishers.
Acknowledgements:
Ateneo de Iloilo-Santa Maria Catholic School
University of the Philippines-Visayas
Department of Science and Technology
AMDG+
Page 4|4

Common Law Admission Test is a centralized national level entrance test for admissions to twenty two National Law Universities in India. Most private and self-financed law schools in India also use these scores for law admissions. In this document you will get CLAT 2022 Exam Syllabus.

Bu çalışmanın amacı, Güzel Sanatlar Fakültesi öğrencilerinin özel yetenek sınav başarısı ve akademik başarısı ile özel yetenek sınav puanları hesaplanırken kullanılan diğer puan türleri ve katsayılar arasındaki ilişkiyi araştırmaktır. Çalışmada Erciyes Üniversitesi Güzel Sanatlar Fakültesi Resim, Heykel, Görsel İletişim Tasarımı, Seramik ve Cam Tasarımı bölümlerinden mezun olan 227 öğrenciye ait veriler kullanılmıştır. Veri toplama süreci, 2006-2012 ve 2010-2016 yılları arasında toplam 10 yılık dönemi kapsamaktadır. Verilerin analizinde çoklu doğrusal regresyon analizi ve t-testi kullanılmıştır. Yapılan analizler sonucunda akademik başarı üzerinde alan dışı lise mezuniyeti, YGS ve AOÖBP puanlarının pozitif yönde etkisi olduğu, Yetenek Sınav Puanının bir etkisi olmadığı tespit edilmiştir. Yetenek sınav puan başarısı üzerine ise AOÖBP'nin pozitif yönde YGS'nin negatif yönde etki ettiği mezun olunan lise türünün ise etkisi bulunmadığı tespit edilmiştir.

There are many factors that affect the success of students in university entrance examination. These factors can be mainly categorized as follows; social factors, environmental factors, economical factors etc. The main aim of this study is to find whether there is a relation between these factors and the success in the university entrance examination. To achieve this goal, we use radial basis functions (RBF) network which is one of the artificial neural networks approach used to find a relation between input and output variables nonlinearly. From the experimental results, we observed that the relation between the input variables that corresponds to social, economical and environmental factors and the output variable can be modeled nonlinearly using radial basis functions network.

We have developed new software named GaMeTix for management of large collections of examination questions written in a variety of MCQ (Multiple Choice Question) formats. This application provides a wide scale of functionality modes like collecting and editing sets of questions, generating electronic versions of examination tests, printing examination paper sheets and exporting sets of questions in a plain text document for hard copy archiving or transfer to specific electronic testing applications. The content of the database is searchable according to several criteria using sets of filters that characterize each question. Collections of MC questions can be divided or merged together according to results of the filtering function. Examination questions can be complemented with pictures or diagrams in .jpg format. GaMeTix is a portable, freeware application that runs on MS Windows operating systems.

The present paper appraises a standardized test, the entrance exam of Iranian universities, known as “Konkur” that is administered annually as a means of gaining admission to higher education in Iran. This norm-referenced test is administered for students majoring in mathematics, experimental sciences, and humanities whose scores along their weighted GPAs in the last 3 years of high school are used as indicators of students’ rank. Based on the rank achieved, they would find the opportunity to select the highly regarded university for their education. Due to the importance of such a high-stake test which may bring about social and long-time consequences for the participants, the present paper tries to evaluate the test and its psychometrics aspects. It is ostensible that the exam provides a limited  situation for measuring the participants “knowledge of language” rather than their “knowledge about language.” Therefore, the dimensionality and validity of the test are debatable. Thus, ...

https://www.alfavita.gr/ekpaideysi/366213_i-elahisti-basi-eisagogis-os-metro-ekpaideytikis-politikis-kai-i-ritoriki-peri
(21/12/2021)
Το άρθρο αυτό επικεντρώνεται στη θέσπιση της «Ελάχιστης Βάσης Εισαγωγής» (Ε.Β.Ε) και αποσκοπεί να θέσει ερωτήματα περί της ουδετερότητας της Ε.Β.Ε ως μέσου ρύθμισης της ροής και της εισαγωγής υποψηφίων στην τριτοβάθμια. Για το λόγο αυτό εξετάζουμε κατά πρώτον την Ε.Β.Ε ως μέσο άσκησης εκπαιδευτικής πολιτικής και κατά δεύτερο την αιτιολόγησή της στον επίσημο λόγο σε ανεδαφικές και αγοραίες απόψεις, οι οποίες βλέπουν στη βαθμολογία ενός γραπτού εξετάσεων την απόδειξη για την ύπαρξη ή όχι μιας ικανότητας. Ως γνωστόν, οι βαθμοί των εξετάσεων αποτελούν ένδειξη-και όχι πάντα αδιαμφισβήτητη-του τι απέδωσε κάποιος γνωσιακά και σε τι επίπεδο, αλλά δεν δείχνουν τι είναι ικανό αυτό το άτομο να μάθει στη συνέχεια.

This study examines the reliability and validity of translation tests as a reading comprehension measure. The following tests were administered to 70 Japanese high school students: (1) open-ended translation (OE-TRAN) test from English to Japanese; (2) multiple-choice translation (MC-TRAN) test; (3) cloze test (CLOZE-T); and (4) short-answer question test (SHOAQ-T). The results indicate the following: (1) OE-TRAN test might be a reliable and valid method for measuring reading comprehension; (2) MC-TRAN test also has a potential for being a reliable and somewhat valid method for measuring reading comprehension; (3) There was a moderate correlation between the two translation tests; (4) The participants performed similarly across the two translation tests; and (5) The examinees' proficiency level affected the level of reliability and validity of the two translation tests as far as the values of correlation coefficients are concerned, though it should be pointed out that we do not have mean-difference evidence on this matter.

