International Exams Research Articles

Восприятия учителей о факторах, влияющих на использование английского языка в классе по естественнонаучным предметам c английским языком как средством обучения (EMI): Качественное исследование

This article explores the factors that affect the extent of students' English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teacher's language skills and methods affect students' English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students' English language usage in science subjects, ultimately improving their comprehension and academic performance.

The world is our classroom: why international exams matter

The world is our classroom: why international exams matter

Fused SDT/IRT Models for Mixed-Format Exams.

A psychological framework for different types of items commonly used with mixed-format exams is proposed. A choice model based on signal detection theory (SDT) is used for multiple-choice (MC) items, whereas an item response theory (IRT) model is used for open-ended (OE) items. The SDT and IRT models are shown to share a common conceptualization in terms of latent states of "know/don't know" at the examinee level. This in turn suggests a way to join or "fuse" the models-through the probability of knowing. A general model that fuses the SDT choice model, for MC items, with a generalized sequential logit model, for OE items, is introduced. Fitting SDT and IRT models simultaneously allows one to examine possible differences in psychological processes across the different types of items, to examine the effects of covariates in both models simultaneously, to allow for relations among the model parameters, and likely offers potential estimation benefits. The utility of the approach is illustrated with MC and OE items from large-scale international exams.

Совершенствование профессиональных компетенций преподавателя иностранного языка в условиях непрерывного педагогического образования

Pedagogy is currently a priority area of Russian higher education. The authors analyzed research publications, regulatory documents, and international foreign language assessment standards to determine professional competencies of a foreign language teacher. Pedagogical qualifications were studied in the context of pedagogical education as a structure. Any complete level of pedagogical education allows for professional activity; however, each level has a different pedagogical trajectory. Bachelor’s degree is the basic level of teacher education while Master’s degree provides a universal pedagogical trajectory for any education level. Competence is defined as a set of competencies that allow the teacher to organize an effective academic process. Pedagogical competence is a combination of professional and methodological competencies, which are of utmost importance for any teacher. The article introduces a number of ways to improve these competencies in line with formal and informal models. For a foreign language teacher, foreign language communication is the core competence. Its improvement is effective if it follows the system of international exams, e.g., the Common European Framework of Reference (CEFR) for Languages. Higher pedagogical education provides a foundation for continuous professional development in an informal learning model, i.e., advanced training programs based on international exams.

FORMATION OF STUDENTS’ SKILLS IN ANALYZING INFORMATION GRAPHS THROUGH CONSTRUCTIVE FEEDBACK

The research topic examines the performance of 12th grade students from the Nazarbayev Intel-lectual School in Semey in passing external summative exams, comparable to international AS/A-Level standards. The summative assessment system was developed in collaboration with the Cambridge As-sessment International Education Council and aims to measure the functionality of acquired knowledge and skills through a variety of tasks performed by students. The study also explores the international program for assessing educational achievements, such as PISA, among students in general education schools and Nazarbayev Intellectual Schools, focusing on mathematical and functional literacy. It was found that international exams like PISA and AS/A-Level often include visual organizers that require high-order thinking skills according to Bloom’s taxonomy. Currently, tasks corresponding to this type of international exam are being introduced in schools and universities in Kazakhstan. Therefore, innovative teachers should possess pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which involves using are often accompanied by information graphics as visual organizers and constructive feedback to help students understand and solve tasks in international exams. This research not only examined various visual organizers in summative assessment but also provided constructive feedback to 11th and 12th grade students in biology and computer science. The article also carefully analyzed the analytical reports of international exams.

THE IMPORTANCE AND RELEVANCE OF INTERNATIONAL AND NATIONAL EXAMS, WHICH ARE THE REASON FOR THE DILIGENCE OF OUR YOUTH

The importance and main aspects of international and national exams are reflected in this article. In this article, the role of international and national exams is incomparable in strengthening foreign language skills of our country's youth. Also, in this article, the necessity of international exams is shown in several examples. This article talks about the importance of international exams in the life of students and what opportunities they create for them, which exams are important to show the student's knowledge. The reasons for the increasing importance of IELTS, Cambridge and other prestigious exams among students have also been shown.

