@elilla Absolutely agreed - Duolingo are my nemesis. I dabbled in language learning app design a few years ago app (English for Chinese school children), and there is a real user need for bite-sized, independent, on-demand learning, but it needs to be backed up with actual modern pedagogical design. Duolingo is all flash, no substance

@sahakanouch how about a lightweight scarf draped over the neck without being tied, hanging to the same length as the blazer? It would add some interesting texture

@kurtsh I’m excited about everything on there! Is Blade still happening this year?

@santi_garcia Looking forward to the paper! I’ll be really interested to see how confounding variables were handled and some details on what was being assessed

@OrangeMenace @sinabhfuil I’m in the UK and it’s not a thing here yet (maybe because we’re deeply motivated by snobbery when it comes to French food). But internationally I reckon anglophone and US English are essentially the same

@jm_brister the mental image of your beautifully organised cabinet is making me very happy 🙂

@AdamSher broadly I’ve found AI useful for things with (relatively) simple, (relatively) clear-cut explanations, so this makes sense to me. Are you finding any commonalities in when it isn’t helpful? I’m wondering in particular about higher level grammar, but I guess connotation or register might also be a weak point for it.

@futurebird speed-running context validity: for this whatever’s available to candidates in the real world is what should be available to them in an assessment. This means that they’ll likely be activating the same knowledge and cognitive processes. For AI I strongly believe that if your candidates can just lift and shift a task to AI, this isn’t something it’s worth assessing them on. As assessment designers, we need to be aware of AI capabilities and what the human-add value is.