[Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students].

PubMed

Park, SoMi; Hur, Hea Kung; Kim, Ki Kyong; Song, Hee Young

2017-08-01

This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills. © 2017 Korean Society of Nursing Science

Work-induced changes in feelings of mastery.

PubMed

Bradley, Graham L

2010-01-01

Past theory and research indicate that conditions of work can have lasting effects on job incumbents. R. A. Karasek and T. Theorell (1990), for example, proposed that workers' feelings of mastery increase with levels of job demands and job control, and that these effects are mediated by the process of active learning. To test these propositions, 657 school teachers completed scales assessing job demands, control, active learning, and mastery on 2 occasions, 8 months apart. As hypothesized, job control predicted change in mastery, an effect that was mediated by active learning. Job demands had a weaker effect on change in mastery. The demands-mastery relationship was moderated by job control, so that under conditions of high control, but not low control, increasing job demands were associated with gains in mastery. The findings partially support R. A. Karasek and T. Theorell's (1990) predictions regarding the main, interactive, and mediated effects of job conditions on employee mastery.

Mastery-style exercises in physics

NASA Astrophysics Data System (ADS)

Schroeder, Noah D.

Mastery learning employs repeated cycles of instructional support and formative assessment to help students achieve desired skills. Instructional objectives are broken into small pieces, and students master those pieces in successive order by performing to a set standard on an assessment for each objective. If a student cannot master an objective, instructional support is provided, and the student is reassessed. Mastery learning has been proved effective in many subject areas, but comparatively little research has been done on applying it in physics instruction. This dissertation details the path taken that culminated in the use of mastery-inspired exercises to teach students basic skills in introductory physics courses. The path that led to our choice of mastery began with an attempt to provide students with extra practice and formative assessment through weekly practice tests with corresponding solutions, with the goal of helping them better prepare for summative exams in an introductory physics course. No effect was seen, and participation was very low. Investigating how students learn from solutions revealed that they are poor evaluators of their understanding of provided solutions and struggle to retain the skills taught in those solutions. In a follow-up clinical experiment that provided students with solutions, required them to recall the solutions from memory, and re-presented the solutions for restudy, students showed strong retention as well as the ability to transfer information from the solutions to new situations. These results inspired the formal use of mastery learning as an instructional paradigm due to its requirement that students repeatedly recall information from solutions and apply it to new situations. Mastery-style exercises were first created and tested in clinical trials, followed by two in-course implementations. In the clinical trials, students completed a set of questions on a particular skill, and if they failed to master that skill

Bloomfield-Barnhart Developmental Reading Mastery Test: Evaluator's Handbook [and] Individual Pupil Packet.

ERIC Educational Resources Information Center

Barnhart, Cynthia A.; And Others

The Developmental Reading Mastery Test of oral reading, comprehension, spelling, and language skills is based on curriculum materials by the Bloomfield-Barnhart reading program, Let's Read. The non-graded program teaches reading in eleven steps (skill sequences), with corresponding subtests, as follows: (1) shape discrimination, directionality;…

Unit Mastery Learning in an Introductory Geography Course

ERIC Educational Resources Information Center

Healy, John R.; Stephenson, Larry K.

1975-01-01

The unit mastery learning system is a method of individualized, self-paced learning which, through repeatable testing, enables students to attain a mastery of the content of one unit before proceeding to the next in the program. This article describes the unit mastery learning system and its application in an introductory geography course at Hilo…

Science Library of Test Items. Volume Eight. Mastery Testing Program. Series 3 & 4 Supplements to Introduction and Manual.

ERIC Educational Resources Information Center

New South Wales Dept. of Education, Sydney (Australia).

Continuing a series of short tests aimed at measuring student mastery of specific skills in the natural sciences, this supplementary volume includes teachers' notes, a users' guide and inspection copies of test items 27 to 50. Answer keys and test scoring statistics are provided. The items are designed for grades 7 through 10, and a list of the…

Why Mastery Matters.

ERIC Educational Resources Information Center

Waddington, Tad S. H.

It is argued that mastery learning is one explanation for the documented differences in mathematics achievement between Japanese and American students. Given its emphasis on mastery at one stage before moving on to the next stage, and the potential accumulated benefits of this approach over time, mastery learning appears to be very similar to what…

The woodcock reading mastery test: impact of normative changes.

PubMed

Pae, Hye Kyeong; Wise, Justin C; Cirino, Paul T; Sevcik, Rose A; Lovett, Maureen W; Wolf, Maryanne; Morris, Robin D

2005-09-01

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Narrated Animated Solution Videos in a Mastery Setting

ERIC Educational Resources Information Center

Schroeder, Noah; Gladding, Gary; Gutmann, Brianne; Stelzer, Timothy

2015-01-01

Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between…

Comparison of Program Effects: The Use of Mastery Scores.

ERIC Educational Resources Information Center

Yeh, Jennie P.; Moy, Raymond

The setting of a cut-off score on a mastery test usually involves a consideration of one or more of the following elements: (1) the distribution of observed test scores; (2) the type of mastery criterion used; (3) the level of acceptable risks of mis-classification; (4) the loss of functions of mis-classifications; and (5) the distribution of true…

Teaching for Skill Mastery

ERIC Educational Resources Information Center

Chepko, Stevie; Doan, Robert

2015-01-01

This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

Growing Mastery in NYC

ERIC Educational Resources Information Center

Nolan, Joy

2016-01-01

In June 2016, the Mastery Collaborative completed its first year as an official program, working with more than 40 public middle and high schools across the five boroughs of New York City to improve, document, and advocate for mastery-based teaching and learning. The collaborative has eight Living Lab schools that practice schoolwide mastery; most…

A Mastery Learning Experiment.

ERIC Educational Resources Information Center

Anderson, Stephen A.; And Others

Yale Public Schools (Yale, Michigan) conducted a field experiment in implementing mastery learning. The purpose of the experiment was to provide a hands-on experience for teachers in the implementation of mastery learning and to use students as their own controls in order to compare the results of the implementation of mastery learning both in…

Mastery motivation in adolescents with cerebral palsy.

PubMed

Majnemer, Annette; Shikako-Thomas, Keiko; Lach, Lucy; Shevell, Michael; Law, Mary; Schmitz, Norbert

2013-10-01

The aim of this study is to describe motivation in adolescents with cerebral palsy (CP) and factors associated with motivation level. The Dimensions of Mastery Questionnaire (DMQ) measures motivation in mastering challenging tasks and expressive elements. It was completed by 153 parents and 112 adolescents with CP. Adolescents (GMFCS in n=146 - I:50, II:43, III:13, IV:15, V:25) were assessed using the Leiter IQ and Gross Motor Function Measure. Parents completed the Vineland Adaptive Behavior Scale and the Strengths and Difficulties Questionnaire. Motivation scores were highest for mastery pleasure and social persistence with adults and lowest for gross motor and object-oriented persistence. Socio-demographic factors were not strongly correlated with DMQ. Higher gross motor ability (r=0.24-0.52) and fewer activity limitations (r=0.30-0.64, p<.001) were associated with persistence in cognitive, motor and social tasks, but not mastery pleasure. Higher IQ was associated with persistence in object-oriented tasks (r=0.42, p<.001). Prosocial behaviors correlated with high motivation (r=0.39-0.53, p<.001). Adolescents' motivation scores were higher than parents' scores. Adolescents with CP express high mastery pleasure, not related to abilities. High motivation was associated with fewer activity limitations and prosocial behaviors and aspects of family environment. Findings elucidate those at-risk for low motivation, which can influence treatment adherence and participation in challenging but meaningful activities. Copyright © 2013 Elsevier Ltd. All rights reserved.

EdREC: Design and Development of Adaptive Platform for Scaling-up Flipped Mastery Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gautam, Thakur

EdREC is an adaptive learning and management platform designed to enhance the adoption of differential classroom and mastery flipped learning in K-12 school system. The platform is an innovative approach to teaching and learning that addresses education needs of each student separately by providing customized education plans and adaptive learning methodologies that tunes to the students abilities as well as giving students freedom to learn in their own way. On one side, EdREC provides innovative ways to help students learn; on the other side, it reduces educators' workload and empowers them to understand their students better. EdREC comes with amore » state-of-the-art computer algorithm package that enables educators to store and retrieve their students' information and augment their abilities to individualize student attention, get real-time feedback about student education progress, and provide corrective actions. The platform provides approaches to design and develop a differential classroom concept that frees much needed time by the teachers to focus more on the students at the individual level and to increase communication and collaboration opportunities among them.« less

The charismatic journey of mastery learning.

PubMed

Inui, Thomas S

2015-11-01

A collection of articles in this issue examine the concept of mastery learning, underscoring that our journey is from a 19th-century construct for assuring skill development (i.e., completing a schedule of rotations driven by the calendar) to a 21st-century sequence of learning opportunities focused on acquiring mastery of special key competencies within clerkships or other activities. Mastery learning processes and standards have the potential to clarify learning goals and competency measurement issues in medical education. Although mastery learning methods originally focused on developing learners' competency with skillful procedures, the author of this Commentary posits that mastery learning methods may be usefully applied more extensively to broader domains of skillful practice, especially those practices that can be linked to outcomes of care. The transition to mastery-focused criteria for educational advancement is laudatory, but challenges will be encountered in the journey to mastery education. The author examines several of these potential challenges, including expansion of mastery learning approaches to effective but relational clinician advice-giving and counseling behaviors, developing criteria for choosing critical competencies that can be linked to outcomes, avoiding a excessively fragmented approach to mastery measurement, and dealing with "educational comorbidity."

Effects of Achievement Goals on Perceptions of Competence in Conditions of Unfavourable Social Comparisons: The Mastery Goal Advantage Effect

ERIC Educational Resources Information Center

Kamarova, Sviatlana; Chatzisarantis, Nikos L. D.; Hagger, Martin S.; Lintunen, Taru; Hassandra, Mary; Papaioannou, Athanasios

2017-01-01

Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims: This study aimed to confirm this so-called "mastery goal advantage" effect experimentally. Methods: A…

Practical Procedures for Constructing Mastery Tests to Minimize Errors of Classification and to Maximize or Optimize Decision Reliability.

ERIC Educational Resources Information Center

Byars, Alvin Gregg

The objectives of this investigation are to develop, describe, assess, and demonstrate procedures for constructing mastery tests to minimize errors of classification and to maximize decision reliability. The guidelines are based on conditions where item exchangeability is a reasonable assumption and the test constructor can control the number of…

Development of a Self-Observation Mastery Intervention Programme for Teacher Education

ERIC Educational Resources Information Center

Morgan, Kevin; Kingston, Kieran

2008-01-01

Background: Two goal perspectives predominate in achievement settings such as physical education (PE), namely task involvement, focused on self-referenced effort and improvement, and ego involvement, focused on normative ability comparisons. A task (mastery) involving motivational climate is associated with adaptive motivational responses, whereas…

The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat.

ERIC Educational Resources Information Center

Caskey, William E., Jr.

1985-01-01

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…

Clinical study of student learning using mastery style versus immediate feedback online activities

NASA Astrophysics Data System (ADS)

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-06-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

Analysis of self-directed mastery learning of honors physics

NASA Astrophysics Data System (ADS)

Athens, Wendy

Self-directed learning (SDL) is an important life skill in a knowledge-based society and prepares students to persist, manage their time and resources, use logic to construct their knowledge, argue their views, and collaborate. The purpose of this study was to facilitate mastery of physics concepts through self-directedness in formative testing with feedback, a choice of learning activities, and multiple forms of support. This study was conducted within two sections of honors physics at a private high school (N=24). Students' learning activity choices, time investments, and perceptions (assessed through a post survey) were tracked and analyzed. SDL readiness was linked to success in mastering physics concepts. The three research questions pursued in this study were: What SDL activities did honors physics students choose in their self-directed mastery learning environment? How many students achieved concept mastery and how did they spend their time? Did successful and unsuccessful students perceive the self-directed mastery learning environment differently? Only seven of 24 students were successful in passing the similar concept-based unit tests within four tries, and these seven students were separated into a "successful" group and the other 17 into an "unsuccessful" group. Differences between the two groups were analyzed. A profile of a self-directed secondary honors physics student emerged. A successful self-directed student invested more time learning from activities rather than simply completing them, focused on learning concepts more than rote operations, intentionally selected activities to fill in gaps of knowledge and practice concepts, actively constructed knowledge into a cognitive framework, engaged in academic discourse with instructor and peers as they made repeated attempts to master content and pass the test given constructive feedback, used a wide variety of learning resources, and managed their workload to meet deadlines. This capstone study found

Mastery matters most: How mastery and positive relations link attachment avoidance and anxiety to negative emotions.

PubMed

Paech, Juliane; Schindler, Ines; Fagundes, Christopher P

2016-08-01

Attachment avoidance and anxiety are associated with negative emotions. However, the mechanisms underlying these associations are not fully understood. We investigated environmental mastery and positive relations with others as two mechanisms behind the attachment-emotion link in a sample of 343 adults. As predicted, attachment avoidance and anxiety were related to greater fear, hostility, envy and depression through lower mastery. Contrary to our hypothesis, positive relations mediated only the attachment-depression link. In addition, by adopting a moderated mediation approach, we were able to show that mastery mattered most for individuals high on avoidance: The indirect effect of avoidance through lack of mastery on fear, hostility and depression (but not on envy) increased with higher avoidance scores. Contrary to our predictions, poor relationships did not matter more as sources of negative emotions as anxiety increased. These findings underscore that the emotional life of avoidantly attached individuals is especially jeopardised by poor mastery.

