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Research has shown that automated scoring can give more reliable and objective results than human examiners when evaluating a person¡¯s mastery of English. This is because an automated scoring system is impartial, unlike humans, who can be influenced by irrelevant factors such as a test taker¡¯s appearance or body language. Additionally, automated scoring treats regional accents equally, unlike human examiners who may favor accents they are more familiar with. Automated scoring also allows individual features of a spoken or written test question response to be analyzed independent of one another, so that a weakness in one area of language does not affect the scoring of other areas.

was created in response to the demand for a more accurate, objective, secure and relevant test of English. Our automated scoring system is a central feature of the test, and vital to ensuring the delivery of accurate, objective and relevant results ¨C no matter who the test-taker is or where the test is taken.

Development and validation of the scoring system to ensure accuracy

PTE Academic¡¯s automated scoring system was developed after extensive research and field testing. A prototype test was developed and administered to a sample of more than 10,000 test takers from 158 different countries, speaking 126 different native languages. This data was collected and used to train the automated scoring engines for both the written and spoken PTE Academic items.

To do this, multiple trained human markers assess each answer. Those results are used as the training material for machine learning algorithms, similar to those used by systems like Google Search or Apple¡¯s Siri. The model makes initial guesses as to the scores each response should get, then consults the actual scores to see well how it did, adjusts itself in a few directions, then goes through the training set over and over again, adjusting and improving until it arrives at a maximally correct solution ¨C a solution that ideally gets very close to predicting the set of human ratings.

Once trained up and performing at a high level, this model is used as a marking algorithm, able to score new responses just like human markers would. Correlations between scores given by this system and trained human markers are quite high. The standard error of measurement between ÃÛÌÒapp¡¯s system and a human rater is less than that between one human rater and another ¨C in other words, the machine scores are more accurate than those given by a pair of human raters, because much of the bias and unreliability has been squeezed out of them. In general, you can think of a machine scoring system as one that takes the best stuff out of human ratings, then acts like an idealized human marker.

ÃÛÌÒapp conducts scoring validation studies to ensure that the machine scores are consistently comparable to ratings given by skilled human raters. Here, a new set of test-taker responses (never seen by the machine) are scored by both human raters and by the automated scoring system. Research has demonstrated that the automated scoring technology underlying PTE Academic produces scores comparable to those obtained from careful human experts. This means that the automated system ¡°acts¡± like a human rater when assessing test takers¡¯ language skills, but does so with a machine's precision, consistency and objectivity.

Scoring speaking responses with ÃÛÌÒapp¡¯s Ordinate technology

The spoken portion of PTE Academic is automatically scored using ÃÛÌÒapp¡¯s Ordinate technology. Ordinate technology results from years of research in speech recognition, statistical modeling, linguistics and testing theory. The technology uses a proprietary speech processing system that is specifically designed to analyze and automatically score speech from fluent and second-language English speakers. The Ordinate scoring system collects hundreds of pieces of information from the test takers¡¯ spoken responses in addition to just the words, such as pace, timing and rhythm, as well as the power of their voice, emphasis, intonation and accuracy of pronunciation. It is trained to recognize even somewhat mispronounced words, and quickly evaluates the content, relevance and coherence of the response. In particular, the meaning of the spoken response is evaluated, making it possible for these models to assess whether or not what was said deserves a high score.

Scoring writing responses with Intelligent Essay Assessor? (IEA)

The written portion of PTE Academic is scored using the Intelligent Essay Assessor? (IEA), an automated scoring tool powered by ÃÛÌÒapp¡¯s state-of-the-art Knowledge Analysis Technologies? (KAT) engine. Based on more than 20 years of research and development, the KAT engine automatically evaluates the meaning of text, such as an essay written by a student in response to a particular prompt. The KAT engine evaluates writing as accurately as skilled human raters using a proprietary application of the mathematical approach known as Latent Semantic Analysis (LSA). LSA evaluates the meaning of language by analyzing large bodies of relevant text and their meanings. Therefore, using LSA, the KAT engine can understand the meaning of text much like a human.

What aspects of English does PTE Academic assess?

Teaching beginners can be daunting, especially when it¡¯s a monolingual group and you know nothing of their language, or it¡¯s a multilingual group and the only common language is the English you¡¯ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, but it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.

