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Jesus Garcia Laborda - One of the best experts on this subject based on the ideXlab platform.
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mobile phones for spain s University Entrance Examination language test
Educational Technology & Society, 2014Co-Authors: Jesus Garcia Laborda, Teresa Magal Royo, Mary Frances Litzler, Jose Luis Gimenez LopezAbstract:Few tests were delivered using mobile phones a few years ago, but the flexibility and capability of these devices make them valuable tools even for high stakes testing. This paper addresses research done through the PAULEX (2007-2010) and OPENPAU (2012-2014) research projects at the Universidad Politecnica de Valencia and Universidad de Alcala (Spain) to provide a powerful but low cost delivery system for the foreign language paper of the Spanish College Entrance Examination (henceforth PAU). The first project, PAULEX, intended to create a robust mobile platform for language testing while the second, OPENPAU, examined the specific applications of ubiquitous devices to create more dynamic forms of assessment. This paper focuses on the projects' design, testing theory, and technical evolution including visual ergonomics. The current results demonstrate the technical and didactic feasibility of mobile-based formal assessment that aligns student needs with the kind of inferences that the mobile based language test should provide academic authorities.
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preliminary findings of the paulex project a proposal for the internet based valencian University Entrance Examination
Journal of Language Teaching and Research, 2012Co-Authors: Jesus Garcia LabordaAbstract:Although there is an increasing number of online tests in the world, little research is currently known in Spain today. Assessment has become an integral part of education and the implications of the various uses of language testing go beyond the educational settings (Douglas, 2010; Fulcher, 2010). This study describes the PAULEX project. This project deals with the design and validation of a computer-based University Entrance Examination for Spanish universities. The test measures the students’ oral and written competence including tasks on four different skills: reading, writing, listening and speaking. This paper will address some specific features and reaction studies that are already in process. It is by no means this paper’s object to give detailed information of each individual aspect but instead to give an overview of what has been done so far and provide concepts of the current research. In doing so, the paper is divided into three main sections: technological advances, attitudinal observations and results.
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conocimiento y motivacion del profesorado en su adaptacion a una herramienta de examenes para la prueba de acceso a la universidad teacher s knowledge and motivation in their adaptation to a testing tool for the University Entrance Examination
RELATEC: Latin American Journal of Educational Technology, 2010Co-Authors: Jesus Garcia LabordaAbstract:Este trabajo muestra como los profesores que son reacios a incorporar las nuevas tecnologias en su aula tras un periodo de preparacion son capaces de entender y aceptar la introduccion de la Prueba de Acceso a la Universidad (P.A.U.) asistida por ordenador. El trabajo empieza por describir el proyecto PAULEX (MEC Espana, proyecto HUM2007-66479-C02-01/FILO). Posteriormente propone un sistema de preparacion para el profesorado y concluye que un adecuado entrenamiento produce cambios significativos en las actitudes de los profesores y sus conductas hacia el nuevo examen .Para ello se establece una formacion que permita la transicion desde el mero conocimiento del medio y contexto del examen hacia su interiorizacion y finalmente su integracion por el profesor. En esta evolucion es necesario que el profesor entienda el constructo del examen y sea capaz de aceptarlo, primero, e identificarse con el administrador del examen en ultima instancia. This paper shows how teachers who may be reluctant to implement information technologies in the classroom, after a period of training are able to understand and accept the introduction of the computer based University Entrance Examination (PAU). The paper begins by describing the PAULEX Project (MEC Espana, proyecto HUM2007-66479-C02-01/FILO). After, it proposes a system of teacher training and concludes that the appropriate training produces significant changes in the teachers’ attitudes and also their behavior towards the new test. To do so, the paper suggests training that permits the transition from the simple knowledge of the test delivery and context towards the interiorization and, finally, its integration by the teacher. In this evolution, it is necessary for the teacher to understand and accept the test construct, first, and also ultimately make him able to identify himself with test administrator
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item transformation for computer assisted language testing the adaptation of the spanish University Entrance Examination
Procedia - Social and Behavioral Sciences, 2010Co-Authors: Jesus Garcia Laborda, Margarita Bakieva, Jose Gonzalezsuch, Ana Sevilla PavonAbstract:Since the Spanish Educational system is changing and promoting the use of online tests, it was necessary to study the transformation of test items in the " Spanish University Entrance Examination " (IB P.A.U.) to diminish the effect of test delivery changes (through its computerization) in order to affect the least the current model. The purpose of this study was to describe and suggest the properties of a new test item taxonomy for the Spanish University Entrance Examination. After a convenient study and piloting by using previous research in computer-based language testing, the researchers created a taxonomy of test items for the I.B. P.A.U. © 2010 Elsevier Ltd. All rights reserved.
Nongnuj Patharakorn - One of the best experts on this subject based on the ideXlab platform.