Effect of Computer-Delivered Testing on Achievement in a Mastery Learning Course of Study with Partial Scoring and Variable Pacing.

ERIC Educational Resources Information Center

Evans, Richard M.; Surkan, Alvin J.

The recent arrival of portable computer systems with high-level language interpreters now makes it practical to rapidly develop complex testing and scoring programs. These programs permit undergraduates access, at arbitrary times, to testing as an integral part of a mastery learning strategy. Effects of introducing the computer were studied by…

Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

PubMed

Cerasoli, Christopher P; Ford, Michael T

2014-01-01

Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

Reading Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…

Mastery Learning in Physical Education.

ERIC Educational Resources Information Center

Annarino, Anthony

This paper discusses the design of a physical education curriculum to be used in advanced secondary physical education programs and in university basic instructional programs; the design is based on the premise of mastery learning and employs programed instructional techniques. The effective implementation of a mastery learning model necessitates…

Who Benefits from Mastery Learning?

ERIC Educational Resources Information Center

Lai, Patrick; Biggs, John

1994-01-01

Data from 95 educationally disadvantaged Hong Kong students placed in mastery-learning classes were compared with 64 control students in expository-learning classes. Results indicate that under mastery learning, deep- and surface-biased learners increasingly diverge in performance and attitude, with surface learners doing better unit to unit, and…

[Do mastery goals buffer self-esteem from the threat of failure?].

PubMed

Niiya, Yu; Crocker, Jennifer

2007-12-01

Self-esteem is vulnerable when failure occurs in the domain where people base their self-worth (Crocker & Wolfe, 2001). We tested whether learning orientations can reduce the vulnerability of self-esteem associated with contingent self-worth and encourage persistence following failure. Our past research (Niiya, Crocker, & Bartmess, 2004) indicated that people who base their self-worth on academics maintain their self-esteem following failure when they are primed with an incremental theory of intelligence. Our present study extends these findings by (a) examining whether mastery goals (Elliot & Church, 1997) can also buffer self-esteem from failure, (b) using a different manipulation of success and failure, (c) using a different task, and (d) including a measure of persistence. We found that college students who based their self-esteem on academic competence reported lower self-esteem following failure than following success when they had low mastery goals, but the effect of success and failure was eliminated when students had high mastery goals. Moreover, high mastery students showed greater persistence following failure than low mastery students. The study provided converging evidence that learning orientations buffer self-esteem from failure.

A Lower Bound to the Probability of Choosing the Optimal Passing Score for a Mastery Test When There is an External Criterion [and] Estimating the Parameters of the Beta-Binomial Distribution.

ERIC Educational Resources Information Center

Wilcox, Rand R.

A mastery test is frequently described as follows: an examinee responds to n dichotomously scored test items. Depending upon the examinee's observed (number correct) score, a mastery decision is made and the examinee is advanced to the next level of instruction. Otherwise, a nonmastery decision is made and the examinee is given remedial work. This…

The Word Identification Test Battery: A New Approach to Mastery and the Assessment of Word Identification Skills. Report from the Project on Studies in Language: Reading and Communication.

ERIC Educational Resources Information Center

Johnson, Dale D.; And Others

The work reported culminates research by the Project on the Assessment and Analysis of Word Identification Skills in Reading. The Word Identification Test battery was designed for elementary school children, with attention to the major issues pertaining to skills mastery and assessment that are raised in the review of mastery learning. Five…

The Link between Mastery and Depression among Black Adolescents; Ethnic and Gender Differences

PubMed Central

Assari, Shervin; Caldwell, Cleopatra Howard

2017-01-01

Purpose: Although the link between depression and lower levels of mastery is well established, limited information exists on ethnic and gender differences in the association between the two. The current study investigated ethnic, gender, and ethnic by gender differences in the link between major depressive disorder (MDD) and low mastery in the United States. Methods: We used data from the National Survey of American Life-Adolescent supplement (NSAL-A), 2003–2004. In total, 1170 Black adolescents entered the study. This number was composed of 810 African-American and 360 Caribbean Black youth (age 13 to 17). Demographic factors, socioeconomic status (family income), mastery (sense of control over life), and MDD (Composite International Diagnostic Interview, CIDI) were measured. Logistic regressions were used to test the association between mastery and MDD in the pooled sample, as well as based on ethnicity and gender. Results: In the pooled sample, a higher sense of mastery was associated with a lower risk of MDD. This association, however, was significant for African Americans but not Caribbean Blacks. Similarly, among African American males and females, higher mastery was associated with lower risk of MDD. Such association could not be found for Caribbean Black males or females. Conclusion: Findings indicate ethnic rather than gender differences in the association between depression and mastery among Black youth. Further research is needed to understand how cultural values and life experiences may alter the link between depression and mastery among ethnically diverse Black youth. PMID:28498355

Associations of Child and Adolescent Mastery Motivation and Self-Regulation With Adult Outcomes: A Longitudinal Study of Individuals With Down Syndrome.

PubMed

Gilmore, Linda; Cuskelly, Monica

2017-05-01

This 20-year prospective longitudinal study focuses on the contribution of mastery motivation and self-regulation to adult outcomes for individuals with Down syndrome. In earlier phases of the research, 25 participants completed measures of cognitive ability, mastery motivation and self-regulation in childhood (4 to 6 years) and adolescence (11 to 15 years). In the adult phase reported here, self-determination and adaptive behavior were assessed in 21 of the original participants at age 23 to 26 years. Mastery motivation and self-regulation made unique contributions to adult outcomes, over and above the effects of cognitive ability. The findings provide powerful evidence about the important role of child and adolescent mastery motivation and self-regulation for the adult lives of individuals with Down syndrome.

The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery

NASA Astrophysics Data System (ADS)

Kaniawati, I.; Samsudin, A.; Hasopa, Y.; Sutrisno, A. D.; Suhendi, E.

2016-08-01

This research is based on students’ lack of mastery of physics abstract concepts. Thus, this study aims to improve senior high school students’ mastery of momentum and impulse concepts with the use of computer simulation. To achieve these objectives, the research method employed was pre experimental design with one group pre-test post-test. A total of 36 science students of grade 11 in one of public senior high school in Bandung became the sample in this study. The instruments utilized to determine the increase of students’ concept mastery were pretest and posttest in the form of multiple choices. After using computer simulations in physics learning, students’ mastery of momentum and impulse concept has increased as indicated by the normalized gain of 0.64 with the medium category.

Day-to-day mastery and self-efficacy changes during a smoking quit attempt: Two studies.

PubMed

Warner, Lisa M; Stadler, Gertraud; Lüscher, Janina; Knoll, Nina; Ochsner, Sibylle; Hornung, Rainer; Scholz, Urte

2018-05-01

In social-cognitive theory, it is hypothesized that mastery experiences (successfully implementing behaviour change) are a source of self-efficacy, and self-efficacy increases the opportunity for experiencing mastery. Vicarious experiences (seeing others succeed) are suggested as another source of self-efficacy. However, the hypothesis of this reciprocal relationship has not been tested using a day-to-day design. This article reports findings from two intensive longitudinal studies, testing the reciprocal relationship of self-efficacy and its two main sources within the naturally occurring process of quitting smoking (without intervention). Smokers (Study 1: N = 100 smokers in smoker-non-smoker couples (1,787 observations); Study 2; N = 81 female (1,401 observations) and N = 79 male smokers (1,328 observations) in dual-smoker couples) reported their mastery experiences (not smoking the entire day; in Study 2, mastery experience of partner served as vicarious experience) and smoking-specific self-efficacy for 21 days after a self-set quit date. Time-lagged multilevel analyses were conducted using change-predicting-change models. Increases in mastery experiences predicted changes in self-efficacy, and increases in self-efficacy predicted changes in mastery experiences in Study 1. Study 2 replicated these results and showed contagion effects (partners' mastery on individuals' mastery and partners' self-efficacy on individuals' self-efficacy), but found no evidence for a link between vicarious experiences (partners' mastery experiences) and individuals' self-efficacy. This article demonstrates that mastery experiences and self-efficacy show a reciprocal relationship within smokers during a quit attempt in a day-to-day design, as well as contagion effects in couples when both partners try to quit simultaneously. Statement of Contribution What is already known on this subject? Self-efficacy is one of the strongest correlates of quitting smoking. Despite the

Assessing Mastery Motivation in a Head Start Sample.

ERIC Educational Resources Information Center

MacPhee, David; Fritz, Janet J.; Miller-Heyl, Jan; Hite, Judy

Although mastery motivation appears to predict school success, individual assessment of mastery motivation is too time consuming and limits the application of this research. This study examined the psychometric properties of the Dimensions of Mastery Questionnaire (DMQ). The study focused on the validity of the measure for Head Start parents,…

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

The Public Economics of Mastery Learning.

ERIC Educational Resources Information Center

Garner, William T.

There is both less and more to mastery learning (ML) than meets the eye. Less because mastery learning is not based on a model of school learning, and more because it is the most optimistic statement we have about the power of education. The notions of setting achievement standards and letting time for completion vary, of using criterion…

Pre-Service Physics Teachers’ Concept Mastery and the Challenges of Game Development on Physics Learning

NASA Astrophysics Data System (ADS)

Saprudin, S.; Liliasari, L.; Prihatmanto, A. S.

2017-09-01

This study is a survey that aims to describe pre-service physics teachers’ concept mastery at a university in Ternate. Data were collected through test standard instrument for physics which used in the teacher certification program. Data were analyzed by using quantitative descriptive technique. Based on the results of data analysis, it was concluded that generally pre-service physics teachers’ concept mastery can be categorized on low category (25.4%). The map of concept mastery will be used as a reference to developing game design in the physics learning context for pre-service physics teachers.

Mastery motivation in children with complex communication needs: longitudinal data analysis.

PubMed

Medeiros, Kara F; Cress, Cynthia J; Lambert, Matthew C

2016-09-01

This study compared longitudinal changes in mastery motivation during parent-child free play for 37 children with complex communication needs. Mastery motivation manifests as a willingness to work hard at tasks that are challenging, which is an important quality to overcoming the challenges involved in successful expressive communication using AAC. Unprompted parent-child play episodes were identified in three assessment sessions over an 18-month period and coded for nine categories of mastery motivation in social and object play. All of the object-oriented mastery motivation categories and one social mastery motivation category showed an influence of motor skills after controlling for receptive language. Object play elicited significantly more of all of the object-focused mastery motivation categories than social play, and social play elicited more of one type of social-focused mastery motivation behavior than object play. Mastery motivation variables did not differ significantly over time for children. Potential physical and interpersonal influences on mastery motivation for parents and children with complex communication needs are discussed, including broadening the procedures and definitions of mastery motivation beyond object-oriented measurements for children with complex communication needs.

Mastery Multiplied

ERIC Educational Resources Information Center

Shumway, Jessica F.; Kyriopoulos, Joan

2014-01-01

Being able to find the correct answer to a math problem does not always indicate solid mathematics mastery. A student who knows how to apply the basic algorithms can correctly solve problems without understanding the relationships between numbers or why the algorithms work. The Common Core standards require that students actually understand…

Spelling Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

"Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

ERIC Educational Resources Information Center

Coya, Liliam de Barbosa; Perez-Coffie, Jorge

1982-01-01

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

Managing the Proliferation of the Mastery Learning Literature: A Progress Report on the Loyola Clearinghouse on Mastery Learning.

ERIC Educational Resources Information Center

Hymel, Glenn M.

The proliferation of the mastery learning literature over the past decade has acutely intensified the need for the formation of a specific Clearinghouse on Mastery Learning (CML). An attempt at establishing such a clearinghouse has been under way for the past year through the Loyola Center for Educational Improvement, based at Loyola University in…

Development of mastery during adolescence: the role of family problem-solving.

PubMed

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M; Masyn, Katherine E; Shebloski, Barbara

2009-03-01

A sense of mastery is an important component of psychological health and wellbeing across the life-span; however relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family socioeconomic status (SES) in the form of parental education promotes effective family problem-solving, which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem-solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem-solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem-solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.

