The HOPES Madad project was set up by European Union agencies to support Syrian refugees moving into higher education. In this interview, Clarity’s Technical Director Adrian Raper discusses the project, and the role played by the Dynamic Placement Test, with Harry Haynes and Hala Ahmed of the British Council.
Surely the more questions you answer in a placement test, the more points you get and the higher your score? If you can’t finish, you can’t do yourself justice. And that must invalidate the result.
Should independent learning be directed, free, or somewhere in between? How much do you need to advise, and how much feedback should you expect? This is partly a question of maximising learning potential for students, and partly a matter of control for teachers — but wherever you stand on the spectrum, there is some information which you really do need to access. At an absolute minimum, you need to know whether the online resources you are paying are actually being used.
How do you get your students started on their IELTS journey? This post outlines a successful 45-minute orientation session.
In the second of a series of short videos, testing expert Laura Edwards looks at the the roles of output and input in language testing.
Following the launch of the new mobile-friendly version of Study Skills Success, Clarity’s Technical Director, Adrian Raper, reflects on mobile learning.
Should a placement test include speaking and writing? Is it important that it is adaptive? Does a test-taker have to attempt every question? What, in fact is a placement test?
In September, Clarity gave a paper on the Dynamic Placement Test at the International Language Assessment Conference in Egypt (ILACE) in Cairo. Sieon Lau had a chance to talk to Linda Ghattas and Hebatallah Hegazy of Everise, a local community of Egyptian teachers who have the common goal of providing better education to students in Egypt.
How important is it for students to be able to access learning materials on their smartphones? This post looks at some fascinating trends.
When Clarity and telc first conceptualised the Dynamic Placement Test, a key objective was to devise a democratic test — a computer-based level test available to schools whatever their digital setup. At the same time, we didn’t want to compromise on the technology: it needed to be a test that went well beyond multiple choice questions and gap fills. So within these constraints, the team prioritised three areas.