Sentence examples for differing proficiency from inspiring English sources

Producing reliable equivalent versions of a test using CTT is difficult since reliability estimates are only useful for the sample on which a test is trialled and cannot be extended to other samples of students of differing proficiency (Alderson et al. [1995]).

We selected two model GTs (GtfE and OleD Loki) that catalyze glucosyltransfer from UDP-Glc to model acceptors [vancomycin aglycon and 4-methylumbelliferone (4Me-UMB), respectively] with differing proficiencies.

The research question 3 further asks how the impact differs across different proficiency groups.

Stable long-term depletion, or up-regulation, of OPN gene expression in a matched, isogenic pair of human breast cancer cell lines of differing metastatic proficiency reproducibly changed their ability to colonize distant organs.

It is expected that students will differ across proficiency levels in terms of the range of exponents which they can use to perform those functions and by the degree of accuracy and complexity with which they can express their view.

Thirty-four Estudentsnts with two different proficiency levels carried out four tasks which differed in terms of task complexity and task type.

Assessment frameworks for English language proficiency differ accordingly: In the Inner Circle the PISA reading literacy test has been used to assess proficiency in native speakers, while in the Expanding Circle non-native speakers are usually assessed by tests linked to CEFR.

In the present study, voxel-based morphometry (VBM) of GM and WM volumes and VBM of fractional anisotropy values (see Methods) were applied to explore whether there are structural brain differences between four otherwise matched groups of subjects who differed in their proficiency status and reported practice intensity.

First, we tested whether the students' proficiency differed across classes thereby testing the need to model the class variable and whether the average student's Criterion® scores varied over time.

While not always explicitly acknowledged, and not a part of classical test theory, tests of aptitude or proficiency are composed of items differing in difficulty, with the easier items generally at the beginning of a test.

Second, comparisons were made among choice groups to see if students with different choices differed significantly in motivational orientation and EFL proficiency as measured in pre-tests.