Development of Mastery during Adolescence: The Role of Family Problem Solving*

PubMed Central

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara

2009-01-01

A sense of mastery is an important component of psychological health and well-being across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family SES in the form of parental education promotes effective family problem solving which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence. PMID:19413137

Mastery of the Logic of Natural Numbers Is Not the Result of Mastery of Counting: Evidence from Late Counters

ERIC Educational Resources Information Center

Jara-Ettinger, Julian; Piantadosi, Steve; Spelke, Elizabeth S.; Levy, Roger; Gibson, Edward

2017-01-01

To master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact…

The Effects of Constraints and Mastery on Mental and Physical Health: Conceptual and Methodological Considerations

PubMed Central

Infurna, Frank J.; Mayer, Axel

2015-01-01

Perceived control and health are closely interrelated in adulthood and old age. However, less is known regarding the differential implications of two facets of perceived control, constraints and mastery, for mental and physical health. Furthermore, a limitation of previous research testing the pathways linking perceived control to mental and physical health is that mediation was tested with cross-sectional designs and not in a longitudinal mediation design that accounts for temporal ordering and prior confounds. Using data from the Health and Retirement Study (HRS; n = 7,612, M age = 68, SD = 10.66; 59% women) we examined the effect of constraints and mastery on 4-year changes in mental and physical health and whether physical activity mediated such effects in a longitudinal mediation design. Using confirmatory factor analysis, we modeled the two-factor structure of perceived control that consisted of constraints and mastery. In our longitudinal mediation model, where we accounted for possible confounders (e.g., age, gender, education, neuroticism, conscientiousness, memory, and health conditions), constraints showed a stronger total effect on mental and physical health, than mastery, such that more constraints were associated with 4-year declines in mental and physical health. Physical activity did not mediate the effect of constraints and mastery on mental and physical health (indirect effect). In order to demonstrate the importance of a longitudinal mediation model that accounts for confounders, we also estimated the mediated effect using two models commonly used in the literature: cross-sectional mediation model and longitudinal mediation model without accounting for confounders. These mediation models indicated a spurious indirect effect that cannot be causally interpreted. Our results showcase that constraints and mastery have differential implications for mental and physical health, as well as how a longitudinal mediation design can illustrate (or not

The effects of constraints and mastery on mental and physical health: Conceptual and methodological considerations.

PubMed

Infurna, Frank J; Mayer, Axel

2015-06-01

Perceived control and health are closely interrelated in adulthood and old age. However, less is known regarding the differential implications of 2 facets of perceived control, constraints and mastery, for mental and physical health. Furthermore, a limitation of previous research testing the pathways linking perceived control to mental and physical health is that mediation was tested with cross-sectional designs and not in a longitudinal mediation design that accounts for temporal ordering and prior confounds. Using data from the Health and Retirement Study (HRS; n = 7,612, M age = 68, SD = 10.66; 59% women) we examined the effect of constraints and mastery on 4-year changes in mental and physical health and whether physical activity mediated such effects in a longitudinal mediation design. Using confirmatory factor analysis, we modeled the 2-factor structure of perceived control that consisted of constraints and mastery. In our longitudinal mediation model, where we accounted for possible confounders (e.g., age, gender, education, neuroticism, conscientiousness, memory, and health conditions), constraints showed a stronger total effect on mental and physical health, than mastery, such that more constraints were associated with 4-year declines in mental and physical health. Physical activity did not mediate the effect of constraints and mastery on mental and physical health (indirect effect). To demonstrate the importance of a longitudinal mediation model that accounts for confounders, we also estimated the mediated effect using 2 models commonly used in the literature: cross-sectional mediation model and longitudinal mediation model without accounting for confounders. These mediation models indicated a spurious indirect effect that cannot be causally interpreted. Our results showcase that constraints and mastery have differential implications for mental and physical health, as well as how a longitudinal mediation design can illustrate (or not) pathways in

Mastery and the Fulfillment of Occupational Expectations by Midlife

ERIC Educational Resources Information Center

Reynolds, John R.; Burge, Stephanie Woodham; Robbins, Cheryl L.; Boyd, Emily M.; Harris, Brandy

2007-01-01

This paper tests the central tenet of social psychology and the life-course perspective that broader contexts of opportunity and constraint moderate the ability of individuals to act on their plans and ambitions. We use the 1972 National Longitudinal Study to assess the impact of mastery on achieving one's occupational expectations and to…

Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory

PubMed Central

Nezhnov, Peter; Kardanova, Elena; Ludlow, Larry

2014-01-01

The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice. PMID:29795820

Development of a reliable simulation-based test for diagnostic abdominal ultrasound with a pass/fail standard usable for mastery learning.

PubMed

Østergaard, Mia L; Nielsen, Kristina R; Albrecht-Beste, Elisabeth; Konge, Lars; Nielsen, Michael B

2018-01-01

This study aimed to develop a test with validity evidence for abdominal diagnostic ultrasound with a pass/fail-standard to facilitate mastery learning. The simulator had 150 real-life patient abdominal scans of which 15 cases with 44 findings were selected, representing level 1 from The European Federation of Societies for Ultrasound in Medicine and Biology. Four groups of experience levels were constructed: Novices (medical students), trainees (first-year radiology residents), intermediates (third- to fourth-year radiology residents) and advanced (physicians with ultrasound fellowship). Participants were tested in a standardized setup and scored by two blinded reviewers prior to an item analysis. The item analysis excluded 14 diagnoses. Both internal consistency (Cronbach's alpha 0.96) and inter-rater reliability (0.99) were good and there were statistically significant differences (p < 0.001) between all four groups, except the intermediate and advanced groups (p = 1.0). There was a statistically significant correlation between experience and test scores (Pearson's r = 0.82, p < 0.001). The pass/fail-standard failed all novices (no false positives) and passed all advanced (no false negatives). All intermediate participants and six out of 14 trainees passed. We developed a test for diagnostic abdominal ultrasound with solid validity evidence and a pass/fail-standard without any false-positive or false-negative scores. • Ultrasound training can benefit from competency-based education based on reliable tests. • This simulation-based test can differentiate between competency levels of ultrasound examiners. • This test is suitable for competency-based education, e.g. mastery learning. • We provide a pass/fail standard without false-negative or false-positive scores.

Mastery Learning through Individualized Instruction: A Reinforcement Strategy

ERIC Educational Resources Information Center

Sagy, John; Ravi, R.; Ananthasayanam, R.

2009-01-01

The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning. Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method). Mastery learning is a process where students achieve…

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

In control or fatalistically ruled? The sense of mastery among working Canadians.

PubMed

Schieman, Scott; Narisada, Atsushi

2014-11-01

Using data from a 2011 nationally representative sample of Canadian workers (N = 5,576), the present study evaluates the social-structural determinants of the sense of mastery. Three main contributions emerge. First, we document that each of the main components of socioeconomic status--education, income, occupation, and economic hardship--have distinct total, indirect, and net associations with mastery. The well-educated report more mastery because of their higher earnings--but exposure to more role blurring and work-family conflict offset what would otherwise be their even higher levels of mastery. Second, job-related demands and resources have largely independent associations with mastery, but our analyses also reveal some key areas of overlap. Third, role-blurring activities--and their connections with work-to-family conflict and family-to-work conflict--offer unique expansions to the overall narrative of mastery, with unexpected explanatory and suppression effects. We interpret each of these observations in an effort to advance recent theoretical perspectives about mastery.

In Search of a Useful Definition of Mastery

ERIC Educational Resources Information Center

Guskey, Thomas R.; Anderman, Eric M.

2014-01-01

"Mastery is a term that all educators use and believe they understand well. But when pressed to describe precisely what it means to 'master' a concept, skill, or subject, everyone has a different definition," assert Thomas R. Guskey and Eric M. Anderson. The father of the mastery learning approach, Benjamin S. Bloom, left the definition…

Effects of Mastery Criterion on the Emergence of Derived Equivalence Relations

ERIC Educational Resources Information Center

Fienup, Daniel M.; Brodsky, Julia

2017-01-01

In this study, we manipulated mastery criterion form (rolling or block) and stringency (across 6 or 12 trials) and measured the emergence of derived relations. College students learned neuroanatomy equivalence classes and experienced one of two rolling mastery criteria (6 or 12 consecutive correct responses) or a block mastery criterion (12 trials…

The Effects of Test Difficulty Manipulation in Computerized Adaptive Testing and Self-Adapted Testing.

ERIC Educational Resources Information Center

Ponsoda, Vicente; Olea, Julio; Rodriguez, Maria Soledad; Revuelta, Javier

1999-01-01

Compared easy and difficult versions of self-adapted tests (SAT) and computerized adapted tests. No significant differences were found among the tests for estimated ability or posttest state anxiety in studies with 187 Spanish high school students, although other significant differences were found. Discusses implications for interpreting test…

Promotion of Students' Mastery Goal Orientations: Does TARGET Work?

ERIC Educational Resources Information Center

Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

2014-01-01

Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of these…

Individualized behavioral assessments and maternal ratings of mastery motivation in mental age-matched toddlers with and without motor delay.

PubMed

Wang, Pei-Jung; Morgan, George A; Hwang, Ai-Wen; Liao, Hua-Fang

2013-01-01

Mastery motivation is a precursor of future developmental outcomes. Evidence about whether toddlers with motor delay have lower mastery motivation is inconclusive. The purpose of this study was to examine differences between mental age-matched toddlers with and without motor delay on various mastery motivation indicators. A mental age- and sex-matched case-control study was performed. Twenty-two children with motor delay, aged 23 to 47 months, and 22 children who were developing typically, aged 15 to 29 months, were recruited. Persistence and mastery pleasure were measured with behavioral tasks that were moderately challenging for each child and with maternal ratings using the Dimensions of Mastery Questionnaire (DMQ). The DMQ was rated by each child's mother based on her perception of her child's motivation. Two types of structured tasks (a puzzle and a cause-effect toy selected to be moderately challenging for each child) were administered in a laboratory setting and recorded on videos. Paired t tests or Wilcoxon signed rank tests were used to examine group differences in persistence and mastery pleasure (α=.007, 2-tailed). Children with motor delay were rated lower on DMQ persistence than the typically developing group, but they did not show significantly lower persistence on the structured tasks. There were no significant differences in mastery pleasure between the 2 groups on either measure. Large within-sample variability on the tasks and small sample size makes subgroup analysis (eg, different severities) difficult. Toddlers with motor delay did not show lower persistence and pleasure when given tasks that were moderately challenging; however, their mothers tended to view them as having lower motivation. Clinicians and parents should provide appropriately challenging tasks to increase children's success and motivation.

Effectiveness of students worksheet based on mastery learning in genetics subject

NASA Astrophysics Data System (ADS)

Megahati, R. R. P.; Yanti, F.; Susanti, D.

2018-05-01

Genetics is one of the subjects that must be followed by students in Biology education department. Generally, students do not like the genetics subject because of genetics concepts difficult to understand and the unavailability of a practical students worksheet. Consequently, the complete learning process (mastery learning) is not fulfilled and low students learning outcomes. The aim of this study develops student worksheet based on mastery learning that practical in genetics subject. This research is a research and development using 4-D models. The data analysis technique used is the descriptive analysis that describes the results of the practicalities of students worksheets based on mastery learning by students and lecturer of the genetic subject. The result is the student worksheet based on mastery learning on genetics subject are to the criteria of 80,33% and 80,14%, which means that the students worksheet practical used by lecturer and students. Student’s worksheet based on mastery learning effective because it can increase the activity and student learning outcomes.

Sequential Analysis of Mastery Behavior in 6- and 12-Month-Old Infants.

ERIC Educational Resources Information Center

MacTurk, Robert H.; And Others

1987-01-01

Sequences of mastery behavior were analyzed in a sample of 67 infants 6 to 12 months old. Authors computed (a) frequencies of six categories of mastery behavior, transitional probabilities, and z scores for each behavior change, and (b) transitions from a mastery behavior to positive affect. Changes in frequencies and similarity in organization…

Mastery Learning: Thousands of Students, Thousands of Excellent Learners.

ERIC Educational Resources Information Center

Whiting, Bryan; Van Burgh, Jill Wright; Render, Gary F.

This study investigated the cognitive and affective student learning outcomes of 36 semesters using the mastery learning approach in distributive education classes. Data were collected by a high school teacher, a junior high school teacher, and a university professor, all of whom used mastery learning. Data collected over the years indicated that…

Bouncing Back: Resilience and Mastery Among HIV-Positive Older Gay and Bisexual Men.

PubMed

Emlet, Charles A; Shiu, Chengshi; Kim, Hyun-Jun; Fredriksen-Goldsen, Karen

2017-02-01

Adults with HIV infection are living into old age. It is critical we investigate positive constructs such as resilience and mastery to determine factors associated with psychological well-being. We examine HIV-related factors, adverse conditions, and psychosocial characteristics that are associated with resilience (the ability to bounce back) and mastery (sense of self-efficacy). We analyzed 2014 data from the longitudinal study Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS), focusing on a subsample of 335 gay and bisexual older men. Multivariate linear regression was used to identify factors that contributed or detracted from resilience and mastery in the sample recruited from 17 sites from across the United States. Resilience and mastery were independently associated with psychological health-related quality of life. In multivariate analysis, adjusting for demographic characteristics, previous diagnosis of depression was negatively associated with resilience. Time since HIV diagnosis was positively associated with mastery whereas victimization was negatively associated with mastery. Social support and community engagement were positively associated with both resilience and mastery. Individual and structural-environmental characteristics contributed to resilience and mastery. These findings can be used to develop interventions incorporating an increased understanding of factors that are associated with both resilience and mastery. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

It's OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool.

PubMed

Lunkenheimer, Erika; Wang, Jun

2017-05-01

Mastery motivation is closely related to children's regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children's effortful control, and children's successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up ( N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children's higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children's higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child's early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool.