Brown (1998) developed a readability index using the difficulty of 50 cloze passages as the dependent variable. Four independent variables were combined to calculate the index: the number of syllables per sentence, the average frequency of 30 targeted words elsewhere in the passage, the percentage of words with seven or more letters, and the percentage of function words. The index correlated strongly with passage difficulty (r =.74). In the process of writing a computer program to automate these calculations, we found a number of inconsistencies within Brown’s article and between Brown’s calculations and our own. We also found procedural problems that would limit the generalizability of the index. In a series of personal communications with Brown (December 2001 to March 2002) we were unable to reconcile all discrepancies. Based on our calculations, the best correlation with the difficulty of the cloze passages was found to be r =.64, suggesting that the value of an EFL readability i...

The test scores on students’ report cards is the only benchmark against which their English achievement are assessed for evaluative purposes in Iranian high schools. According to the rules and regulations, the average score of a student is required to be reported by English teachers, based on her/his performance on both oral and written tests. The present study aimed to discover if Iranian high school female students’ English scores on their report cards represent the real sum of their oral and written test scores. To do so, the average scores of 30 female students in Grade 11 at two Iranian girls’ senior high schools in Isfahan were compared with those of a researcher-made validated oral and written test. The results showed that the scores of the students on the newly-developed test were higher than those recorded on their report cards. The results of a paired t test revealed a statistically significant difference between the means of these two sets of scores, rejecting the common false presupposition about students’ low performance in oral skills. Teachers typically skipped the oral test and rated their students’ oral ability, just on the basis of their own intuition or students’ performance on the written test. It seems that the exclusion of the oral test leads to this difference in the scores. Thus, Iranian high school students’ English scores appearing on their report card are not a sound reflection of their performance on the oral and written tests.

Note-taking is one of the essential skills which is used to facilitate the process of consecutive interpreting and the different aspects of the cited skill has been investigated in the history of interpreting. But despite of this significance, very little related research could be found about note-taking in Persian-English consecutive interpreting. Due to this paucity, the present study explored and examined the translation teachers' and students' opinions in this respect in order to identify the weaknesses of teaching and utilizing note-taking during the process of consecutive interpreting particularly in Iranian academic contexts. For the purpose of this research, four interpreting teachers from different Iranian universities, besides 10 male and female undergraduate translation students of quoted academic context who had passed interpreting courses, were selected meticulously and by means of phone interview, the required data were collected. The results of this investigation clearly indicate that, as well as teaching interpreting courses by the non-qualified teachers more often than not, the used syllabuses for interpreting courses do not cover all aspects of the issue and should be redesigned according to the students' future needs in the role of the professional interpreters. Additionally, while almost all general concepts, techniques and strategies are totally unfamiliar to translation students, they entirely acknowledge the necessity of learning much more about note-taking.

This study investigated the effects of a six-month course in speed reading on three areas of reading proficiency development: (1) general reading comprehension; (2) knowledge of high-frequency vocabulary; and (3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 of a Japanese private senior high school, randomly assigned to an experimental group (n =51), which received the speed reading treatment, and a control group (n =54), which received supplementary activities focused on high-frequency vocabulary development. The findings indicated that both the experimental and control groups made significant improvements in general reading comprehension. However, there was no significant difference between the experimental group (M = 14.27, SD = 4.01) and control group M = 14.31, SD = 4.07; t (103) = -.051, p= .959. Both the experimental group (M = 1.29, SD = 2.52) and control group (M = 1.35, SD = 2.49) increased t...

The MA Entrance Examinations (MAEE) held in Iran since 1990 are
frequently criticized as being invalid, unstandardized exams with lots of
problem in terms of principles of testing in general and test construction
in particular (for instance, Jafarpur, 1996). To make sound judgments
about such objections, the present study dealt with a content analysis of
the TEFL MAEE held in 2007. Actually, the purpose of this study was
two-fold. First, it aimed at analyzing the content of the MAEE’s in order
to see if any pattern be at work in the process of devising such exams.
Naturally, through such an analysis, some problems of these exams were
also determined. Thus, the second aim of the present study was to
pinpoint and describe the problems with these exams as well as to offer
some suggestions to remedy the problems. In so doing, a coding system
encompassing a checklist of the possible content categories was
developed by the researchers themselves and its validity and reliability
were established as well. The finding of such an analysis, especially the
unequal distribution of the content categories, supported the idea that the
validity of the exam is not strongly established due to the exclusion of or
de-emphasis over the content categories given significant credit in the
B.A. Program. The problems found during the analysis showed that the
exam is not a standard one; still some of the basic principles of language
testing are not observed in the process of constructing the exam.

(1852-1858) y fue su primer Rector (1854-1858). Su inter es fue responder a la pregunta >c omo formar la inteligencia de j ovenes laicos con el fin de fortalecer su estructura mental y proporcionarles una visi on amplia de la realidad? Su respuesta fue: el saber ha de ser el fin de la universidad, con la promoci on del conocimiento de las humanidades, por el gusto de aprender, adem as de la preparaci on profesional correspondiente a la disciplina a ejercer. De esta manera Newman logra aunar la educaci on tradicional con aquella que busca su impacto pr actico. El objeto del art ıculo es mostrar la trascendencia, por medio de la vida y obra de John Henry Newman, que conlleva una adecuada formaci on intelectual humanista y el impacto que alcanza una persona culta, en su contexto y en las siguientes generaciones.