S coring
Individuals 1,2,3,etc
In another group, the results in the lexical and the grammar tests were totally different. Where there was high scoring in the lexical test, there was a low scoring in the grammar test. The variables in this test took the following view with the correlation index –1,0.This is a negative correlation.
S coring
Individuals 1,2,3 etc
In the third group, the results in the grammar test and the lexical test coincided but not completely. The variables took the following shape with the correlation index +0,7, which meant that there was considerable agreement between the results of the two tests.
S coring
Individuals 1,2,3 etc
(
See
more in Alderson, Ch.,. C. Clapham and D. Wall. 1996. Language Test
Construction and Evaluation. CUP. P.77-80).
A convenient tool to characterize the learners in your group is a scattergram. Suppose you want to show how your learners are characterized with “fluency” and “accuracy”. Each learner gets a scoring for “fluency and accuracy” and these scores are shown on the axes. You show “fluency” scoring on axis X and “accuracy” scoring on axis Y for each learner. Each student is shown with a “dot”.
X (fluency)
Y (accuracy)
Exploratory task 2.7
What conclusions can you draw from the above scattergram?
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Exploratory task 2.8
Hold a survey of the research abilities among your peers. Ask your peers to use the statements and the scales for their assessment given below. Those who have assessed themselves on every statement with 5 points will get (5x7) 35 points. Others will get less.
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Show the distribution of research abilities in your group.
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Scoring |
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Compare your results with the results given below. It is the so called “normal distribution” of scoring in the group.
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Scoring |
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Exploratory task 2.9
Study the following lesson transcript and elicit research-related information from it. Use the “data elicitation format” for eliciting research-related data from the lesson transcript. After that write an account of the data elicited in a piece of research discourse (The lesson was given in a remedial class.)
T. Now you have questions on your cards. Some have questions, others have answers. Now, begin. P. Is Moscow the capital of Russia? P. Yes, Moscow is the capital of Russia. … T. Who has got the question about population of Moscow? Read. P. What is the population of Moscow? P. The population of Moscow is 9 million people. T. Now say it without reading. Can you say it? Не можешь сказать? Repeat after me … T. Now choose a picture of Moscow and tell others about it. P. St.Bazil’s Cathedral is beautiful. T. Say Это шедевр. It’s a masterpiece. P. It’s a masterpiece. T. Do many people come here? P. Many people … T. Приходят … Come here … P. Come here … T. Every day. P. Every day. T. Do they like the museum? P. Yes, they … T. Им нравится … They like … … |
Data elicitation format
Teacher intervention |
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Language and skills development |
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SAQ 2.1
Mark the following statements as “true” T, “false” F or “debatable” D.
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Research project simulation