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Synthetically generated speech (SGS) has become an integral part of our oral communication in a wide variety of contexts. It can be generated instantly at a low cost and allows precise control over multiple aspects of output, all of which can be highly appealing to second language (L2) assessment developers who have traditionally relied upon human voice actors for recording audio materials. Nevertheless, SGS is not widely used in L2 assessments. One major concern in this use case lies in its potential impact on test-taker performance: Would the use of SGS (as opposed to using human voice actor recordings) change how test takers respond to an item? In this study, we investigated using SGS as stimuli for English L2 listening assessment items on test-taker performance. The data came from a pilot administration of multiple new task types and included 653 test takers' responses to two versions of the same 13 items, differing only in terms of their listening stimuli: a version using human voice actor recordings and the other version with SGS files. Multifaceted comparisons between test takers' responses across the two versions showed that the two versions elicited remarkably comparable performance. The comparability provides strong empirical evidence for the use of SGS as a viable alternative for human voice actor recordings in the immediate domain of L2 assessment as well as related domains such as learning material and research instrument development.

"Biometrics" are physical or behavioral human characteristics that can be used to identify a person. It is widely known that keystroke or typing dynamics for short, fixed texts (e.g., passwords) could serve as a behavioral biometric. In this study, we investigate whether keystroke data from essay responses can lead to a reliable biometric measure, with implications for test security and the monitoring of writing fluency and style changes. Based on keystroke data collected from a high-stakes writing testing setting, we established a preliminary biometric benchmark for detecting test-taker identity by using features extracted from their writing process logs. We report a benchmark keystroke biometric accuracy of equal error rate of 4.7% for identifying same versus different individuals on an essay task. In particular, we show that the inclusion of writing process features (e.g., features designed to describe the writing process) in addition to the widely used typing-timing features (e.g., features based on the time intervals between two-letter key sequences) improves the accuracy of the keystroke biometrics. The proposed keystroke biometrics can have important implications for the writing assessments administered through the remotely proctored tests that have been widely adopted during the COVID pandemic.

Although sleep is tightly regulated by multiple neuronal circuits in the brain, nonneuronal cells such as glial cells have been increasingly recognized as crucial sleep regulators. Recent studies have shown that microglia may act to maintain wakefulness. Here, we investigated the possible involvement of microglia in the regulation of sleep quantity and quality under baseline and stress conditions through electroencephalography (EEG)/electromyography (EMG) recordings, and by employing pharmacological methods to eliminate microglial cells in the adult mouse brain. We found that severe microglial depletion induced by the colony-stimulating factor 1 receptor (CSF1R) antagonist PLX5622 (PLX) reversibly decreased the total wake time and the wake episode duration and increased the EEG slow-wave power during wakefulness under baseline conditions. To examine the role of microglia in sleep/wake regulation under mental stress, we used the acute social defeat stress (ASDS) paradigm, an ethological model for psychosocial stress. Sleep analysis under ASDS revealed that microglial depletion exacerbated the stress-induced decrease in the total wake time and increase in anxiety-like behaviors in the open field test. These results demonstrate that microglia actively modulate sleep quantity and architecture under both baseline and stress conditions. Our findings suggest that microglia may potentially provide resilience against acute psychosocial stress by regulating restorative sleep.

Using item-response theory to model rater effects provides an alternative solution for rater monitoring and diagnosis, compared to using standard performance metrics. In order to fit such models, the ratings data must be sufficiently connected in order to estimate rater effects. Due to popular rating designs used in large-scale testing scenarios, there tends to be a large proportion of missing data, yielding sparse matrices and estimation issues. In this article, we explore the impact of different types of connectedness, or linkage, brought about by using a linkage set--a collection of responses scored by most or all raters. We also explore the impact of the properties and composition of the linkage set, the different connectedness yielded from different rating designs, and the role of scores from automated scoring engines. In designing monitoring systems using the rater response version of the generalized partial credit model, the study results suggest use of a linkage set, especially a large one that is comprised of responses representing the full score scale. Results also show that a double-human-scoring design provides more connectedness than a design with one human and an automated scoring engine. Furthermore, scores from automated scoring engines do not provide adequate connectedness. We discuss considerations for operational implementation and further study.

