Questões de Concurso Sobre tag questions em inglês

INSTRUCTIONS – Read the following text carefully and then choose the correct alternatives that answer the questions.

THE SADDEST TWEETERS LIVE IN TEXAS

Melody Kramer for National Geographic - Published May 29, 2013

Researchers analyzed ten million tweets to map happiness in the U.S.

Average word happiness for geotagged tweets in U.S. states collected in 2011. Redder states have higher averages and bluer states have lower averages.

Image courtesy Mitchell et al, PLoS ONE

The town of Beaumont is known as "Texas … with a little something extra." But the industrial town along the Gulf Coast now has a more dubious distinction: It's been named the saddest city in America—at least, if you're measuring sadness on Twitter.

That's according to a group of researchers at the Vermont Complex Systems Center, who analyzed over 80 million words from more than ten million geotagged tweets written throughout 2011. The results of their study, published Wednesday in the journal PLoS ONE, showed that the happiest tweeters in the U.S. live in Napa, California, and their sad counterparts live mostly in the Rust Belt and along the Gulf Coast border.

"You can infer a lot of information about an area based on what people are writing on Twitter," says Christopher Danforth, a mathematician and a co-author of the study.

Danforth explains how his team measured the emotional state of a tweet: They created a simple computer algorithm to analyze the words within the tweets themselves. Each word was measured on a happiness scale, which his team had previously created using paid workers from Amazon's Mechanical Turk service. The workers were asked to score more than 10,000 common English words on a happiness scale from 1 to 9. Words like "laughter," "love," "rainbow," and "smile" made the top of the list; at the very bottom—unsurprisingly—were words like "terrorist," "ugly," "cancer," "die," and "fatal."

A GEOGRAPHY OF HAPPINESS

Using that list, researchers then collected tweets from more than 300 separate cities and towns across the United States and created an algorithm to assess how frequently "happy" words occurred vs. how frequently "sad" words occurred in different places. For example, people in Napa were much more likely to tweet the word "hope" than were their counterparts living along the Gulf Coast.

"The differences in the words people used told us a lot about the cities themselves," says Lewis Mitchell, a mathematician and the study's lead author. "Essentially we were able to create a geography of happiness."

Many of the places at the very top of the list— Hawaii, Maine, and Napa—are also top vacation spots. A previous study by the same researchers indicated that people tend to use less-negative words when they're far away from home. But other places near the top of the list—like Green Bay, Wisconsin, and Spokane, Washington—aren't really tourist destinations.

The researchers say they plan to look at tourism's role in a future study. They also plan to analyze tweets in other languages. The current study looks only at tweets written in English, which could skew data in parts of the United States where many people tweet in Spanish.

In addition, the researchers plan to look at profanity more closely. Their current findings suggest that one of the major driving forces in a city's happiness—or lack thereof—is how frequently people use curse words in their tweets.

"People curse more and more as the day goes on," says Danforth, "but there are definitely places where profanity is more common. In the South, more people are cursing on Twitter. It's a tapestry of negative words."

TRENDING SADDER

He notes that many of the cities close to the bottom of their happiness list also rank low on other lists that measure factors like health outcomes and quality of life.

"The people at the bottom of our list live in states that are more socioeconomically depressed and where more natural disasters occur," he says."There are higher rates of poverty, and the median incomes are lower."

This might explain why places like Beaumont and Shreveport, Louisiana, have sadder tweets. But it doesn't explain one surprising finding: Tweets across the country are getting sadder, in general.

"If you go through all of the demographics since 2008, it's getting sadder everywhere," says Mitchell. "There's a strong downward trend. We don't know why this is."

He recently made a Twitter account— @geographyofhapp—that tracks the happiest and saddest cities on Twitter on a daily basis. But his own personal Twitter account—@dr_pyser— remains cheerfully optimistic.

"I try to be more conscious of what I'm talking about online and the way I talk about it," says Mitchell. "I try to put my best self out there."

http://news.nationalgeographic.com/news/2013/05/130529-saddest-happieststates-twitter-texas-maine-hawaii-california/y

What is Validity?
by Evelina Galaczi
July 17th, 2020

The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.

Validity has different elements, which we are now going to look at in turn.

Test Purpose – Why am I testing?

We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.

The purpose of the test determines the type of test you're going to produce, which in turn affects the kinds of tasks you're going to choose, the number of test items, the length of the test, and so on. For example, a test certifying that doctors can practise in an English-speaking country would be different from a placement test which aims to place those doctors into language courses.

Test Takers – Who am I testing?

It’s also vital to keep in mind who is taking your test. Is it primary school children or teenagers or adults? Or is it airline pilots or doctors or engineers? This is an important question because the test has to be appropriate for the test takers it is aimed for. If your test takers are primary school children, for instance, you might want to give them more interactive tasks or games to test their language ability. If you are testing listening skills, for example, you might want to use role plays for doctors, but lectures or monologues with university students.

Test Construct – What am I testing?

Another key point is to consider what you want to test. Before designing a test, you need to identify the ability or skill that the test is designed to measure – in technical terms, the ‘test construct’. Some examples of constructs are: intelligence, personality, anxiety, English language ability, pronunciation. To take language assessment as an example, the test construct could be communicative language ability, or speaking ability, or perhaps even a construct as specific as pronunciation. The challenge is to define the construct and find ways to elicit it and measure it; for example, if we are testing the construct of fluency, we might consider features such as rate of speech, number of pauses/ hesitations and the extent to which any pauses/hesitations cause strain for a listener.

Test Tasks – How am I testing?

Once you’ve defined what you want to test, you need to decide how you’re going to test it. The focus here is on selecting the right test tasks for the ability (i.e. construct) you're interested in testing. All task types have advantages and limitations and so it’s important to use a range of tasks in order to minimize their individual limitations and optimize the measurement of the ability you’re interested in. The tasks in a test are like a menu of options that are available to choose from, and you must be sure to choose the right task or the right range of tasks for the ability you're trying to measure. 

Test Reliability - How am I scoring?

Next it’s important to consider how to score your test. A test needs to be reliable and to produce accurate scores. So, you’ll need to make sure that the scores from a test reflect a learner's actual ability. In deciding how to score a test, you’ll need to consider whether the answers are going to be scored as correct or incorrect (this might be the case for multiple–choice tasks, for example) or whether you might use a range of marks and give partial credit, as for example, in reading or listening comprehension questions. In speaking and writing, you’ll also have to decide what criteria to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure that the teachers involved in speaking or writing assessment have received some training, so that they are marking to (more or less) the same standard.

Test Impact - How will my test help learners?

The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.

Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em: 15 dez. 2023.