1. Keep instructions clear and simple

When addressing a class of students, especially ones you¡¯ve just met, it can be tempting to explain activities in your politest language. After all, no one likes to be rude. However, a student who has only a few words of English, if any at all, won¡¯t appreciate the courtesy of (or even understand), ¡°OK, so now what I¡¯d like you all to do, if you don¡¯t mind, is just to stand up for a moment and come to the front of the class. Oh, and please bring your book with you. Could we all do that?¡±

Instead, make instructions crystal clear by using as few words as necessary, gesturing whenever possible, and breaking down a series of instructions into smaller units. If you want to be polite, ¡°±è±ô±ð²¹²õ±ð¡± and ¡°thank you¡± will do. ¡°Everybody ¨C take your book, please. Stand up. Now, come here, please. Thank you.¡±

2. Let them listen first

Your students will likely want to start practicing speaking from the get-go. However, it takes a while for one¡¯s ear to acclimatize to the sounds of a new language, and not everyone will be so keen; don¡¯t pressure students into speaking before they¡¯ve had lots of opportunity to listen to you using it (which doesn¡¯t mean you should just be rambling on at the front of the classroom ¨C with beginners more so than with other levels, you really have to consider what you say and grade your language accordingly).

3. Drill, repeat, drill, repeat, drill¡­

Beginners need lots of repetition and drilling, especially as they get to grips with the sounds of their new language. It might seem boring to go over the same sentences again and again, but it is necessary. When practicing a new sentence, try back-drilling, breaking the sentence down into manageable units and then building it back up, working backwards from the end to the beginning; this helps ensure that your intonation is natural and that you get elements of connected speech right. For example, break down ¡°Would you like a cup of tea?¡± as follows:

tea > cup of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?

4. Establish classroom language early on

Classroom language ¨C Can you speak more slowly? What do we have to do? I don¡¯t understand. What does¡­ mean? How do you say¡­ in English? ¨C is usually associated with , but it also helps with adult beginners. No matter how friendly and relaxed you make your classroom atmosphere, can still be daunting, especially when you feel you¡¯re not entirely following what¡¯s going on, or that you might be called on to say something that you don¡¯t feel ready to say. It¡¯s much better to equip students early on with classroom language that will help them navigate the lesson smoothly.

5. Avoid metalanguage

There¡¯s no point in students knowing the terms past simple, irregular verb or adverb of frequency if they can¡¯t use the actual structures or words they refer to. Don¡¯t tell them how to say something: show them. Give as much context as you can (visual prompts work well).

Furthermore, make sure you check they have understood by asking questions that test their comprehension ¨C never ask ¡°Do you understand?¡± as:

a) many people are reluctant to let on that they haven¡¯t understood and will pretend instead that they have

b) a student may think they have understood when in fact they haven¡¯t.

6. Don¡¯t forget that your students are fluent in their own language(s)

This may seem trivial, but it¡¯s all too easy when listening to somebody speaking broken English to forget that behind the errors and the mispronunciation is a person with cogent thoughts, no doubt articulate in their first language, attempting to communicate their opinions or ideas.

As teachers, we not only have to be patient and proactive listeners, alert to the reasons why specific errors are being made while filling in the gaps in less-than-perfect communication, but we also have to steer clear of adopting the 'Me-Tarzan-You-Jane' approach to teaching, degenerating the very language we are aiming to teach.

Rather than degrading our language, we have to grade it carefully to keep it comprehensible while maintaining its naturalness, rhythm and spirit, ensuring all the while that, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ¡®A¡¯ in the alphabet and the ¡®am¡¯ of ¡®to be¡¯, communication is the goal.

7. Prepare well, prepare a lot, keep them talking

Even though teaching beginners entails progressing slowly and recycling and repeating language many times, that doesn¡¯t mean recycling the same activities, especially not during one lesson. Ensure you have a range of activities to use, and don¡¯t go into class without having first carefully thought through how you are going to introduce a new language, how you will check that the students have understood it, how you will practice it, and how you will deal with potential misunderstandings. The possibility for confusion at this level is much greater than at higher levels, and sometimes even harder to disentangle.

Also, remember, unlike with higher levels, you can¡¯t rely on conversations developing simply because the students don¡¯t yet have the linguistic resources to engage in anything other than simple exchanges (though in time, they will). This means that the onus will largely be on you to keep them talking.

Finally, enjoy this level. Although in many ways the most challenging level to teach, it can also be one of the most satisfying. Seeing your learners go from knowing nothing to knowing a few words to knowing a few sentences and structures to being able to hold rudimentary conversations can be incredibly rewarding. If they enjoy their initial exposure to the language, and feel confident and inspired to continue, then you will have helped pave the way to their further success.

