مطالب

In this chapter I review principles and practical aspects of language assessment in foreign language (FL) learning, more specifically with a focus on Computer-Assisted Language Learning (CALL) and other contexts in which computers are used as a means for distance learning and for language assessment (Computer-Aided Assessment - CAA). Assessment constitutes an essential dimension of learning experiences and it is an aspect of most formal processes of language teaching and learning. Language assessment may involve language testing, as well as other procedures and instruments such as observations, performance tasks, portfolios and self-evaluation, and by combining information from various sources of assessment one is able to obtain more valid and reliable results. I draw on the literature on CALL and on language assessment, and on data collected within the scope of the Teletandem Brazil Project: foreign languages for all (henceforth TBP), to support my position on principles that may or may not characterize language assessment in the context of teletandem interactions. CAA is defined as any type of activity in which computers are used to support a process of assessment apart from and beyond their simple function to store and transmit information. CAA helps faster assessment, increases the quality and quantity of information detected, and maximizes the provision of feedback about language assessment processes. In the TBP project, undergraduate students from a Brazilian university interacted with students from universities abroad, by means of computer programmes for synchronous communication, microphones and webcams. Besides the claims about CALL from the literature, I make reference to teletandem interactions in both EFL and Portuguese as a foreign language, considering occasions in which teletandem agents evaluate each other linguistic performances. I also analyse a questionnaire for evaluation in teletandem, which does not focus on language assessment but rather on the experience of interacting in the teletandem context and on the tools used for communication. No clear distinctions were found to exist between CAA and more traditional procedures for language assessment. Principles for CAA seem to combine traditional bases for language assessment and testing with a number of pedagogical principles that underpin distance learning.

Background: Exposure to high altitude causes significant stress in the functioning of cardiovascular and respiratory systems.Aim: The aim of this study was to investigate the changes in systolic and diastolic blood pressure (BP), heart rate (HR) and pulmonary volumes during the classic ascent of Damavand 5671 m peak.Materials and Methods: 14 healthy male climbers (age = 23.85±5.93 years, height = 175.5±5.91 cm, weight =71.35±8.20 kg) participated voluntarily in this study. BP, HR and lung volumes were measured in basic (2000 M), BC (3100 m) the first day, C1 (3650 m) the first day, BC (3100 m) the second day after the one-night stopover, C1 (3650 m) the second day, C2 (4100 m) the second day, C2 (4100 M) third day after the one-night stopover, C3 (5000 m) and, peak (5671 m). Data were compared by repeated measures test at the significant level of P≤0.05 and Bonferroni post hoc test.Results: The results of repeated measures analysis were significant for HR, systolic BP, diastolic BP and MVV (P<0.05), but not significant for FVC and FEV1 (P≥0.05). BP was high in the base camp and the first camp and gradually decreased. HR continued to increase significantly with increasing altitude. MVV increased with increasing altitude and is reduced after the one-night stopover in each height.Conclusion: It can be concluded that climbing with classic method increased the HR and decreased systolic and diastolic BP of climbers. It was able to induce adaptation in lung volumes of climbers.