In September 2019, the Wenzao Ursuline University of Languages in Taiwan ran a trial to determine whether they could use the Dynamic Placement Test to test the English of 1,525 new students, using their own devices. This report describes the trial and its outcomes.
At the ELITE conference in Malang, Indonesia last week Dr Adrian Raper explained why a placement test must be adaptive. This is a summary of his talk.
In this article, published in the EL Gazette May/June 2019 issue, Elinor Stokes talks to Melaine Butler about her life in a digital ELT family.
Pete Sharma, co-founder of Pete Sharma Associates, specialises in every aspect of blended learning. He is a teacher trainer, writer and prolific conference speaker. He caught up with Clarity’s Adrian Raper at IATEFL in Liverpool.
How do Clarity’s programs get to your student’s phones, and what does a database in the Cloud look like? What makes the system reliable and why is Clarity upgrading?
In this interview, Adrian Raper talks to Richard Spiby from the British Council on CEFR and the importance of teaching to the test construct.
At the British Council New Directions conference in Kuala Lumpur this month, Adrian Raper described two ways that Artificial Intelligence can help teachers grade student writing.
Clarity’s Technical Director, Adrian Raper, considers the issue of fairness when students are taking the same test on different devices.
We care about protecting your privacy. Over the last 25 years, we have been scrupulous in keeping and updating our clients’ information in our database. In light of the GDPR, we would like to reassure you that Clarity and its staff are determined to protect the personal data that you have shared with us.
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.