TIL KO‘NIKMALARINI BAHOLASHDA ZAMONAVIY TEXNOLOGIYALAR VA SUN’IY INTELLEKT: IMKONIYATLAR, MUAMMOLAR VA PEDAGOGIK OQIBATLAR
;
https://doi.org/10.5281/zenodo.20490123;
SI baholash, til ko‘nikmalarini baholash, avtomatlashtirilgan til baholash, TTQIshlash, adaptiv testlash, kommunikativ kompetentlik.Abstrak
Ushbu maqolada sun’iy intellekt (SI) texnologiyalari va raqamli baholash platformalarining til ko‘nikmalarini baholashdagi o‘rni ko‘rib chiqiladi. Xususan, SI asosidagi vositalar yordamida o‘qish, yozish, tinglash va gapirish ko‘nikmalarini baholash masalalari tahlil qilinadi. So‘nggi empirik tadqiqotlar, nazariy asoslar va amaliy tajribalarni umumlashtirish asosida avtomatlashtirilgan til baholash tizimlari (ATBT), tabiiy tilni qayta ishlash (TTQIshlash) vositalari va adaptiv test muhitlarining afzalliklari hamda cheklovlari o‘rganiladi. Tadqiqot natijalari shuni ko‘rsatadiki, SI asosidagi baholash keng ko‘lamlilik, obyektivlik, izchillik va darhol fikr-mulohaza berish jihatidan muhim afzalliklarga ega. Biroq konstrukt validligi, algoritmik tarafkashlik va inson baholash o‘lchovining yo‘qolishi bilan bog‘liq muammolar ham mavjud. Maqola texnologik samaradorlikni pedagogik muhokama bilan uyg‘unlashtiruvchi gibrid baholash modelini taklif etib yakunlanadi.Iqtiboslar
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford University Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Cardwell, P., Kim, H., & Runge, A. (2022). Validity of the Duolingo English Test as an admissions criterion. Language Testing, 39(2), 213–238.
Chapelle, C. A., & Voss, E. (2022). Automated writing evaluation in instructed language learning: Theory, research, and practice. Language Learning & Technology, 26(1), 1–20.
Hussein, M. A., Hassan, H., & Nassef, M. (2020). Automated language essay scoring systems: A literature review. PeerJ Computer Science, 5, e208.
Koenecke, A., Nam, A., Lake, E., et al. (2020). Racial disparities in automated speech recognition. Proceedings of the National Academy of Sciences, 117(14), 7684–7689.
Li, J., & Link, S. (2023). AI writing feedback tools and EFL learner writing development: A longitudinal study. TESOL Quarterly, 57(1), 88–115.
McNamara, T. (2021). Language testing: The social dimension. International Journal of Applied Linguistics, 31(2), 1–13.
Ranalli, J. (2021). Automated written corrective feedback: How well can students make use of it? ELT Journal, 75(1), 52–61.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Weiss, D. J., & Kingsbury, G. G. (2022). Application of computerized adaptive testing to educational problems. Journal of Educational Measurement, 25(4), 361–375.
Winke, P., & Lim, H. (2021). Computer-based and AI-enhanced oral language assessment: A review. Language Assessment Quarterly, 18(3), 272–290.
##submission.downloads##
Nashr qilingan
Nashr
Bo'lim
Litsenziya
##submission.copyrightStatement##
##submission.license.cc.by4.footer##Iqtibos keltirish tartibi