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

PubMed

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Five Musts for Mastery

ERIC Educational Resources Information Center

Tucker, Catlin

2014-01-01

In his book "Drive," Daniel Pink writes that mastery is "the desire to get better and better at something that matters." If we consider this definition in the context of the classroom, students must have a desire to get better and must feel that what they're learning matters. Technology can help ensure these two criteria…

[A correlational study on uncertainty, mastery and appraisal of uncertainty in hospitalized children's mothers].

PubMed

Yoo, Kyung Hee

2007-06-01

This study was conducted to investigate the correlation among uncertainty, mastery and appraisal of uncertainty in hospitalized children's mothers. Self report questionnaires were used to measure the variables. Variables were uncertainty, mastery and appraisal of uncertainty. In data analysis, the SPSSWIN 12.0 program was utilized for descriptive statistics, Pearson's correlation coefficients, and regression analysis. Reliability of the instruments was cronbach's alpha=.84~.94. Mastery negatively correlated with uncertainty(r=-.444, p=.000) and danger appraisal of uncertainty(r=-.514, p=.000). In regression of danger appraisal of uncertainty, uncertainty and mastery were significant predictors explaining 39.9%. Mastery was a significant mediating factor between uncertainty and danger appraisal of uncertainty in hospitalized children's mothers. Therefore, nursing interventions which improve mastery must be developed for hospitalized children's mothers.

The Relationship between Mastery and Depression among Japanese Family Caregivers

ERIC Educational Resources Information Center

Schreiner, Andrea S.; Morimoto, Tomoko

2003-01-01

The present study examined the relationship between caregiver mastery and depressive symptoms among family stroke caregivers in western Japan (N = 100). Family caregivers were identified from a sample of rehabilitation hospitals; participation rate was 100 percent for all eligible caregivers. Care-givers with high mastery were found to have…

Healthy Aging Among Older Black and White Men: What Is the Role of Mastery?

PubMed

Latham-Mintus, Kenzie; Vowels, Ashley; Huskins, Kyle

2018-01-11

This research explores black-white differences in healthy aging and investigates whether mastery acts as a buffer against poor health for older black and white men. Using data from the Health and Retirement Study (HRS) (2008-2012), a series of binary logit models were created to assess healthy aging over a 2-year period. Healthy aging was defined as good subjective health and free of disability at both waves. Mastery was lagged, and analyses (n = 4,892) controlled for social and health factors. Black-white disparities in healthy aging were observed, where older black men had lower odds of healthy aging. Mastery was associated with higher odds of healthy aging, and race moderated the relationship between mastery and healthy aging. The predicted probability of healthy aging was relatively flat across all levels of mastery among black men, yet white men saw consistent gains in the probability of healthy aging with higher levels of mastery. In race-stratified models, mastery was not a significant predictor of healthy aging among black men. High levels of mastery are linked to positive health-often acting as a buffer against stressful life events. However, among older black men, higher levels of mastery did not necessarily equate to healthy aging. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Leak test adapter for containers

DOEpatents

Hallett, Brian H.; Hartley, Michael S.

1996-01-01

An adapter is provided for facilitating the charging of containers and leak testing penetration areas. The adapter comprises an adapter body and stem which are secured to the container's penetration areas. The container is then pressurized with a tracer gas. Manipulating the adapter stem installs a penetration plug allowing the adapter to be removed and the penetration to be leak tested with a mass spectrometer. Additionally, a method is provided for using the adapter.

Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

ERIC Educational Resources Information Center

Juriah

2015-01-01

The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action…

The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

PubMed

Buch, R; Nerstad, C G L; Säfvenbom, R

2017-02-01

This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Implementation of STEAM Education to Improve Mastery Concept

NASA Astrophysics Data System (ADS)

Liliawati, W.; Rusnayati, H.; Purwanto; Aristantia, G.

2018-01-01

Science Technology Engineering, Art, Mathematics (STEAM) is an integration of art into Science Technology Engineering, Mathematics (STEM). Connecting art to science makes learning more effective and innovative. This study aims to determine the increase in mastery of the concept of high school students after the application of STEAM education in learning with the theme of Water and Us. The research method used is one group Pretest-posttest design with students of class VII (n = 37) junior high school. The instrument used in the form of question of mastery of concepts in the form of multiple choices amounted to 20 questions and observation sheet of learning implementation. The results of the study show that there is an increase in conceptualization on the theme of Water and Us which is categorized as medium (=0, 46) after the application of the STEAM approach. The conclusion obtained that by applying STEAM approach in learning can improve the mastery of concept

It’s OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool

PubMed Central

Lunkenheimer, Erika; Wang, Jun

2017-01-01

Mastery motivation is closely related to children’s regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children’s effortful control, and children’s successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up (N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children’s higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children’s higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented versus social forms of mastery motivation. Findings also suggest that a child’s early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool. PMID:28966542

Evaluating the Effects of Mastery Learning in Postsecondary Developmental Mathematics

ERIC Educational Resources Information Center

Bradley, Kirk

2016-01-01

The purpose of this study was to determine which academic and affective student factors were significant to student success in a mastery learning program in developmental mathematics and to determine if the mastery learning program led to increased mathematical knowledge retention and success in the subsequent math course. The first phase of the…

Speededness and Adaptive Testing

ERIC Educational Resources Information Center

van der Linden, Wim J.; Xiong, Xinhui

2013-01-01

Two simple constraints on the item parameters in a response--time model are proposed to control the speededness of an adaptive test. As the constraints are additive, they can easily be included in the constraint set for a shadow-test approach (STA) to adaptive testing. Alternatively, a simple heuristic is presented to control speededness in plain…

Flexible, Mastery-Oriented Astrophysics Sequence.

ERIC Educational Resources Information Center

Zeilik, Michael, II

1981-01-01

Describes the implementation and impact of a two-semester mastery-oriented astrophysics sequence for upper-level physics/astrophysics majors designed to handle flexibly a wide range of student backgrounds. A Personalized System of Instruction (PSI) format was used fostering frequent student-instructor interaction and role-modeling behavior in…

Mastery Learning: A Comprehensive Bibliography. Fall 1982; Vol. 1, No. 2.

ERIC Educational Resources Information Center

Hymel, Glenn M.

A clearinghouse on mastery learning (CML) has been established at Loyola University (New Orleans, Louisiana) to accommodate the informational needs of mastery learning researchers, practitioners, and policymakers. Manual and computer searches on this topic have been conducted in the following databases: ERIC, Education Index, Psychological…

Mastery-Based Virtual Reality Robotic Simulation Curriculum: The First Step Toward Operative Robotic Proficiency.

PubMed

Hogg, Melissa E; Tam, Vernissia; Zenati, Mazen; Novak, Stephanie; Miller, Jennifer; Zureikat, Amer H; Zeh, Herbert J

Hepatobiliary surgery is a highly complex, low-volume specialty with long learning curves necessary to achieve optimal outcomes. This creates significant challenges in both training and measuring surgical proficiency. We hypothesize that a virtual reality curriculum with mastery-based simulation is a valid tool to train fellows toward operative proficiency. This study evaluates the content and predictive validity of robotic simulation curriculum as a first step toward developing a comprehensive, proficiency-based pathway. A mastery-based simulation curriculum was performed in a virtual reality environment. A pretest/posttest experimental design used both virtual reality and inanimate environments to evaluate improvement. Participants self-reported previous robotic experience and assessed the curriculum by rating modules based on difficulty and utility. This study was conducted at the University of Pittsburgh Medical Center (Pittsburgh, PA), a tertiary care academic teaching hospital. A total of 17 surgical oncology fellows enrolled in the curriculum, 16 (94%) completed. Of 16 fellows who completed the curriculum, 4 fellows (25%) achieved mastery on all 24 modules; on average, fellows mastered 86% of the modules. Following curriculum completion, individual test scores improved (p < 0.0001). An average of 2.4 attempts was necessary to master each module (range: 1-17). Median time spent completing the curriculum was 4.2 hours (range: 1.1-6.6). Total 8 (50%) fellows continued practicing modules beyond mastery. Survey results show that "needle driving" and "endowrist 2" modules were perceived as most difficult although "needle driving" modules were most useful. Overall, 15 (94%) fellows perceived improvement in robotic skills after completing the curriculum. In a cohort of board-certified general surgeons who are novices in robotic surgery, a mastery-based simulation curriculum demonstrated internal validity with overall score improvement. Time to complete the

Mathematics Mastery: Secondary Evaluation Report

ERIC Educational Resources Information Center

Jerrim, John; Austerberry, Helen; Crisan, Cosette; Ingold, Anne; Morgan, Candia; Pratt, Dave; Smith, Cathy; Wiggins, Meg

2015-01-01

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' conceptual understanding of key mathematical concepts. This clustered Randomised Controlled…

Complex Knowledge Mastery: Some Propositions.

ERIC Educational Resources Information Center

Keller, Joyce A.; Schallert, Diane L.

The proposition that the mastery of complex tasks embodies several components was studied for 236 students in an undergraduate introductory financial accounting course. A new curriculum was developed for the course that included in-depth exposure to the actual financial statements of a company and the understanding of the structural relationships…

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers.

ERIC Educational Resources Information Center

Jacobsson, Christian; Pousette, Anders; Thylefors, Ingela

2001-01-01

Created guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions and feelings of mastery among 826 Swedish teachers in 27 comprehensive schools. Teacher stress reactions were best predicted by perceived work demands, student misbehavior, and negative feedback, while mastery feelings were…

Mastery learning: it is time for medical education to join the 21st century.

PubMed

McGaghie, William C

2015-11-01

Clinical medical education in the 21st century is grounded in a 19th-century model that relies on longitudinal exposure to patients as the curriculum focus. The assumption is that medical students and postgraduate residents will learn from experience, that vicarious or direct involvement in patient care is the best teacher. The weight of evidence shows, however, that results from such traditional clinical education are uneven at best. Educational inertia endorsed until recently by medical school accreditation policies has maintained the clinical medical education status quo for decades.Mastery learning is a new paradigm for medical education. Basic principles of mastery learning are that educational excellence is expected and can be achieved by all learners and that little or no variation in measured outcomes will result. This Commentary describes the origins of mastery learning and presents its essential features. The Commentary then introduces the eight reports that comprise the mastery learning cluster for this issue of Academic Medicine. The reports are intended to help medical educators recognize advantages of the mastery model and begin to implement mastery learning at their own institutions. The Commentary concludes with brief statements about future directions for mastery learning program development and research in medical education.

[Diet supplements in nutrition of sport mastery school students].

PubMed

Seidler, Teresa; Sobczak, Anna

2012-01-01

In Polish society, for some time now, a growing interest in supplementation of the diet has been observed. This problem addresses particularly to sportsmen and physically active persons. It is often due to belief that customary diet does not supply organism with necessary food ingredients. There are also some threats connected with supplementation of the diet. Problems addressed to supplementation of the diet are particularly important for young sportsmen, including students of sport mastery schools. The aim of the study was the evaluation of the diet supplementation used by the students of sport mastery school in Western Pomeranian district. The study was carried out in the group of 76 students, aged 15 to 19, practicing walleyball (girls n = 39) and football (boys n = 37) at the sport mastery school in Police (western Pomeranian district). The interview method has been applied. A significance of differences, for the analysed factor, due to a sport discipline practiced was calculated based on Chi2 (Statistica 9). The results of the study confirmed the students of sport mastery school to supplement their diets. The diet supplementation being more frequent for boys (67.6%) with magnesium (57-64%) noted as the most frequently used supplement, followed with vitamin-mineral agents and L-carnitine. Essential differences were noted for reasons of diet supplementation and sources of information used on supplements between the sport disciplines practiced. It can be stated, based on the obtained results, that for supplementation of the diet among students of sport mastery school in Police is popular, even though there was no previous recognition of its necessity. The most frequent supplements users were football players with magnesium being the most frequently chosen supplement. Based on the above a regular training of sportsmen, including also coaches training young people, on the rational feeding habits would be advisable.

A Compensatory Approach to Optimal Selection with Mastery Scores. Research Report 94-2.

ERIC Educational Resources Information Center

van der Linden, Wim J.; Vos, Hans J.

This paper presents some Bayesian theories of simultaneous optimization of decision rules for test-based decisions. Simultaneous decision making arises when an institution has to make a series of selection, placement, or mastery decisions with respect to subjects from a population. An obvious example is the use of individualized instruction in…

Development of Mastery during Adolescence: The Role of Family Problem-Solving

ERIC Educational Resources Information Center

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara

2009-01-01

A sense of mastery is an important component of psychological health and wellbeing across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family…

The stability of mastery motivation and its relationship with home environment in infants and toddlers.