An assumption persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world, I would say that, from my own experience, this hasn¡¯t been the case.

What I have found to be the case is that more mature teachers are:

• less likely to be lured by the shiny hardware and the seemingly wonderful claims made to go along with it.
• more critical and skeptical about the way technology is used in the classroom.
• less confident when using various apps and websites and less likely to explore the different features.
• more easily discouraged by failures.
• less familiar with various tools, applications and services that have become part of everyday life for younger users.
• more likely to be able to see through ¡°technology for technology¡¯s sake¡± classroom applications.

So how should trainers approach the challenges of working with these teachers? Here are a few tips from my own experience of training older teachers to use technology.

Be sure of your ground pedagogically

So many edtech trainers are great with technology, but much less versed in educational theory and pedagogy. More mature teachers are more likely to have a more robust theoretical understanding, so be prepared to back up your ideas with sound pedagogical insights and try to relate your training back to theories of learning and pedagogical approaches.?

Make sure training is hands-on

Running through a list of tools and ideas in a presentation may have some value, but it doesn¡¯t come anywhere close to the impact of giving teachers hands-on experience and the chance to actually work with the tech to create something.?

Give solid examples of what you have done

Being able to speak from experience about how you have used tech with your own students will have far more impact than theoretical applications of ¡°You could do blah blah blah with your students.¡± Sharing anecdotes of how you have used technology in your classes, the challenges you have faced and how you have overcome or even been overcome by them can really lend credibility to your training.?

Manage expectations

A positive attitude is great, but be also prepared to point out weaknesses, and potential pitfalls and talk about your own failures. This might help your trainees avoid the same mistakes and stop them from becoming disillusioned.?

Make time to experiment and explore

Don¡¯t be tempted to cram in as many tools, techniques and activities as possible. Incorporate project time into your training so that teachers have the chance to go away and explore the things that interest them most and get their own perspective on how they can use them with students.?

Back up technical training

Learning to use new tools is getting easier all the time, especially on mobile, but it¡¯s still relatively easy for teachers to forget which button to press or which link to follow. So back up any demonstrations with an illustrated step-by-step guide or a video tutorial that teachers can return to later.?

Make their lives easier

Using technologies that can make what they already do a bit easier or a bit quicker is a great way to start. For example, I have a link to a tool that really quickly creates a?. Sharing tools like this that start from what teachers already do can really help to get them on your side.?

Do things that can¡¯t be done

One of the most common remarks made by more mature teachers about technology is: ¡°Well, that¡¯s fine, but you can do that without tech by ¡­¡± If you can show examples of technology use that go beyond what is already possible in the classroom, then you are much more likely to get capture their enthusiasm.?One example of this is the use of collaborative writing tools like??and its ability to track, record and show how students constructed text.

Solve classroom problems

Being able to spot a genuine classroom problem and show how technology can solve it can be very persuasive. One example of this is gist reading which can be very challenging to teach because students tend to ignore time limits. Cue Prompters?can give teachers control of the text and push students to gist read at the speed the teacher chooses. Problem solved.?

Plan with long-term and short-term goals

However inspiring your training session is, and however short or long it is, you should ensure that teachers leave it with a plan.??are great if you have time to work on them with the teachers. If you don¡¯t have time to get them to create individual SMART plans, at least get them to think about the first step or the first technology application they will try in their classroom and what they will do with it.?

Tech can be implemented in CPD

One of the reasons many mature teachers feel less confident with tech is because they often only use it in the classroom. Showing how technology can become part of their own self-guided CPD and professional practice, and helping them to build their PLN can energize their technology use and make their development much more autonomous and long-lasting.?

Make sure everything works

I can¡¯t emphasize this enough. Make sure you have updated all your plugins, browser versions, etc., and check the network and connectivity and make sure everything runs smoothly. Nothing puts teachers off more quickly than seeing the trainer fail.

Having read this list of tips you are likely to think: ¡°But all technology training should be like that!¡± Yes, you are right it should, but the truth is we are more likely to be able to get away with lower standards when working with teachers who are already more enthusiastic about tech. So the next time you walk into a training room and see some older teachers there, don¡¯t groan with disappointment, but welcome the opportunity to test your skills and understanding with the most critical audience. If you can send them away motivated to use technology, then you know you are on the right track.?