Literaturnachweis - Detailanzeige
| Autor/in | Ulum, Ömer Gökhan |
|---|---|
| Titel | A Critical Deconstruction of Computer-Based Test Application in Turkish State University |
| Quelle | In: Education and Information Technologies, 25 (2020) 6, S.4883-4896 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ulum, Ömer Gökhan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-020-10199-z |
| Schlagwörter | Foreign Countries; Computer Assisted Testing; Artificial Intelligence; Language Tests; English (Second Language); College Students; Student Attitudes; Negative Attitudes; Test Validity; Test Reliability; Memory; Language Skills; Turkey |
| Abstract | Artificial Intelligence (AI) is growing -- as can be clearly observed not only from the rising recognition of assistance tools such as Siri (Apple) but also from the newly introduced Google Voiced Translator. Yet, some crucial benchmarks still have to be supplied before it can act as a proxy for a real instructor: imagination, creativity, and spontaneity. Automated assessment containing the use of AI is one of the recent education practices. It accelerates the time for exam grading, eliminates human prejudice, and is as precise as human assessors. However, it has encountered many criticisms in education community, in our case, English as foreign language (EFL) learning community. Therefore, this phenomenological inquiry examined Turkish EFL students' and instructors' conceptions on the Versant English Test (VET), an automated test of spoken and written language functioning by means of an AI software. Using semi-structured interview questions and a focus-group discussion, the study adopted a qualitative research design in order to collect the required data. The findings show that EFL university students developed negative attitudes towards VET and that VET is not a reliable and valid test because same questions were observed to have appeared in the computer-based test. In addition, copying and pasting similar sentences produced better results, which decreased the validity and reliability of the test. Another important finding was that the test was reported to have measured only their memory skills but not their language skills. Besides, the curriculum was totally incongruent with the content of the test, which caused a severe washback in EFL learners. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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