PubMed

Wang, Pei-Jung; Hwang, Ai-Wen; Liao, Hua-Fang; Chen, Pau-Chung; Hsieh, Wu-Shiun

2011-06-01

Mastery motivation (intrinsic drives to explore and master one's environment) is a key developmental element. The aims of this study were to investigate (1) the stability of mastery motivation between 2 and 3 years of age for two genders; and (2) the associations between early home environment and toddlers' mastery motivation in children with typical development. Data of 102 children developing typically from a birth cohort study at Northern Taiwan were analyzed in two parts: (1) stability part: mastery motivation of children were measured at 2 and 3 years of age; (2) environment part: child-parent dyads were assessed from birth, 4 months, 6 months, and 2-3 years of age. Outcomes variables were measured at ages 2 and 3 years by the Dimension of Mastery Questionnaire-17th version. Main predictive variables were measured by Home Observation for Measuring Environment Inventory (HOME) to collect data of the qualities of home environment at 6 months and 2 years; by the Revised Infant Temperament Questionnaire to obtain 4-month activity levels; and by the Comprehensive Developmental Inventory for Infants and Toddlers to obtain 2-year developmental quotient (DQ). There was moderate stability of mastery motivation from 2 to 3 years, and girls' stability was higher than boys'. 6-Month HOME rather than 2-year HOME measures were positively and significantly correlated with instrumental mastery motivation even when controlling for gender, activity level, and DQ. Mastery motivation had moderate stability during the toddler period. The quality of home environment in infancy appeared to have a significant impact on toddler's mastery motivation. To promote mastery motivation, caregivers should provide better quality of home environment for infants/toddlers during the very early years. Copyright © 2011 Elsevier Inc. All rights reserved.

Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.

PubMed

Cook, David A; Brydges, Ryan; Zendejas, Benjamin; Hamstra, Stanley J; Hatala, Rose

2013-08-01

Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. They included original research in any language evaluating mastery SBME, in comparison with any intervention or no intervention, for practicing and student physicians, nurses, and other health professionals. Working in duplicate, they abstracted information on trainees, instructional design (interactivity, feedback, repetitions, and learning time), study design, and outcomes. They identified 82 studies evaluating mastery SBME. In comparison with no intervention, mastery SBME was associated with large effects on skills (41 studies; effect size [ES] 1.29 [95% confidence interval, 1.08-1.50]) and moderate effects on patient outcomes (11 studies; ES 0.73 [95% CI, 0.36-1.10]). In comparison with nonmastery SBME instruction, mastery learning was associated with large benefit in skills (3 studies; effect size 1.17 [95% CI, 0.29-2.05]) but required more time. Pretraining and additional practice improved outcomes but, again, took longer. Studies exploring enhanced feedback and self-regulated learning in the mastery model showed mixed results. Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.

On the Effectiveness of a Neural Network for Adaptive External Pacing.

ERIC Educational Resources Information Center

Montazemi, Ali R.; Wang, Feng

1995-01-01

Proposes a neural network model for an intelligent tutoring system featuring adaptive external control of student pacing. An experiment was conducted, and students using adaptive external pacing experienced improved mastery learning and increased motivation for time management. Contains 66 references. (JKP)

Condensed Mastery Profile Method for Setting Standards for Diagnostic Assessment Systems

ERIC Educational Resources Information Center

Clark, A. K.; Nash, B.; Karvonen, M.; Kingston, N.

2017-01-01

The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score value. The condensed mastery profile method draws from established holistic standard-setting methods to use rounds of range finding and pinpointing to…

Test Information Targeting Strategies for Adaptive Multistage Testing Designs.

ERIC Educational Resources Information Center

Luecht, Richard M.; Burgin, William

Adaptive multistage testlet (MST) designs appear to be gaining popularity for many large-scale computer-based testing programs. These adaptive MST designs use a modularized configuration of preconstructed testlets and embedded score-routing schemes to prepackage different forms of an adaptive test. The conditional information targeting (CIT)…

Helplessness, mastery and the development of eating disorders: exploring the links between vulnerability and precipitating factors.

PubMed

Troop, N A

2012-12-01

Helplessness and mastery in childhood and in response to the events that trigger onset are implicated in the development of eating disorders. However, no studies have yet explored how these are linked and whether the effects are additive or mediated. Semi-structured interviews (Childhood Experience of Care and Abuse; Life Events and Difficulties Schedule; Coping Strategies Interview) were used to assess helplessness and mastery in childhood and in response to a provoking agent in 15 eating disordered and 19 non-eating disordered women. Helplessness and mastery in childhood were related to helplessness and mastery in response to the events and difficulties that triggered onset of the eating disorder. However, only the presence of helplessness and the lack of mastery in response to this provoking agent predicted onset. Helplessness and mastery are vulnerability and protective factors but only in those women who develop an eating disorder in the context of later life events. It is suggested that helplessness and mastery in childhood act via their influence on the adequacy of coping in response to later life events.

Adaptive graph-based multiple testing procedures

PubMed Central

Klinglmueller, Florian; Posch, Martin; Koenig, Franz

2016-01-01

Multiple testing procedures defined by directed, weighted graphs have recently been proposed as an intuitive visual tool for constructing multiple testing strategies that reflect the often complex contextual relations between hypotheses in clinical trials. Many well-known sequentially rejective tests, such as (parallel) gatekeeping tests or hierarchical testing procedures are special cases of the graph based tests. We generalize these graph-based multiple testing procedures to adaptive trial designs with an interim analysis. These designs permit mid-trial design modifications based on unblinded interim data as well as external information, while providing strong family wise error rate control. To maintain the familywise error rate, it is not required to prespecify the adaption rule in detail. Because the adaptive test does not require knowledge of the multivariate distribution of test statistics, it is applicable in a wide range of scenarios including trials with multiple treatment comparisons, endpoints or subgroups, or combinations thereof. Examples of adaptations are dropping of treatment arms, selection of subpopulations, and sample size reassessment. If, in the interim analysis, it is decided to continue the trial as planned, the adaptive test reduces to the originally planned multiple testing procedure. Only if adaptations are actually implemented, an adjusted test needs to be applied. The procedure is illustrated with a case study and its operating characteristics are investigated by simulations. PMID:25319733

Sex Educators and Self-Efficacy: Toward a Taxonomy of Enactive Mastery Experiences

ERIC Educational Resources Information Center

Jensen, Robin E.

2012-01-01

Enactive mastery experiences have been identified as the most influential source of self-efficacy beliefs. Yet little is known about enactive mastery experiences, including how such experiences manifest in naturally occurring situations (as opposed to simulated situations). This study draws from semistructured interviews (N = 50) with sex…

Online Academic-Integrity Mastery Training May Improve Students' Awareness of, and Attitudes toward, Plagiarism

ERIC Educational Resources Information Center

Curtis, Guy J.; Gouldthorp, Bethanie; Thomas, Emma F.; O'Brien, Geraldine M.; Correia, Helen M.

2013-01-01

Some evidence has emerged in recent years that plagiarism can be reduced through the use of online mastery tests that are designed to train introductory psychology students in awareness of academic integrity and referencing conventions. Although these studies demonstrated a reduction in incidents of plagiarism they did not directly examine whether…

Game-Like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

ERIC Educational Resources Information Center

Józsa, Krisztián; Barrett, Karen Caplovitz; Morgan, George A.

2017-01-01

Introduction: School readiness predicts both school and life success, so measuring it effectively is extremely important. Current school readiness tests focus on pre-academic skills; however, mastery motivation (MM: persistent, focus on trying to do a task) and executive functions (EF: planful self-control) are also crucial. Method: The purpose of…

A Fair Comparison of the Performance of Computerized Adaptive Testing and Multistage Adaptive Testing

ERIC Educational Resources Information Center

Wang, Keyin

2017-01-01

The comparison of item-level computerized adaptive testing (CAT) and multistage adaptive testing (MST) has been researched extensively (e.g., Kim & Plake, 1993; Luecht et al., 1996; Patsula, 1999; Jodoin, 2003; Hambleton & Xing, 2006; Keng, 2008; Zheng, 2012). Various CAT and MST designs have been investigated and compared under the same…

Laying the Groundwork for NCLEX Success: An Exploration of Adaptive Quizzing as an Examination Preparation Method.

PubMed

Cox-Davenport, Rebecca A; Phelan, Julia C

2015-05-01

First-time NCLEX-RN pass rates are an important indicator of nursing school success and quality. Nursing schools use different methods to anticipate NCLEX outcomes and help prevent student failure and possible threat to accreditation. This study evaluated the impact of a shift in NCLEX preparation policy at a BSN program in the southeast United States. The policy shifted from the use of predictor score thresholds to determine graduation eligibility to a more proactive remediation strategy involving adaptive quizzing. A descriptive correlational design evaluated the impact of an adaptive quizzing system designed to give students ongoing active practice and feedback and explored the relationship between predictor examinations and NCLEX success. Data from student usage of the system as well as scores on predictor tests were collected for three student cohorts. Results revealed a positive correlation between adaptive quizzing system usage and content mastery. Two of the 69 students in the sample did not pass the NCLEX. With so few students failing the NCLEX, predictability of any course variables could not be determined. The power of predictor examinations to predict NCLEX failure could also not be supported. The most consistent factor among students, however, was their content mastery level within the adaptive quizzing system. Implications of these findings are discussed.

Test Anxiety, Computer-Adaptive Testing and the Common Core

ERIC Educational Resources Information Center

Colwell, Nicole Makas

2013-01-01

This paper highlights the current findings and issues regarding the role of computer-adaptive testing in test anxiety. The computer-adaptive test (CAT) proposed by one of the Common Core consortia brings these issues to the forefront. Research has long indicated that test anxiety impairs student performance. More recent research indicates that…

The influence of mastery on mother's health in middle years: Moderating role of stressful life context.

PubMed

King, Victoria; Wickrama, K A S; Klopack, Erick; Lorenz, Frederick O

2018-06-07

Using data from 416 middle-aged mothers gathered over the course of a decade, this study examined the influence of mastery trajectories (the initial level and change), on change in physical health. Mastery is defined as one's ability to control and influence his/her life and environment to reach a desired outcome or goal. Both the initial level and change in mastery from 1991 to 1994 were associated with decreased physical health problems over the middle years (1991-2001). Contextual moderation of this association by stressful life contexts including negative life events and work-family conflict was investigated. Moderation analysis showed that under conditions of low contextual life stressors, the level and increase in mastery significantly contributed to decreases in physical health problems in middle-aged mothers. Alternatively, conditions of high contextual life stressors inhibited the ability of mastery to influence physical health of mothers, suggesting that the positive health impact of mastery on physical health is mitigated by stressful life experiences. Implications for the need to maintain important personal resources, such as mastery, during times of stress are discussed. Copyright © 2018 John Wiley & Sons, Ltd.

A Simultaneous Approach to Optimizing Treatment Assignments with Mastery Scores. Research Report 89-5.

ERIC Educational Resources Information Center

Vos, Hans J.

An approach to simultaneous optimization of assignments of subjects to treatments followed by an end-of-mastery test is presented using the framework of Bayesian decision theory. Focus is on demonstrating how rules for the simultaneous optimization of sequences of decisions can be found. The main advantages of the simultaneous approach, compared…

Preschoolers' Physical Activity Participation across a Yearlong Mastery-Motivational Climate Intervention

ERIC Educational Resources Information Center

Wadsworth, Danielle D.; Rudisill, Mary E.; Hastie, Peter A.; Irwin, Jacqueline M.; Rodriguez-Hernandez, Mynor G.

2017-01-01

Purpose: This study sought to determine how children's participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children's free-play activity during a typical day at their local day-care facility. Method: Twelve 4-year-old children participated in a mastery-motivational…

A Middle-Range Theory for Diabetes Self-management Mastery.

PubMed

Fearon-Lynch, Jennifer A; Stover, Caitlin M

2015-01-01

Diabetes mellitus is the seventh leading cause of death in America and affects 382 million people worldwide. Individuals with diabetes must manage the complexity of the disease, its treatment, and complications to avert deleterious consequences associated with the illness. However, not all patients with diabetes successfully gain mastery to positively impact self-management. A new middle-range theory is proposed that merges 2 extant theories, theory of mastery and organismic integration theory, to better understand this human response. The theories' philosophical, theoretical, and conceptual perspectives were examined and relational properties synthesized to provide a conceptual representation of the phenomenon of interest.

Adaptive and perceptual learning technologies in medical education and training.

PubMed

Kellman, Philip J

2013-10-01

Recent advances in the learning sciences offer remarkable potential to improve medical education and maximize the benefits of emerging medical technologies. This article describes 2 major innovation areas in the learning sciences that apply to simulation and other aspects of medical learning: Perceptual learning (PL) and adaptive learning technologies. PL technology offers, for the first time, systematic, computer-based methods for teaching pattern recognition, structural intuition, transfer, and fluency. Synergistic with PL are new adaptive learning technologies that optimize learning for each individual, embed objective assessment, and implement mastery criteria. The author describes the Adaptive Response-Time-based Sequencing (ARTS) system, which uses each learner's accuracy and speed in interactive learning to guide spacing, sequencing, and mastery. In recent efforts, these new technologies have been applied in medical learning contexts, including adaptive learning modules for initial medical diagnosis and perceptual/adaptive learning modules (PALMs) in dermatology, histology, and radiology. Results of all these efforts indicate the remarkable potential of perceptual and adaptive learning technologies, individually and in combination, to improve learning in a variety of medical domains. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.

Parental Support, Partner Support, and the Trajectories of Mastery from Adolescence to Early Adulthood

ERIC Educational Resources Information Center

Surjadi, Florensia F.; Lorenz, Frederick O.; Wickrama, K. A. S.; Conger, Rand D.

