E-testing in the Czech Military

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG38__%2F15%3A00531974" target="_blank" >RIV/60162694:G38__/15:00531974 - isvavai.cz</a>

Výsledek na webu

<a href="http://vavtest.unob.cz/registr" target="_blank" >http://vavtest.unob.cz/registr</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

E-testing in the Czech Military

Popis výsledku v původním jazyce

The democratization process in Central Europe in the early nineties of the last century brought about profound changes that also extended to language teaching and testing in the Czech military. The implementation of NATO STANAG 6001 examinations meant a breakthrough in language testing and, subsequently, it resulted in positive washback effect on teaching. The advent of e-learning and its massive implementation into teaching languages led to blended learning and gradually to e-testing. In the military, several types of tests are required – placement tests, achievement tests, as well as high-stakes proficiency tests. Since the testing by the above mentioned types of tests can be considered as large-scale assessment, e-testing came into play as an instrument making tests more time- and cost-effective. Both supervised and unsupervised (proctored and unproctored) e-testing has been applied in the language teaching and testing system in the military. This article will provide insight into the implementation of e-testing and present the conclusions of a study comparing the results of supervised and unsupervised e-tests, using both quantitative and qualitative approaches. Further development of e-testing will be suggested, highlighting its possible advantages and disadvantages.

Název v anglickém jazyce

E-testing in the Czech Military

Popis výsledku anglicky

The democratization process in Central Europe in the early nineties of the last century brought about profound changes that also extended to language teaching and testing in the Czech military. The implementation of NATO STANAG 6001 examinations meant a breakthrough in language testing and, subsequently, it resulted in positive washback effect on teaching. The advent of e-learning and its massive implementation into teaching languages led to blended learning and gradually to e-testing. In the military, several types of tests are required – placement tests, achievement tests, as well as high-stakes proficiency tests. Since the testing by the above mentioned types of tests can be considered as large-scale assessment, e-testing came into play as an instrument making tests more time- and cost-effective. Both supervised and unsupervised (proctored and unproctored) e-testing has been applied in the language teaching and testing system in the military. This article will provide insight into the implementation of e-testing and present the conclusions of a study comparing the results of supervised and unsupervised e-tests, using both quantitative and qualitative approaches. Further development of e-testing will be suggested, highlighting its possible advantages and disadvantages.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

14th European Conference on e-Learning. Hertfordshire, UK: University of Hertfordshire Hatfield, UK, 2015

ISBN

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ISSN

2048-8637

e-ISSN

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Počet stran výsledku

5

Strana od-do

554-558

Název nakladatele

Academic Conferences and Publishing International Limited, Reading, UK

Místo vydání

University of Hertfordshire, Hatfield, UK

Místo konání akce

Hertfordshire, Hatfield, UK

Datum konání akce

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Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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