Examining the factors affecting students' science success with Bayesian networks

Bayesian Networks (BNs) are probabilistic graphical statistical models that have been widely used in many fields over the last decade. This method, which can also be used for educational data mining (EDM) purposes, is a fairly new method in education literature. This study models students' science success using the BN approach. Science is one of the core areas in the PISA exam. To this end, we used the data set including the most successful 25% and the least successful 25% students from Turkey based on their scores from Program for International Student Assessment (PISA) survey. We also made the feature selection to determine the most effective variables on success. The accuracy value of the BN model created with the variables determined by the feature selection is 86.2%. We classified effective variables on success into three categories; individual, family-related and school-related. Based on the analysis, we found that family-related variables are very effective in science success, and gender is not a discriminant variable in this success. In addition, this is the first study in the literature on the evaluation of complex data made with the BN model. In this respect, it serves as a guide in the evaluation of international exams and in the use of the data obtained.

COMPARATIVE ANALYSIS OF PROBLEM STRUCTURE IN 6TH GRADE MATHEMATICS TEXTBOOKS IN TURKEY AND İRAN

In this study, the relationship between real life and the problems in 6th-grade mathematics textbooks in Turkey and Iran has been examined comparatively. The research analyzed the problems in the textbooks according to the PISA context category. In this study, which was determined as document analysis, one of the qualitative research approaches, the collected data were analyzed by content analysis. As a result of the findings, it was determined that the questions related to daily life in the 6th-grade mathematics textbooks represented in both countries were quantitatively less than the total number of questions. According to the PISA context category of the problems in the Turkish and Iran textbooks, it is seen that the most personal problem and the least scientific and professional problem types are included. It is thought that the problems in the textbooks should be higher to embody mathematics, to enable students to better interpret where and how they should use mathematics in real life and be more successful in international exams. It is suggested that the problems in the textbooks should be associated with real-life situations and more space should be given to scientific and professional categories.

The process of solving skill-based problems about multipliers and multiples by advanced learners in math and gifted students

Globalization has also been reflected in mathematics education, and as a result, international exams, in which Turkey also participate, have become widespread since the 20th century. After participating in international exams in Turkey, it started to make changes in the questions in the exams it held throughout the country. The most striking of these changes is the preparation of skill-based questions that measure metacognitive skills in the High School Entrance System exam. In order to solve such questions effectively, as emphasized in the mathematics curriculum, the problem solving process must be managed well and correctly. In this research, it is aimed to examine the processes of solving skill-based questions about multipliers and multiples. The difficulties experienced by the students in the process of solving skill-based questions and the points they missed were determined. In this study, case study, one of the qualitative research methods, was used. The study group consists of 8 students, 4 of whom are highly successful in mathematics and 4 of whom are gifted, studying in the 8th grade. The Factors and Multiples Achievement Test consisting of 10 open-ended questions was developed in order to measure the students' skills on the subject of multipliers and multiples. While applying the Multipliers and Multiples Achievement Test, we conducted a clinical interview with each student and enabled the students to solve the questions by thinking aloud. We made the descriptive analysis of the obtained data according to the Polya’ problem solving steps. While presenting the findings, we made use of the tables and interpreted them according to each question and step. As a result of the research, we determined that the students who successfully realized the step of understanding the problem were able to perform the other steps and solve the questions correctly. We also found that students who are successful in mathematics try to apply Polya's problem solving steps more and are more successful than gifted students. According to these results, we recommend that students use Polya's problem-solving steps effectively while solving problems and that the research results should be investigated in more detail