2011-01-01

This study examines the long-term associations among parental support, extra-familial partner support, and the trajectories of sense of mastery from adolescence to the early adulthood years. Ten waves of panel data collected over a 16-year period from the Iowa Family Transitions Project (N = 527) were used to test the hypotheses. Results indicated…

Learning Social Studies through Mastery Approach

ERIC Educational Resources Information Center

Adeyemi, B. A.

2007-01-01

This study examined learning Social Studies by investigating the effectiveness of mastery approach on students' performance in Social Studies of two groups of students drawn from Osun State College of Education, Ila-Orangun and University of Uyo, Ila-Orangun Study Centre which consisted of 200 level Social Studies students and 200 level degree…

Mastery-style homework exercises in introductory physics courses: Implementation matters

NASA Astrophysics Data System (ADS)

Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Stelzer, Timothy

2018-06-01

Encouraged by positive clinical results at the University of Illinois, mastery-style homework was integrated into a large semester-long preparatory physics course via an online homework system that used narrated animated video solutions as correctives. This paper discusses the impact and evolution of the homework in its first two years. The first iteration revealed that students were frustrated and did not engage with the system in an effective way. Intending to reduce that frustration and quell negative behavior, the mastery requirement was relaxed, transfer between versions was reduced, and the addition of a direct discussion with students about the homework were implemented in its second year. The results showed that details of implementation can substantially affect students' behavior; large and statistically significant effects were observed as a reduction in frustration (with self-identified "frustrated" students dropping from 60% in 2014 to 30% in 2015) and improvement in performance (average student mastery rate of 59% to 69%).

Mastery Without Mystery: Why there is no Promethean Sin in Enhancement

PubMed Central

Kahane, Guy

2011-01-01

Several authors have suggested that we cannot fully grapple with the ethics of human enhancement unless we address neglected questions about our place in the world, questions that verge on theology but can be pursued independently of religion. A prominent example is Michael Sandel, who argues that the deepest objection to enhancement is that it expresses a Promethean drive to mastery which deprives us of openness to the unbidden and leaves us with nothing to affirm outside our own wills. Sandel's argument against enhancement has been criticized, but his claims about mastery and the unbidden, and their relation to religion, have not yet received sufficient attention. I argue that Sandel misunderstands the notions of mastery and the unbidden and their significance. Once these notions are properly understood, they have surprising implications. It turns out that the value of openness to the unbidden is not just independent of theism, as Sandel claims, but is in fact not even fully compatible with it. But in any case that value cannot support Sandel's objection to enhancement. This is because it is not enhancement but certain forms of opposition to enhancement that are most likely to express a pernicious drive to mastery. PMID:22318775

The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in Multiple Intelligences-based of Integrated Earth and Space Science Learning

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Mursydah, L. S.

2017-03-01

The purpose of this study is to identify gender-based concept mastery differences of junior high school students after the implementation of multiple intelligences-based integrated earth and space science learning. Pretest-posttest group design was employed to two different classes at one of junior high school on eclipse theme in Tasikmalaya West Java: one class for boys (14 students) and one class of girls (18 students). The two-class received same treatment. The instrument of concepts mastery used in this study was open-ended eight essay questions. Reliability test result of this instrument was 0.9 (category: high) while for validity test results were high and very high category. We used instruments of multiple intelligences identification and learning activity observation sheet for our analysis. The results showed that normalized N-gain of concept mastery for boys and girls were improved, respectively 0.39 and 0.65. Concept mastery for both classes differs significantly. The dominant multiple intelligences for boys were in kinesthetic while girls dominated in the rest of multiple intelligences. Therefor we concluded that the concept mastery was influenced by gender and student’s multiple intelligences. Based on this finding we suggested to considering the factor of gender and students’ multiple intelligences given in the learning activity.

Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution.

PubMed

Okely, A D; Booth, M L

2004-09-01

Fundamental movement skills form the foundation for many of the specific motor skills employed in popular sports and leisure activities. Little data exist on the prevalence and socioeconomic distribution of fundamental movement skill mastery among young children in Australia. This study process-assessed performance on six fundamental movement skills in a randomly selected sample of students from Years 1 through 3 in the Sydney metropolitan area of New South Wales. The prevalence and sociodemographic distribution of mastery and near mastery for each skill and each skill component is reported for boys and girls in each school year. The findings revealed that the prevalence of mastery and near mastery of each of fundamental movement skill was generally low. Boys performed significantly better than girls in the run and in the four object-control skills (throw, catch, kick, and strike) whilst girls performed better than boys in the skip. There was no consistent association between prevalence of skill mastery and socio-economic status (SES), with only the kick and vertical jump for boys and catch, dodge, and vertical jump for girls differing across SES tertiles. Based on these results, we recommend that adequate curriculum time, resources, and professional development continue to be devoted to fundamental movement skills in NSW primary schools.

Sense of mastery differences between working-age Swedish- and Finnish-speaking Finns: a population-based study.

PubMed

Reini, Kaarina; Nyqvist, Fredrica

2017-06-01

To examine the probability of a high sense of mastery in a population-representative sample of working-age people and to study the differences in mastery between Finnish-speaking and Swedish-speaking Finns in particular. The data originates from the Western Finland Mental Health Surveys (2008-2014). Associations between sense of mastery and language groups were analyzed with logistic regressions. Swedish-speaking Finns have a higher sense of mastery and the association is mediated by social support. Moreover, a difference in a high sense of mastery is found between Swedish- and Finnish-speaking married women that are outside the labor market. Our findings imply that Finnish-speaking women that are outside the labor market, e.g. on maternity leave or taking care of the household, should be recognized in health and social care services as a group that can benefit from additional support.

Mastery Learning: Partly Boon, Partly Boondoggle. Teacher Education Forum; Volume 3, Number 11.

ERIC Educational Resources Information Center

Mueller, Daniel J.

Educational institutions have at least two major functions: education and certification of competency. This paper examines the educational strengths and limitations of the mastery learning instruction model with respect to fulfilling these functions. The components of the mastery model are contrasted with components of other instructional models,…

Pursuing Their Own Learning Agenda: How Mastery-Oriented Students Jeopardize Their Class Performance

ERIC Educational Resources Information Center

Senko, Corwin; Miles, Kenneth M.

2008-01-01

This study explored why mastery-based achievement goals often are unrelated to class grades despite promoting deep learning strategies and high course interest. We hypothesized that mastery-oriented students jeopardize their exam performance by allowing their individual interests to dictate their study efforts such that they neglect boring topics…

Mastery matters: consumer choice, psychiatric symptoms and problematic substance use among adults with histories of homelessness.

PubMed

Greenwood, Ronni Michelle; Manning, Rachel M

2017-05-01

Previous research demonstrated the importance of consumer choice and mastery to residential stability and psychiatric functioning for adults with histories of homelessness. In the present study, we investigated whether these relationships hold, even in the context of problem-related substance misuse. Questionnaire data were collected in Ireland from 101 residents of long-term homeless accommodation in 2010. Hayes' PROCESS macro for mediation and moderation analysis in SPSS was employed to test our hypotheses. Findings demonstrated that the indirect effect of choice through mastery on psychiatric functioning was stronger for individuals with more recent problem-related substance use than for those with no or distant histories of problem-related substance use. Our findings confirm that consumer choice in housing and services is important to homeless services users' recovery experiences. Because of its relationship with mastery, consumer choice in housing and services protects homeless services users' psychiatric functioning, especially when substance use-related choices have had negative consequences. Our findings suggest that if homeless services take away consumer choice when substance use causes problems, they may actually undermine, rather than foster, service users' psychiatric functioning. © 2016 John Wiley & Sons Ltd.

Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data

ERIC Educational Resources Information Center

Kabiri, Masoud; Ghazi-Tabatabaei, Mahmood; Bazargan, Abbas; Shokoohi-Yekta, Mohsen; Kharrazi, Kamal

2017-01-01

Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students' mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders' competency mastery of science and examined the utility of the General…

Proficiency deficiency: mastery of fundamental movement skills and skill components in overweight and obese children.

PubMed

Cliff, Dylan P; Okely, Anthony D; Morgan, Philip J; Jones, Rachel A; Steele, Julie R; Baur, Louise A

2012-05-01

The purpose of this observational study was to compare the mastery of 12 fundamental movement skills (FMS) and skill components between a treatment-seeking sample of overweight/obese children and a reference sample from the United States. Mastery of six locomotor and six object-control skills (24 components in each subdomain) were video-assessed by one assessor using the test of gross motor development-2 (TGMD-2). The 153 overweight/obese children (mean ± s.d. age = 8.3 ± 1.1 years, BMI z-score = 2.78 ± 0.69, 58% girls, 77% obese) were categorized into age groups (for the underhand roll and strike: 7-8 years and 9-10 years; all other FMS: 6-7 years and 8-10 years) and mastery prevalence rates were compared with representative US data (N = 876) using χ(2) analysis. For all 12 skills in all age groups, the prevalence of mastery was lower among overweight/obese children compared with the reference sample (all P < 0.05). This was consistent for 18 locomotor and upto 21 object-control skill components (all P < 0.05). Differences were largest for the run, slide, hop, dribble, and kick. Specific movement patterns that could be targeted for improvement include positioning of the body and feet, the control or release of an object at an optimal position, and better use of the arms to maintain effective force production during the performance of FMS. Physical activity programs designed for overweight and obese children may need to address deficiencies in FMS proficiency to foster the movement capabilities required for participation in health-enhancing physical activity.

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Testlet-Based Multidimensional Adaptive Testing.

PubMed

Frey, Andreas; Seitz, Nicki-Nils; Brandt, Steffen

2016-01-01

Multidimensional adaptive testing (MAT) is a highly efficient method for the simultaneous measurement of several latent traits. Currently, no psychometrically sound approach is available for the use of MAT in testlet-based tests. Testlets are sets of items sharing a common stimulus such as a graph or a text. They are frequently used in large operational testing programs like TOEFL, PISA, PIRLS, or NAEP. To make MAT accessible for such testing programs, we present a novel combination of MAT with a multidimensional generalization of the random effects testlet model (MAT-MTIRT). MAT-MTIRT compared to non-adaptive testing is examined for several combinations of testlet effect variances (0.0, 0.5, 1.0, and 1.5) and testlet sizes (3, 6, and 9 items) with a simulation study considering three ability dimensions with simple loading structure. MAT-MTIRT outperformed non-adaptive testing regarding the measurement precision of the ability estimates. Further, the measurement precision decreased when testlet effect variances and testlet sizes increased. The suggested combination of the MTIRT model therefore provides a solution to the substantial problems of testlet-based tests while keeping the length of the test within an acceptable range.

Testlet-Based Multidimensional Adaptive Testing

PubMed Central

Frey, Andreas; Seitz, Nicki-Nils; Brandt, Steffen

2016-01-01

Multidimensional adaptive testing (MAT) is a highly efficient method for the simultaneous measurement of several latent traits. Currently, no psychometrically sound approach is available for the use of MAT in testlet-based tests. Testlets are sets of items sharing a common stimulus such as a graph or a text. They are frequently used in large operational testing programs like TOEFL, PISA, PIRLS, or NAEP. To make MAT accessible for such testing programs, we present a novel combination of MAT with a multidimensional generalization of the random effects testlet model (MAT-MTIRT). MAT-MTIRT compared to non-adaptive testing is examined for several combinations of testlet effect variances (0.0, 0.5, 1.0, and 1.5) and testlet sizes (3, 6, and 9 items) with a simulation study considering three ability dimensions with simple loading structure. MAT-MTIRT outperformed non-adaptive testing regarding the measurement precision of the ability estimates. Further, the measurement precision decreased when testlet effect variances and testlet sizes increased. The suggested combination of the MTIRT model therefore provides a solution to the substantial problems of testlet-based tests while keeping the length of the test within an acceptable range. PMID:27917132

Will environmental interventions affect the level of mastery motivation among children with disabilities? A preliminary study.

PubMed

Waldman-Levi, Amiya; Erez, Asnat Bar-Haim

2015-03-01

Children with developmental disabilities tend to demonstrate lower levels of mastery motivation in comparison with typically developing children. The goal of this study was to investigate the effect of physical and social environmental interventions on the mastery motivation of children with disabilities. Participants included 19 children (from two classes) with disabilities between the ages of 2-4 years from an educational rehabilitation centre. The Individualized Assessment of Mastery Motivation was used to assess the level of mastery motivation; the Early Childhood Environment Rating Scale - Revised and the Teacher-Child Interaction Observation were used to assess the physical and social environments. A counterbalance study design was used such that the children from the two classes received two phases of intervention, social and physical environmental interventions. The study's results point to the advantage of the social intervention, over the physical one, in improving the child's mastery motivation. However, the results lend support for the efficacy of using both aspects of environmental changes to the overall persistent score. The study findings, although preliminary, demonstrate the efficacy of providing both social and physical environmental interventions to improve mastery motivation. Copyright © 2014 John Wiley & Sons, Ltd.

Clinical Study of Student Learning Using Mastery Style versus Immediate Feedback Online Activities

ERIC Educational Resources Information Center

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-01-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each…

Standards and Mastery Learning: Aligning Teaching and Assessment So All Children Can Learn.

ERIC Educational Resources Information Center

Gentile, J. Ronald; Lalley, James P.