In South Africa, the word "Coloured" refers to indigenous people, emancipated slaves, and "mixed" inhabitants in and around Cape Town, while in other countries it is a general term used for the black population. This article explores the South African Coloured identity in the 1920s and 1930s. In nineteenth-century Cape Colony, the British opposed the Dutch in cooperation with non-Europeans, who, in turn, acquired electoral votes by collaborating with the British. However, the non-Europeans faced more discrimination in the late nineteenth century, when the Europeans became more culturally integrated. In response to such racism, black elites in and around Cape Town founded the African Political Organization in 1902. Even after the unification of South Africa in 1910, the APO continued to support the British parties with the aim of defending their political rights. Furthermore, they called themselves "Coloureds," and emphasized that they were superior to the "natives" because they were racially closer to the British (in the first two decades of the twentieth century many of them hoped to "pass for white"). In 1931, under the economic and political oppression by the Afrikaner nationalist government, the Coloured elites established the Coloured-European Council along with the anti-Afrikaner British intellectuals in Cape Town. Confronted with the problem of assimilation, these elites tried to construct their identity by narrating their own history. A historical pageant to commemorate the centenary of the emancipation was led by Reverend Francis Gow in 1935; a history textbook was written in 1936 by Dorothy Hendricks and Christian Viljoen for Coloured training colleges; and Christian Ziervogel wrote Brown South Africa (1938), the first self-narrative of Coloured history. In the face of government persecution, it became more important for them to assert that they had much in common with white people. Two British liberal historians played a vital role in this regard: William Miller MacMillan, professor of the University of Witwatersrand and chairman of the European-African Council in Johannesburg, sister organization of the Coloured-European Council, and Johannes Stephanus Marais, who lectured at the University of Cape Town and participated in the Coloured-European Council. They argued that Coloured people were civilized and therefore superior to Africans. MacMillan's "The Cape Colour Question" (1927) and Marai's "The Cape Coloured People 1652-1937," (1927) exerted great influence on contemporary and future historical narratives. [ABSTRACT FROM AUTHOR]

for Sangchen Tsomo Today it looks like a radiant darkness within the body and the sound of the dove in morning and evening and how the machine of my mind [...]

Keystroke logs provide a comprehensive record of observable writing processes. Previous studies examining the keystroke logs of young L1 English writers performing experimental writing tasks have identified writing processes features predictive of the quality of responses. Contrarily, large-scale studies on the dynamic and temporal nature of L2 writing process are scarce, especially in an assessment setting. This study utilized the keystroke logs of adult English as a foreign language (EFL) learners responding to assessment tasks to examine the usefulness of the process features in this new context. We evaluated the features in terms of stability, explored factor structures for their correlations, and constructed models to predict response quality. The results showed that most of the process features were stable and that their correlations could be efficiently represented with a five-factor structure. Moreover, we observed improved response quality prediction over a baseline by up to 48%. These findings have implications for the evaluation and understanding of writing process features and for the substantive understanding of writing processes under assessment conditions.

Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth reporting. When a subscore is used for decisions across multiple levels (e.g., individual test takers and schools), it needs to be justified for its reliability and distinctiveness at every relevant level. In this study, we examined whether reporting seven Reading and Listening subscores of the "TOEFL Primary"® test, a standardized English proficiency test for young English as a foreign language learners, could be justified for reporting at individual and school levels. We analyzed data collected in pilot administrations, in which 4776 students from 51 schools participated. We employed the classical test theory (CTT) based approaches of Haberman (2008) and Haberman, Sinharay, and Puhan (2009) for the individual and school-level investigations, respectively. We also supplemented the CTT-based approaches with a factor analytic approach for the individual level analysis and a multilevel modeling approach for the school-level analysis. The results differed across the two levels: we found little support for reporting the subscores at the individual level, but strong evidence supporting the added-value of the school-level subscores when the sample size for each school exceeds 50.

Rater training is essential in ensuring the quality of constructed response scoring. Most of the current knowledge about rater training comes from experimental contexts with an emphasis on short-term effects. Few sources are available for empirical evidence on whether and how raters become more accurate as they gain scoring experiences or what long-term effects training can have. In this study, we addressed this research gap by tracking how the accuracies of new raters change through experience and by examining the impact of an additional training session on their accuracies in scoring calibration and monitoring essays. We found that, on average, raters' accuracy improved with scoring experience and that individual raters differed in their accuracy trajectories. The estimated average effect of the training was an approximately six percent increase in the calibration essay accuracy. On the other hand, we observed a smaller impact on the monitoring essay accuracy. Our follow-up analysis showed that this differential impact of the additional training on the calibration and monitoring essay accuracy could be accounted for by successful gatekeeping through calibration.