A SURVEY ON INTELLIGENT SYSTEMS – ROBOTICS

This paper contains of exact data approximately the robot's approach and machine. As all and sundry is aware of, how artificial intelligence is rising within the marketplace and the marketplace is receiving absolutely reliant on artificial intelligence for duty the multifaceted responsibilities. Robotics is a best well-known department inside the arena of manufacturing and sciences wherein all engineer is taking eager interest to make a robot that may do a sure project and may supply appropriate outcomes for the given undertaking. Every engineer is trying to mark a robot via zero% error that is quite not possible as the technology is growing. We can reflect on consideration on it however still zero% doesn’t unkind that it'll now not have any point of blunders but it means it's going to come up with the precise answer for each question without any doubt. Show its makes use of its specific data how it workings and the way it senses running all is signified in this paper if you want to be sufficient for getting and accurate statistics approximately robotics and devices along side the gadget of robots. Anxiety is mounting that robots and artificial intelligence will replacement many professions. To stay pertinent in this converting occupation panorama, the worker of the future is predictable to be superior, capable of spot activities rework agencies and offer original solutions to encounter international exams. To expand such competences, work included learning (WIL) has appeared as an important method. The decision of this examine is to study the key factors driving invention among WIL pupils. Unlike prior educations which have been particularly qualitative or based totally on one lone photograph, this measureable, longitudinal observe moves student competences before and after contribution in a WIL venture at a commercial enterprise. It then assumes confirmatory trouble evaluation to accomplice pre- and submit-placement competences . Keywords: Innovation, Industry 4.0, Robots, Artificial intelligence, Work integrated learning.

An analysis of main idea questions included in Turkish course exams

This study aims to examine the main idea questions included in Turkish course exams. The study was carried out with a non-intervention research model. The research analyses were carried out on 178 questions which were determined to be the main idea questions among 1,432 questions in 238 exam papers from 138 schools. It was observed that there were no main idea questions in approximately half of the exam papers examined in the study. The main idea questions in the exam papers were asked with 10 different question stems. More than half of the main idea questions examined were open-ended. An expository text type was used in the majority of the main idea questions. Examination of the main idea questions revealed that in most of them, the main idea was explicitly included in the text. Moreover, it was seen that in the texts used for main idea questions, the main idea was mostly included at the end of the text. This situation casts doubt on the extent to which the exams applied in schools are adequate in terms of preparing students for international exams. For this reason, curriculum development studies should be included that will serve to make teachers more competent in increasing the quality and quantity of main idea questions in Turkish exams and to improve students’ ability to find the main idea, scaffolding models should be designed and made familiar to teachers and students.

Perception of Medical Students on Current Medical Education in Bangladesh

Introduction A modernized and relevant medical curriculum is the backbone of an effective medical education. A healthy and efficient medical academic environment is crucial for effective implementation of any medical curriculum. This study was performed with the aims and objectives of determining medical students’ perception of ongoing medical curriculum, teaching and learning methodologies and academic resources. Methodology: A cross sectional descriptive analytical study was conducted with a self-administered questionnaire to determine the perception of medical students about current medical curriculum, teaching-assessment methodology and learning academic environment. A total of n= 268 medical students from 4 different medical colleges participated in the study. The questionnaire consisted of 5 questions. The first two questions (Q1 and Q2) addressed students’ views ongoing medical curriculum and each were Likert type on a 1 to 5 scale (from strongly disagree to strongly agree). There were 6 items under Q1 and 4 items under Q2. Views were recorded on Likert scale ranging from 1 to 5 (No idea to strongly agreed). The third question was on preference for duration of lecture class. The last two questions (Q4 and Q5) were multiple- response-test-based questions for determining the preferred responses on factors affecting medical exam results/scores and medical curriculum contents. Results: The majority of the students for the Q1, poorly rated the first item labeled as,” your own college standard is at par with international standard” with a mean ±SD of 2.9±.97 and the third item as,” Current teaching practices is sufficient to prepare for international exams (USMLE, PLAB)” with a mean ±SD of 2.7±0.83. Most of the students under Q2 predominantly chose the statement “agree” or “disagree” and the item score mean ±SD is ≥ 4.5±0.5 for each of the four items. Regarding major preference of lecture duration, 126 (47.0%) opined for 45 minutes followed by 107 (39.9%) for 60 minutes and 35(13.1%) for 30 minutes lecture. For Q4, the multiple response test, the majority of the responses (31.4%) was for betterment of lectures and for more practical classes (30.3%). To the Q5 multiple response test, the majority of responses (18.3%) was for increased motivation, 16.3% for provision of well-equipped library and laboratories as well as 16.1% for increased hands-on-skill training. There was also statistically significant difference between the public and private medical colleges on opinion regarding the factors, “decreased student teacher ratio” (31.7% vs 18.7%) with a χ 2 = 10.08, d =1 and p=0.001& for factor, “research training in curriculum” (29.5% vs 19.8%) with χ 2 =4.40, df=1 and p=0.03. Conclusion: This study has elicited the perception of medical students on various issues related to curriculum, and academic environment and resources and methods reflecting the areas that needs to be addressed for improvement. It is imperative that every country focus on building and implementing curriculum and exam system that amplifies professional competence and social values, expands setting for efficacious and sustainable medical education programs, trains the medical teachers as educators and encourages life-long self-learning practices. Bangladesh Journal of Medical Education Vol.13(2) July 2022: 13-25