This book describes the concept of mastery learning in the classroom and the various foundations upon which it is built. Five chapters discuss: (1) "Understanding Mastery Learning" (e.g., the learning/memory base, the measurement base, theoretical bases, and the brain base); (2) "Examining the Standards: Math, Science, Social Studies, and English…

Mother-Toddler Affect Exchanges and Children's Mastery Behaviours during Preschool Years

ERIC Educational Resources Information Center

Wang, Jun; Morgan, George A.; Biringen, Zeynep

2014-01-01

This study examined the longitudinal relations of mother-child affect exchanges at 18?months with children's mastery motivation at 39?months. Observation and questionnaire data were collected from mother-child dyads when children were 18?months; 43 mothers again rated their children's mastery motivation at 39?months. Results suggested…

The educational value of online mastery quizzes in a human anatomy course for first-year dental students.

PubMed

Lee, Lisa M J; Nagel, Rollin W; Gould, Douglas J

2012-09-01

The purpose of this study was to evaluate the effectiveness of online mastery quizzes in enhancing dental students' learning and preparedness for anatomy examinations. First-year dental students taking an integrated anatomy course at The Ohio State University were administered online mastery quizzes, made available for five days before each examination. The mastery quizzes were comprised of ten multiple-choice questions representative of the upcoming examination in content and difficulty. The students were allowed to access this resource as many times as they desired during the five-day window before each examination; the highest score for each student was added to his or her final course grade. The results indicate that almost all the students took advantage of this resource to reinforce content, clarify concepts, and prepare for the examinations. Statistical analyses of the students' exam performance showed that the mastery quizzes neither improved nor reduced their exam scores, but multiple regression analyses showed that the initial mastery quiz scores had a predictive value for their examination performance, suggesting a potential for mastery quizzes as an intervention tool for such a course. Online mastery quizzes, when used effectively, may be an effective resource to further engage dental and other students in educational endeavors and examination preparation and as a predictor of success.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

Mastery with Meaning: Access to Mathematics Online

ERIC Educational Resources Information Center

Kennedy, Paul; Ellis, Wade; Oien, Janet; Benoit, Steven

2007-01-01

Mastery approaches with online Internet platforms have been shown to alleviate many students' deficiencies and open the door to higher mathematics. This paper details some current programs using online learning for precalculus courses, and detail how the research affected the design, development, and implementation of a new online approach…

[European Portuguese EARS test battery adaptation].

PubMed

Alves, Marisa; Ramos, Daniela; Oliveira, Graça; Alves, Helena; Anderson, Ilona; Magalhães, Isabel; Martins, Jorge H; Simões, Margarida; Ferreira, Raquel; Fonseca, Rita; Andrade, Susana; Silva, Luís; Ribeiro, Carlos; Ferreira, Pedro Lopes

2014-01-01

The use of adequate assessment tools in health care is crucial for the management of care. The lack of specific tools in Portugal for assessing the performance of children who use cochlear implants motivated the translation and adaptation of the EARS (Evaluation of Auditory Responses to Speech) test battery into European Portuguese. This test battery is today one of the most commonly used by (re)habilitation teams of deaf children who use cochlear implants worldwide. The goal to be achieved with the validation of EARS was to provide (re)habilitation teams an instrument that enables: (i) monitoring the progress of individual (re)habilitation, (ii) managing a (re)habilitation program according to objective results, comparable between different (re)habilitation teams, (iii) obtaining data that can be compared with the results of international teams, and (iv) improving engagement and motivation of the family and other professionals from local teams. For the test battery translation and adaptation process, the adopted procedures were the following: (i) translation of the English version into European Portuguese by a professional translator, (ii) revision of the translation performed by an expert panel, including doctors, speech-language pathologists and audiologists, (iii) adaptation of the test stimuli by the team's speechlanguage pathologist, and (iv) further review by the expert panel. For each of the tests that belong to the EARS battery, the introduced adaptations and adjustments are presented, combining the characteristics and objectives of the original tests with the linguistic and cultural specificities of the Portuguese population. The difficulties that have been encountered during the translation and adaptation process and the adopted solutions are discussed. Comparisons are made with other versions of the EARS battery. We defend that the translation and the adaptation process followed for the EARS test battery into European Portuguese was correctly conducted

The Effects of Early Socialization Experiences on Content Mastery and Outcomes: A Mediational Approach

ERIC Educational Resources Information Center

Klein, Howard J.; Fan, Jinyan; Preacher, Kristopher J.

2006-01-01

This field study examined how early socialization experiences affect new employee mastery of socialization content and socialization outcomes. New employees reported the realism of their preentry knowledge and the helpfulness of socialization agents. A follow-up survey assessed mastery of socialization content along with role clarity, job…

Suggestions for Implementing a Content Mastery Center

ERIC Educational Resources Information Center

Jenkins, Amelia

2010-01-01

The content mastery center (CMC) model is responsive to the federal requirements of providing access to the general education curriculum for students with disabilities and allowing special education teachers to meet the highly qualified requirement by providing consultation and support services in the content areas. The CMC model has been…

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

ERIC Educational Resources Information Center

Elaldi, Senel

2016-01-01

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

The Role of Item Feedback in Self-Adapted Testing.

ERIC Educational Resources Information Center

Roos, Linda L.; And Others

1997-01-01

The importance of item feedback in self-adapted testing was studied by comparing feedback and no feedback conditions for computerized adaptive tests and self-adapted tests taken by 363 college students. Results indicate that item feedback is not necessary to realize score differences between self-adapted and computerized adaptive testing. (SLD)

Metacognition in schizophrenia: the relationship of mastery to coping, insight, self-esteem, social anxiety, and various facets of neurocognition.

PubMed

Lysaker, Paul H; Erickson, Molly; Ringer, Jamie; Buck, Kelly D; Semerari, Antonio; Carcione, Antonino; Dimaggio, Giancarlo

2011-11-01

OBJECTIVES. Deficits in metacognition, or the ability to think about thinking, are common in schizophrenia and associated with functional impairment. Unknown are what elements of function are affected by what aspects of metacognition. DESIGN. This study explored whether participants with differing capacities for Mastery, a domain of metacognition that reflects the ability to use knowledge about mental states to respond to psychological challenges, had difficulties in different elements of daily function. METHODS. Participants were 98 adults with schizophrenia or schizoaffective disorder in a non-acute phase, classified into three groups on the basis of ratings of their capacity for metacognitive Mastery using the Metacognitive Assessment Scale: low Mastery (those unable to plausibly represent psychological challenges), Intermediate Mastery (those able to plausibly represent psychological problems but cope primarily through passive measures or avoidance), and high Mastery (those able to cope with plausible problems through cognitive means). Participants completed assessments of coping preference, insight, self-esteem, and anxiety. RESULTS. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA) revealed that the high-Mastery group had a greater preference for coping with stressors by thinking and talking about them, and greater insight than all other groups, and higher levels of feeling accepted by peers than the intermediate-Mastery group. The intermediate-Mastery group reported higher levels of resignation when facing stressors and more social phobia than the other two groups. These findings of Mastery group differences in self-esteem and anxiety persisted when neurocognition was controlled for in an Analysis of Covariance (ANCOVA). CONCLUSIONS. Mastery appears linked to coping preference, insight, self-esteem, and anxiety in a generally non-linear manner. ©2011 The British Psychological Society.

Toddler's Mastery Motivation and Maternal Expectations: Urban Puerto Rican and Dominican Mothers and Children.

ERIC Educational Resources Information Center

Knauf, Diana E.; Bobadilla, Wendy V.; Busch-Rossnagel, Nancy A.

Mastery motivation is considered important because it promotes competence and is believed to be the precursor to achievement motivation. Focusing on toddlers between 16 and 22 months old, this study examined the relationship between mastery motivation and environmental contributors, such as maternal expectations, and cultural orientation in Puerto…

Substantial changes in mastery perceptions of dementia caregivers with the placement of a care recipient.

PubMed

Infurna, Frank J; Gerstorf, Denis; Zarit, Steven H

2013-03-01

The current study examined how a key component of caregiving stress processes, global mastery perceptions, changes with placing the care recipient in a nursing home or institution. We also explored the role of primary stressors in accounting for mastery changes with placement and whether characteristics of the caregiver and care recipient moderate reactions to placement. We applied multiphase growth curve models to prospective longitudinal data from 271 caregivers in the Caregiver Stress and Coping Study who experienced placement of their care recipient. Using a time-to/from-placement metric, we found that caregivers typically experienced declines in mastery preceding placement, followed by a significant increase within 1 year after placement and further increases thereafter. Corresponding changes in primary stressors (role overload) mediated the placement-related increase in mastery. Caregivers who reported more depressive symptoms and activities of daily living/instrumental activities of daily living dependencies of the care recipient were more likely to experience larger placement-related increases in mastery perceptions. Our findings suggest that placement alters psychological resources of caregivers and this effect is driven by corresponding changes in primary stressors. Findings also underscore the importance of examining change processes across salient life events and transitions.

Emotional support and well-being of midlife women: role-specific mastery as a mediational mechanism.

PubMed

Martire, L M; Stephens, M A; Townsend, A L

1998-09-01

This study examined the relationships among emotional support, mastery, and well-being for 258 women who simultaneously occupied the roles of wife, mother, parent care provider, and employee. Its primary aim was to determine if a greater sense of mastery in each of these 4 roles could explain the relationship between emotional support from the partner or partners in the same role (the husband, children, impaired parent, or work supervisor) and better psychological well-being (less depressive symptomatology and more life satisfaction). Findings revealed that more emotional support from each of the 4 role partners was related to a greater sense of mastery in that same role. Furthermore, for each of the roles of wife, mother, and employee, role-specific mastery was a mediating mechanism in the relationship between support from the role partner or partners and better well-being.

Implementation of an Improved Adaptive Testing Theory

ERIC Educational Resources Information Center

Al-A'ali, Mansoor

2007-01-01

Computer adaptive testing is the study of scoring tests and questions based on assumptions concerning the mathematical relationship between examinees' ability and the examinees' responses. Adaptive student tests, which are based on item response theory (IRT), have many advantages over conventional tests. We use the least square method, a…

Examining the Effect of Time Constraint on the Online Mastery Learning Approach towards Improving Postgraduate Students' Achievement

ERIC Educational Resources Information Center

Ee, Mong Shan; Yeoh, William; Boo, Yee Ling; Boulter, Terry

2018-01-01

Time control plays a critical role within the online mastery learning (OML) approach. This paper examines the two commonly implemented mastery learning strategies--personalised system of instructions and learning for mastery (LFM)--by focusing on what occurs when there is an instructional time constraint. Using a large data set from a postgraduate…

Improvements to an Electrical Engineering Skill Audit Exam to Improve Student Mastery of Core EE Concepts

ERIC Educational Resources Information Center

Parent, D. W.

2011-01-01

The San Jose State University Electrical Engineering (EE) Department implemented a skill audit exam for graduating seniors in 1999 with the purpose of assessing the teaching and the students' mastery of core concepts in EE. However, consistent low scores for the first years in which the test was administered suggested that students had little…

Computerized Adaptive Testing (CAT): A User Manual

DTIC Science & Technology

1984-03-12

NPRDC TR 84-32 COMPUTERIZED ADAPTIVE TESTING ( CAT ): A USER MANUAL Susan Hardwick Lawrence Eastman Ross Cooper Rehab Group, Incorporated San...a ~EI’IOD COVIRED COMPUTERIZED ADAPTIVE TESTING ( CAT ) Final Report Aug 1981-June 1982 A USER MANUAL 1. ~l:l’t,ORMINCI ORCI. RE~ORT NUM.I:R 62-83...II nee• .. _, entl ldentll)’ ,,. llloclr _,.,) A joint-service effort is underway to develop a computerized adaptive testing ( CAT ) system and to

Mastery moderates the negative effect of stigma on depressive symptoms in people living with HIV.

PubMed

Rueda, Sergio; Gibson, Katherine; Rourke, Sean B; Bekele, Tsegaye; Gardner, Sandra; Cairney, John

2012-04-01

Stigma continues to have a negative effect on the care, treatment, and support of people living with HIV. This study presents baseline data from 825 participants taking part in a cohort study that collects data on the clinical profile and social determinants of health of people with HIV. We performed multivariate regression analysis to evaluate whether mastery and social support moderated the negative effect of stigma on depressive symptoms. Stigma was associated with depressive symptoms after controlling for potential demographic and clinical confounders. In addition, higher levels of mastery and social support were associated with lower levels of depression. However, only mastery moderated the negative effects of stigma on depressive symptoms. For individuals with high levels of mastery, greater exposure to stigma does not translate into greater distress. Interventions targeting the mental health concerns of people with HIV should increase their focus on improving people' sense of personal control.

Testing HyDE on ADAPT

NASA Technical Reports Server (NTRS)

Sweet, Adam

2008-01-01

The IVHM Project in the Aviation Safety Program has funded research in electrical power system (EPS) health management. This problem domain contains both discrete and continuous behavior, and thus is directly relevant for the hybrid diagnostic tool HyDE. In FY2007 work was performed to expand the HyDE diagnosis model of the ADAPT system. The work completed resulted in a HyDE model with the capability to diagnose five times the number of ADAPT components previously tested. The expanded diagnosis model passed a corresponding set of new ADAPT fault injection scenario tests with no incorrect faults reported. The time required for the HyDE diagnostic system to isolate the fault varied widely between tests; this variance was reduced by tuning HyDE input parameters. These results and other diagnostic design trade-offs are discussed. Finally, possible future improvements for both the HyDE diagnostic model and HyDE itself are presented.