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The relationship among the University grade point average, the high school grade point average, the University Entrance Examination total score, the academic subject score, and the foundation engineering course score of engineering undergraduates
1998Co-Authors: Nongnuj PatharakornAbstract:This study was to investigate the relationship among the University grade point average,the high school grade point average, the University Entrance Examination total score, the academic subject score, and the foundation engineering course score. The subjects were engineering graduates of King Mongkut’s Institute of Technology Thonburi during 19 9 3 - 19 9 5. The main findings were as follows : firstly, there was low positive correlation between the University grade point average and the high school grade point average (r = 0.114 7), and the University Entrance Examination total score (r = 0.1827), and the academic subject score (r =0.1735). The positive correlation existed between the University Entrance Examination total score and the academic subject score (r = 0.9101), and the foundation engineering course score too(r = 0.2475). However, the negative correlation between the academic subject score and the foundation engineering course score was also found (r = - 0.1762). In addition, there was no relationship between the high school grade point average and the University Entrance Examination total score(r = 0.0579), and the academic subject score (r = 0.0847), and the foundation engineering course score (r = 0.0607). Secondly, using multiple regression analysis, the academic subject score was the best predictor of the University achievement. It was followed by the high school grade point average, the prediction efficiency of the academic success in engineering from the foundation engineering course score, the academic subject score and the high school grade point average was 4.4 3 %.
Melaku Tesfa Tesema - One of the best experts on this subject based on the ideXlab platform.
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the validity of University Entrance Examination and high school grade point average for predictiong first year University students academic performance
2014Co-Authors: Melaku Tesfa TesemaAbstract:University Entrance exam scores and High School grade point average are two admission criteria that are currently used for higher education institutions in Ethiopia. It is essential to investigate the predictive validities of these two criteria, to ensure the precision of admission decisions. This study was conducted to examine the predictive validity of University Entrance exam scores and high school GPA for college performance in different programs at Addis Ababa University; Differential validity was also measured across gender and school type (private vs public) .Predictive validity was evaluated as an index of the relationship between the predictors (High school GPA (HGPA) and the University Entrance exam scores (UEEs) scores), and the criterion (first year college GPA). The sample used in the study consisted of 217 students from different study programs at Addis Ababa University. Statistical procedures utilized in the research included descriptive, bivariate correlation and regression analyses. Results obtained showed Both high school GPA and the University Entrance exam scores significantly predict first year college GPA in general and for each study program (mathematics, Geology, statistics & computer science) as well . The combination of both predictors explained approximately 59 % (for mathematics), 16 % (for Geology), 34% (for statistics) and 37% (for computer science students) of the total variance in the first year college GPA. The comparison of the standardised regression coefficients revealed that University Entrance exam scores have higher predictive power for all programs except for Geology, in which High school GPA predicted more. Differential validity and prediction results showed that for UEES, the validity coefficients and regression coefficients were significantly higher for private school students than public school students, which indicates the existence of differential validity and prediction of UEES across school. Sex differences in validity and prediction appear to be not significant. Finally it is recommended that the ministry of education and other admission personnel should give more emphasis to UEEs and review the appropriateness of using High school Grade point average to enhance predictive validity of college grade point average.
Nigus Mengesha - One of the best experts on this subject based on the ideXlab platform.
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The Influence of University Entrance Examination Results, Gender and Field of Study on Semester Cumulative Grade-point Averages (CGPAs) of First Year Students: The Case of Raya University
The International Institute for Science Technology and Education (IISTE), 2019Co-Authors: Nigus MengeshaAbstract:The purpose of this study was to assess the influence of University Entrance Examination results, gender and field of study on semester CGPA score of freshman students. A descriptive research design was employed for the present study. For the study 200 participants (119 males and 81 females) were selected through stratified random sampling technique. The data were gathered mainly from secondary sources found in the registrar office of Raya University. Descriptive statistics, Spearman correlation, multiple regression and Independent samples T-tests were applied to analyze the data. Sex of students (0=female and 1=male) had a statistically significant relationship with semester CGPA scores; University Entrance exam results and field of study revealed very weak positive and statistically non-significant relationship with semester CGPA scores. Multiple regression model selected sex and University Entrance Examination results as statistically significant predictors of semester CGPA scores and field of study was not statistically significant predictor, but only sex was statistically significant contributor in their relative contribution to students’ CGPA scores. Independent samples t-test revealed a statistically sex differences on semester CGPA scores of students (favoring males). Further research with advanced approaches was recommended for other investigators on students CGPA scores and their influencing factors. DOI: 10.7176/JEP/10-22-05 Publication date: August 31st 2019
Mengesha Nigus Birhanu - One of the best experts on this subject based on the ideXlab platform.
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the influence of University Entrance Examination results gender and field of study on semester cumulative grade point averages cgpas of first year students the case of raya University
Journal of Education and Practice, 2019Co-Authors: Mengesha Nigus BirhanuAbstract:The purpose of this study was to assess the influence of University Entrance Examination results, gender and field of study on semester CGPA score of freshman students. A descriptive research design was employed for the present study. For the study 200 participants (119 males and 81 females) were selected through stratified random sampling technique. The data were gathered mainly from secondary sources found in the registrar office of Raya University. Descriptive statistics, Spearman correlation, multiple regression and Independent samples T-tests were applied to analyze the data. Sex of students (0=female and 1=male) had a statistically significant relationship with semester CGPA scores; University Entrance exam results and field of study revealed very weak positive and statistically non-significant relationship with semester CGPA scores. Multiple regression model selected sex and University Entrance Examination results as statistically significant predictors of semester CGPA scores and field of study was not statistically significant predictor, but only sex was statistically significant contributor in their relative contribution to students’ CGPA scores. Independent samples t-test revealed a statistically sex differences on semester CGPA scores of students (favoring males). Further research with advanced approaches was recommended for other investigators on students CGPA scores and their influencing factors. DOI : 10.7176/JEP/10-25-02 Publication date :September 30 th 2019
