With the development of vehicle networks and the construction of roadside units,Vehicular Ad Hoc Networks(VANETs)are increasingly promoting cooperative computing patterns among vehicles.Vehicular edge computing(VEC)of...With the development of vehicle networks and the construction of roadside units,Vehicular Ad Hoc Networks(VANETs)are increasingly promoting cooperative computing patterns among vehicles.Vehicular edge computing(VEC)offers an effective solution to mitigate resource constraints by enabling task offloading to edge cloud infrastructure,thereby reducing the computational burden on connected vehicles.However,this sharing-based and distributed computing paradigm necessitates ensuring the credibility and reliability of various computation nodes.Existing vehicular edge computing platforms have not adequately considered themisbehavior of vehicles.We propose a practical task offloading algorithm based on reputation assessment to address the task offloading problem in vehicular edge computing under an unreliable environment.This approach integrates deep reinforcement learning and reputation management to address task offloading challenges.Simulation experiments conducted using Veins demonstrate the feasibility and effectiveness of the proposed method.展开更多
This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), ...This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.展开更多
If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it ...If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.展开更多
Authenticity is an important issue in language testing. Business English （BE） assessment should focus more on authenticity in order to reflect the characteristics and changing teaching methods of BE. This paper expl...Authenticity is an important issue in language testing. Business English （BE） assessment should focus more on authenticity in order to reflect the characteristics and changing teaching methods of BE. This paper explores the idea of authenticity and uses real examples to show how to set criteria, and how to design authentic tasks to achieve authentic BE assessment.展开更多
We developed a Virtual Shopping Test with three different task levels for assessment of daily cognitive function using virtual reality technology. The objective of present study was to investigate the difference on ta...We developed a Virtual Shopping Test with three different task levels for assessment of daily cognitive function using virtual reality technology. The objective of present study was to investigate the difference on task performance, brain activation and subjective assessment in relation to the difficulty levels of the tasks. Subjects were asked to buy specific 2 items in Task 1, 4 items in Task 2, and 6 items in Task 3 at a virtual mall. The tasks and questionnaires were conducted on 10 convalescent brain-damaged patients and 6 healthy young adults. Hemodynamic changes in the prefrontal cortex (PFC) during activation due to the tasks were examined using functional near-infrared spectroscopy. As the result, the mean total time was significantly longer for the patients than for healthy subjects. PFC showed a greater response for related Task 2 than Task 1 in shopping and moving phase in patient group. The patients evaluated Tasks 1 and 2 are more difficult and bring more psychological load than healthy adults subjectively. That is, although the healthy adults did not show large difference in their task performances as well as PFC responses, they can evaluate the differences between three task levels, subjectively, while which could not be for the patients means that patients could not distinguish the difference of the tasks, subjectively. The results suggest that 4-item shopping task might be enough difficulty level that causes brain activation for the brain-damaged patients.展开更多
The research examines a new accreditation test system of English Test for International Communication(ETIC)launched in 2016 and developed by China Language Assessment(a professional testing service established by Beij...The research examines a new accreditation test system of English Test for International Communication(ETIC)launched in 2016 and developed by China Language Assessment(a professional testing service established by Beijing Foreign Studies Uni⁃versity).The analysis and discussion is conducted through an example procedure of such assessment performance on ETIC.The rel⁃evant review aims to sort out the theoretical framework and main characteristic of the system,address the consequence and decision elicited from the assessment,and conclude the contribution of ETIC as a task-ability assessment to the use of language.It shows the interpretation of ETIC is generalizable and relevant to make the decision for test users.Such test system of ETIC is accountable to the stakeholders for the intended use.The research also puts forward the direction of the language assessment in China.展开更多
基金supported by the Open Foundation of Henan Key Laboratory of Cyberspace Situation Awareness(No.HNTS2022020)the Science and Technology Research Program of Henan Province of China(232102210134,182102210130)Key Research Projects of Henan Provincial Universities(25B520005).
文摘With the development of vehicle networks and the construction of roadside units,Vehicular Ad Hoc Networks(VANETs)are increasingly promoting cooperative computing patterns among vehicles.Vehicular edge computing(VEC)offers an effective solution to mitigate resource constraints by enabling task offloading to edge cloud infrastructure,thereby reducing the computational burden on connected vehicles.However,this sharing-based and distributed computing paradigm necessitates ensuring the credibility and reliability of various computation nodes.Existing vehicular edge computing platforms have not adequately considered themisbehavior of vehicles.We propose a practical task offloading algorithm based on reputation assessment to address the task offloading problem in vehicular edge computing under an unreliable environment.This approach integrates deep reinforcement learning and reputation management to address task offloading challenges.Simulation experiments conducted using Veins demonstrate the feasibility and effectiveness of the proposed method.
文摘This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
文摘If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.
文摘Authenticity is an important issue in language testing. Business English （BE） assessment should focus more on authenticity in order to reflect the characteristics and changing teaching methods of BE. This paper explores the idea of authenticity and uses real examples to show how to set criteria, and how to design authentic tasks to achieve authentic BE assessment.
文摘We developed a Virtual Shopping Test with three different task levels for assessment of daily cognitive function using virtual reality technology. The objective of present study was to investigate the difference on task performance, brain activation and subjective assessment in relation to the difficulty levels of the tasks. Subjects were asked to buy specific 2 items in Task 1, 4 items in Task 2, and 6 items in Task 3 at a virtual mall. The tasks and questionnaires were conducted on 10 convalescent brain-damaged patients and 6 healthy young adults. Hemodynamic changes in the prefrontal cortex (PFC) during activation due to the tasks were examined using functional near-infrared spectroscopy. As the result, the mean total time was significantly longer for the patients than for healthy subjects. PFC showed a greater response for related Task 2 than Task 1 in shopping and moving phase in patient group. The patients evaluated Tasks 1 and 2 are more difficult and bring more psychological load than healthy adults subjectively. That is, although the healthy adults did not show large difference in their task performances as well as PFC responses, they can evaluate the differences between three task levels, subjectively, while which could not be for the patients means that patients could not distinguish the difference of the tasks, subjectively. The results suggest that 4-item shopping task might be enough difficulty level that causes brain activation for the brain-damaged patients.
文摘The research examines a new accreditation test system of English Test for International Communication(ETIC)launched in 2016 and developed by China Language Assessment(a professional testing service established by Beijing Foreign Studies Uni⁃versity).The analysis and discussion is conducted through an example procedure of such assessment performance on ETIC.The rel⁃evant review aims to sort out the theoretical framework and main characteristic of the system,address the consequence and decision elicited from the assessment,and conclude the contribution of ETIC as a task-ability assessment to the use of language.It shows the interpretation of ETIC is generalizable and relevant to make the decision for test users.Such test system of ETIC is accountable to the stakeholders for the intended use.The research also puts forward the direction of the language assessment in China.