Features of foreign competency formation when preparing for international language exams at the School of Foreign Languages

The article is devoted to the study of the structure of international language exams on example of the PEIC (PTE) test by “Pearson plc” which can be taken at the International Language Certification Centre of V. N. Karazin Kharkiv National University. Special attention is paid to the necessity to make appropriate changes to the current Educational Curriculum of English as the major for students of the pedagogical (philological) and translation studies departments. The methodological basis of the study includes general scientific methods, special attention is paid to the case method, because the authors have experience in organizing, compiling and training for international language exams. This paper aims at presenting a range of tasks of PEIC (PTE) and guidelines for adjusting the current Educational Curriculum as well as the process of potential implementation into the framework of the Educational Curriculum exercises that can condition success in passing international exams. The object matters of the research are peculiar tasks of the international language exam PEIC (PTE) as well as exercises from the textbooks of the School of Foreign Languages which make up the body of empirical material comprising 104 units. The subject matter of analysis was the character of these exercises. The topicality of the work is accounted for by lack of comprehensive scientific research in this area in Ukraine as it is intensified by the significant interest of senior students in obtaining an international certificate. The study found that the PEIC (PTE) exam has two main structural elements: written and oral ones. Thus, their integration into the current Educational Curriculum is proposed in this study by offering some adjustments to the aspects of "Oral Practice" and "Analytical Reading" while teaching at the School.

Conceptual Metaphors: an Insight into Teachers’ and Students’ EFL Learning Beliefs

Teachers and students hold their own language learning beliefs about English as a Foreign Language (EFL). In the classroom, students’ and teachers’ beliefs interact, which might result in either tension or opportunities for change. Considering that it might be difficult to evoke some of the participants’ beliefs, this study opted to analyze conceptual metaphors as an indirect way to elicit them. Metaphors are part of our thoughts and actions and, sometimes, they are the only way of organizing and expressing our experiences coherently (Lakoff & Johnson, 2003). This study analyzed, through metaphor analysis, how students’ beliefs about learning EFL relate to the teacher’s selection and use of language learning strategies (LLS) in the classroom. The study occurred at an English Institute in Montevideo, Uruguay, between October and November 2018. The methodology of this multiple case study was qualitative. The participants were three EFL teachers and four groups of students ranging from basic to advanced level. Students were asked to respond to the following prompt with a metaphor: “For me, learning English as a foreign language is (like)… because…”. Then they wrote a letter advising a future EFL student. Teachers answered a structured interview in which they provided a metaphor describing the work with their groups. The most heterogeneous group in terms of age was selected for a follow-up structured interview. Results indicate that metaphors not only shed light upon how students perceive their learning process, but also encourage reflection. The study also found that several factors influence teachers’ selection of language learning strategies, including the role of international exams. We can conclude that visible interactions that happen in class are like the tip of an iceberg - beliefs lie hidden from view.

Omani EFL Learners` Vocabulary Learning Strategies

The knowledge of vocabulary can be considered the main factor of understanding the context in learning a foreign or second language process. This can be seen clearly in international exams such as TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing Sysytem). This research aims to analyze the vocabulary learning strategies of 42 Omani EFL learners and measure the effect of gender in strategy selection among them. To collect the information, a questionnaire regarding VLS (Vocabulary Learning Strategy) was distributed among college EFL learners, and the paper results revealed insignificant relation between gender with vocabulary learning strategies. Determination strategies, among all other strategies, received the highest ranking among the users, while social strategies were at the bottom of the list. Omani colleges and universities are using English as the medium of instruction, so the current study can help the syllabus designers and teachers deal with the psycholinguistic level of books, materials, teaching methods, and strategies appropriately. To gain a more comprehensive map of learning strategies all over Oman, it can be suggested that a network of researchers try to distribute the questionnaire among all Omani EFL learners through some random sampling, and results can be beneficial for future analysis of the psycholinguistics map of the education in Oman.

