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.
Andrew Stokes, Managing Director of the Hong Kong-based EFL software company ClarityEnglish, talks to Melanie Butler about testing on mobile phones, the perils of unanswered emails and high tech toasters.
What is Clarity's policy for supporting and replacing Flash-based programs?
Peter Waters explains how working in the Gulf provides unlimited opportunities for teachers to initiate ICT projects — and describes how this positive atmosphere benefits both teachers and students.
Micro-learning is a new learning strategy aimed at closing knowledge gaps with bite-sized lessons. The new version of the IELTS Tips app, launched last week, applies this theory to IELTS preparation. Test-takers install the app and it pushes out a handy IELTS prep tip every morning for them to read on their way to school or work.
In this article, first published last month in the China Supplement of the EL Gazette, Jocelyn Wan outlines the Chinese approach to language teaching, and explains how the communicative approach clashes with elements of East Asian culture.
When she took over the self-access centre at Hong Kong Education University, Dr Jessie Choi realised that ‘physical learning material was no longer a strong attraction.’ This is the story of her vision of a new approach to self-access language learning, based on social interaction.