The Role of Using Brainstorming Strategy in Increasing The Performance of Students Among The International Exams From School Principals Perspective In Ajloun Directorate: دور استراتيجية العصف الذهني في رفع مستوى أداء الطلبة في الاختبارات الدولية من وجهة نظر مديري المدارس الحكومية في محافظة عجلون

This study aimed to identify The role of using brainstorming strategy in increasing students' performance among the international exams from school principals perspective in Ajloun directorate. To achieve the objectives of the study, the researcher used the descriptive quantitative analytical approach, the sample of study consisted from (95) female and male school principals, and a questionnaire for data collection; it consisted of (23) statements divided to 3 sector (Math, Scince, Reading). The results indicated that the role of using brainstorming strategy in increasing students' performance among the international exams from school principals perspective in Ajloun directorate was High with average (4.01) , and there were no statistical significant differences at (α ≤ 0.05) in the variable of sex, and principal qualification.

From PISA and TIMSS to YKS: Comparing International and National Exams within Educational Policy Context

This paper aims to compare the results of international and national exams within educational policy context. As international exams, PISA tests and TIMSS exams were seletected to compare a national exam in Turkey. To the Turkish example of exams, Higher Education Institutions (YKS) was included in the comparison. Observing the age cohorts of exam participants, around 14 years old in PISA and TIMSS and roughly 18 years old in YKS, PISA and TIMSS score were compared with the scores of YKS exam in four years later. This comparison shows a highly divergent picture between international and national exam cases for Turkish participants. In general, while the students’ scores show an increase in international exams, their scores decreased in a national (YKS) exam. This result clearly shows the incompatibility between the structure of international and national exams. While PISA and TIMSS are mostly named “well-constructed tools” to measure higher level cognitive skills of students, one can say that YKS has a relatively classical structure. This sort of classical evaluation may indirectly influence the composition of whole education policy structure in Turkey, from in-class activeness of students to their main focus to learn (or memorise) basic knowledge, rather than generating their own knowledge. In this regard, it can be a good action to revise the entire education system starting from educational philosophy, educational goals/aims, student activities, and assessment tools to support students self-learning performance. It will be also important to design teacher education system to train next generation teachers who embrace “constructivist learning” approach.

FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT

Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.

Proposal for Need Analysis in an Exam Preparation Course: A Descriptive Study

Need analysis is an essential element in the process of designing any language course as it seeks to cater for what learners need in their lessons. This study proposes a framework to analyse learners’ needs for exam preparation courses. The proposed framework adopts the works of Macalister, Nation, and Brindley to address different linguistic and non-linguistic needs. To the best of the researcher’s knowledge, no framework has ever been provided for teachers to carry out need analysis in the context of preparing for international exams. In this study, therefore, the framework was applied to find learners’ needs in an exam preparation course for an A2 English level international exam. The participants were 10 learners aged 10-12 enrolled on a course in a private language centre. The data were collected through a combination of quantitative and qualitative tools, that is to say, by questionnaires, tests, and classroom observations. Results revealed that the framework herein proposed gives a detailed understanding of the learners’ needs prior to the course showing that learners from this study have difficulties in the skills of reading, writing, and listening. Findings also revealed learners’ preference for a variety of classroom activities, online games, and art-crafts. 

The Effect of Realistic Mathematics Education on Fourth Graders’ Problem Posing/Problemsolving Skills and Academic Achievement

This study investigated the effect of the Realistic Mathematics Education (RME) approach on fourth-grade students’ achievement and problem posing and problem-solving skills based on four basic operations. “Academic Achievement Test towards Four Basic Operations” was administered to a total of 70 students. Case study model was used in the qualitative part of the research designed with a mixed model, and the obtained data were analyzed by content analysis. The quantitative part of the study was carried out using a quasi-experimental pretest-posttest design with the control group. After the 17-week experimental process, a significant difference was found in experimental group students’ academic achievements and problem posing and problem-solving skills using four basic operations. Students who received instruction based on the RME approach comprehended the problem statements better, created more meaningful problems and developed their ability to select the appropriate data and the operation. Extending the classroom use of the RME approach will effectively improve students' problem posing and solving skills and increase student achievement in international exams.