Substantial Changes in Mastery Perceptions of Dementia Caregivers With the Placement of a Care Recipient

PubMed Central

2013-01-01

Objectives. The current study examined how a key component of caregiving stress processes, global mastery perceptions, changes with placing the care recipient in a nursing home or institution. We also explored the role of primary stressors in accounting for mastery changes with placement and whether characteristics of the caregiver and care recipient moderate reactions to placement. Method. We applied multiphase growth curve models to prospective longitudinal data from 271 caregivers in the Caregiver Stress and Coping Study who experienced placement of their care recipient. Results. Using a time-to/from-placement metric, we found that caregivers typically experienced declines in mastery preceding placement, followed by a significant increase within 1 year after placement and further increases thereafter. Corresponding changes in primary stressors (role overload) mediated the placement-related increase in mastery. Caregivers who reported more depressive symptoms and activities of daily living/instrumental activities of daily living dependencies of the care recipient were more likely to experience larger placement-related increases in mastery perceptions. Discussion. Our findings suggest that placement alters psychological resources of caregivers and this effect is driven by corresponding changes in primary stressors. Findings also underscore the importance of examining change processes across salient life events and transitions. PMID:22956053

Equating Scores from Adaptive to Linear Tests

ERIC Educational Resources Information Center

van der Linden, Wim J.

2006-01-01

Two local methods for observed-score equating are applied to the problem of equating an adaptive test to a linear test. In an empirical study, the methods were evaluated against a method based on the test characteristic function (TCF) of the linear test and traditional equipercentile equating applied to the ability estimates on the adaptive test…

Social and Object Mastery Play in 12-Month Olds with Depressed and Non-Depressed Mothers: Developmental Changes and Correlates.

ERIC Educational Resources Information Center

Popper, Sally D.; And Others

As part of a longitudinal study of postpartum adjustment and infant development, this study examined whether securely attached 12-month-old infants show greater object mastery motivation and social-object mastery motivation than do insecurely attached infants. Object mastery relates to infants' goal-directed behavior that is oriented toward…

Adaptive Change in Self-Concept and Well-Being during Conjugal Loss in Later Life

ERIC Educational Resources Information Center

Montpetit, Mignon A.; Bergeman, C. S.; Bisconti, Toni L.; Rausch, Joseph R.

2006-01-01

The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data…

The Computerized Adaptive Testing System Development Project.

ERIC Educational Resources Information Center

McBride, James R.; Sympson, J. B.

The Computerized Adaptive Testing (CAT) project is a joint Armed Services coordinated effort to develop and evaluate a system for automated, adaptive administration of the Armed Services Vocational Aptitude Battery (ASVAB). The CAT is a system for administering personnel tests that differs from conventional test administration in two major…

Outcomes of Fundamentals of Laparoscopic Surgery (FLS) mastery training standards applied to an ergonomically different, lower cost platform.

PubMed

Placek, Sarah B; Franklin, Brenton R; Haviland, Sarah M; Wagner, Mercy D; O'Donnell, Mary T; Cryer, Chad T; Trinca, Kristen D; Silverman, Elliott; Matthew Ritter, E

2017-06-01

Using previously established mastery learning standards, this study compares outcomes of training on standard FLS (FLS) equipment with training on an ergonomically different (ED-FLS), but more portable, lower cost platform. Subjects completed a pre-training FLS skills test on the standard platform and were then randomized to train on the FLS training platform (n = 20) or the ED-FLS platform (n = 19). A post-training FLS skills test was administered to both groups on the standard FLS platform. Group performance on the pretest was similar. Fifty percent of FLS and 32 % of ED-FLS subjects completed the entire curriculum. 100 % of subjects completing the curriculum achieved passing scores on the post-training test. There was no statistically discernible difference in scores on the final FLS exam (FLS 93.4, ED-FLS 93.3, p = 0.98) or training sessions required to complete the curriculum (FLS 7.4, ED-FLS 9.8, p = 0.13). These results show that when applying mastery learning theory to an ergonomically different platform, skill transfer occurs at a high level and prepares subjects to pass the standard FLS skills test.

Bayesian Item Selection in Constrained Adaptive Testing Using Shadow Tests

ERIC Educational Resources Information Center

Veldkamp, Bernard P.

2010-01-01

Application of Bayesian item selection criteria in computerized adaptive testing might result in improvement of bias and MSE of the ability estimates. The question remains how to apply Bayesian item selection criteria in the context of constrained adaptive testing, where large numbers of specifications have to be taken into account in the item…

The role of parents' self-esteem, mastery-orientation and social background in their parenting styles.

PubMed

Aunola, K; Nurmi, J E; Onatsu-Arvilommi, T; Pulkkinen, L

1999-12-01

In order to examine the extent to which parents' levels of education, financial resources, self-esteem, and their mastery-orientation versus task-avoidance are associated with their parenting styles and parental stress, data from two studies were analyzed. In Study I, parents of 105 6 to 7-year old children were asked to fill in scales measuring their parenting styles and parental stress, mastery-orientation, financial resources, and their level of education. In Study II, 235 parents were asked to fill in the same scales. An identical pattern of results was found in the two studies. Parents' self-esteem and their use of mastery-oriented strategy were found to be associated with authoritative parenting and low parental stress, whereas parents' low level of education was related to an authoritarian parenting style. The results further showed that the impact of parents' self-esteem on authoritative parenting and parental stress was partly mediated by their use of a mastery-oriented strategy.

Comparing Cognitive Models of Domain Mastery and Task Performance in Algebra: Validity Evidence for a State Assessment

ERIC Educational Resources Information Center

Warner, Zachary B.

2013-01-01

This study compared an expert-based cognitive model of domain mastery with student-based cognitive models of task performance for Integrated Algebra. Interpretations of student test results are limited by experts' hypotheses of how students interact with the items. In reality, the cognitive processes that students use to solve each item may be…

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag

2011-06-01

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers' self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

Applying Adaptive Variables in Computerised Adaptive Testing

ERIC Educational Resources Information Center

Triantafillou, Evangelos; Georgiadou, Elissavet; Economides, Anastasios A.

2007-01-01

Current research in computerised adaptive testing (CAT) focuses on applications, in small and large scale, that address self assessment, training, employment, teacher professional development for schools, industry, military, assessment of non-cognitive skills, etc. Dynamic item generation tools and automated scoring of complex, constructed…

Flight Test Approach to Adaptive Control Research

NASA Technical Reports Server (NTRS)

Pavlock, Kate Maureen; Less, James L.; Larson, David Nils

2011-01-01

The National Aeronautics and Space Administration s Dryden Flight Research Center completed flight testing of adaptive controls research on a full-scale F-18 testbed. The validation of adaptive controls has the potential to enhance safety in the presence of adverse conditions such as structural damage or control surface failures. This paper describes the research interface architecture, risk mitigations, flight test approach and lessons learned of adaptive controls research.

Mastery and perceived autonomy support are correlates of Dutch diabetes patients' self-management and quality of life.

PubMed

Raaijmakers, Lieke G M; Martens, Marloes K; Hesselink, Arlette E; de Weerdt, Inge; de Vries, Nanne K; Kremers, Stef P J

2014-10-01

The aim of this study was to assess the associations between type 2 diabetes patients' mastery and perceived autonomy support and their self-management skills and health-related quality of life (HRQOL). A cross-sectional questionnaire survey was conducted among 3352 patients with type 2 diabetes. Key variables were assessed with validated questionnaires. Patients' mastery and perceived autonomy support correlated positively with their self-management skills (r=0.34, p<0.001; r=0.37, p<0.001) and HRQOL (r=0.37, p<0.001; r=0.15, p<0.001). In the linear regression analysis, mastery and perceived autonomy support were positive correlates of self-management (β=0.23; p<0.001; β=0.25; p<0.001). Patients with more physical or psychological complications had significantly lower scores on mastery, perceived autonomy support, self-management and HRQOL. Our results indicate the importance of mastery in relation to diabetes patients' perceived autonomy support, self-management skills and HRQOL. Since a greater sense of mastery is likely to increase patients' autonomous motivation to cope with their disease, interventions can aim to influence patients' motivational regulation. In addition, we confirmed the need for autonomy support to improve patients' self-management skills. Professionals can be trained to be autonomy-supportive, which relates to person-centered approaches such as motivational interviewing (MI). Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Forming Physical Education Teachers' Pedagogical Mastery in the Context of Native and Foreign Scholars' Views

ERIC Educational Resources Information Center

Maksymchuk, Iryna

2016-01-01

The article deals with studying the process of forming physical education teachers' pedagogical mastery in the context of native and foreign scholars' views. It has been indicated that the problem of pedagogical activity and pedagogical mastery efficiency has been raised in the works of a number of scholars who developed the principles and…

Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm

ERIC Educational Resources Information Center

Young, Jessica Mercer; Hauser-Cram, Penny

2006-01-01

This study examined mother-child interaction as a predictor of mastery motivation (i.e., persistence on a problem-posing task) in 3-year-old children who were born premature and had either motor impairment or developmental delay (n = 34). Two aspects of mother-child interaction were hypothesized to predict for mastery motivation: response to…

Microcomputer Network for Computerized Adaptive Testing (CAT)

DTIC Science & Technology

1984-03-01

PRDC TR 84-33 \\Q.�d-33- \\ MICROCOMPUTER NETWOJlt FOR COMPUTERIZED ADAPTIVE TESTING ( CAT ) Baldwin Quan Thomas A . Park Gary Sandahl John H...ACCEIIION NO NPRDC TR 84-33 4. TITLE (-d Sul>tlllo) MICROCOMP UTER NETWORK FOR COMPUTERIZED ADA PTIVE TESTING ( CAT ) 1. Q B. uan T. A . Park...adaptive testing ( CAT ) Bayesian sequential testing 20. ABSTitACT (Continuo on ro•••• aide II noco .. _, _., ld-tlly ,.,. t.loclt _._.) DO Computerized

Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars' Views)

ERIC Educational Resources Information Center

Milto, Liudmyla

2017-01-01

The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical…

The Mastery of Literacy and Numeracy, Final Report; Australian Studies in School Performance, Volume III.

ERIC Educational Resources Information Center

Bourke, S. F.; Keeves, J. P.

This publication reports the results of an Australia-wide investigation of the literacy and numeracy skill attainment of children aged 10 and 14. The chapters present an overview and summary of the study and discuss children in special schools and special classes, the use of the mastery approach in the investigation, the mastery of reading and…

Risk and Protective Factors Associated with Personal Mastery Among Sexual Minority African American Female Sex Workers

PubMed Central

Buttram, Mance E.; Surratt, Hilary L.; Kurtz, Steven P.

2014-01-01

Research among sexual minorities has traditionally examined problems such as substance use, HIV risk, mental health problems, and victimization. Among sexual minority street-based female sex workers, these vulnerabilities can be magnified. Grounded in theories of resilience, this study examines risk and protective factors associated with a high level of personal mastery among a vulnerable population of women. Data are drawn from baseline interviews from street-based African American female sex workers enrolled in a randomized intervention trial in Miami, Florida. We compare sexual minority (N=197) and heterosexual (N=365) women on measures of risk and protective factors; among sexual minority women we present logistic regression analyses which reveal that severe mental distress and HIV transmission risk are associated with low levels of personal mastery, while protective factors of transportation access and social support are associated with high levels of personal mastery. These findings suggest that these protective factors may potentially facilitate the development of personal mastery and represent beneficial avenues for intervention efforts. PMID:25530691

The role of mastery in the relationship between perceived ethnic discrimination and depression: The HELIUS study.

PubMed

Slotman, Anne; Snijder, Marieke B; Ikram, Umar Z; Schene, Aart H; Stevens, Gonneke W J M

2017-04-01

This study examined the mediating and moderating role of one's sense of mastery in the relationship between perceived ethnic discrimination and depression. Questionnaire data from participants of the Healthy Life in an Urban Setting (HELIUS) study were used, containing responses from 9,141 Surinamese, Turkish, Moroccan, and Ghanaian immigrant adults, aged 18 to 70, living in Amsterdam, the Netherlands. Results of path modeling indicated that perceptions of ethnic discrimination were positively related to depression symptomatology, and this relationship was moderated and partially mediated by mastery. Results remained fairly robust across sex, educational level, immigrant generation, and ethnicity. This study indicated that mastery may both serve a moderating and mediating role in the relationship between perceived ethnic discrimination and depression, suggestive of a process in which the impact of perceiving discrimination becomes increasingly more deteriorating over time. Thus, interventions focused on mastery may potentially be beneficial to improve ethnic minority mental health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Adaptively Selecting Biology Questions Generated from a Semantic Network

ERIC Educational Resources Information Center

Zhang, Lishan; VanLehn, Kurt

2017-01-01

The paper describes a biology tutoring system with adaptive question selection. Questions were selected for presentation to the student based on their utilities, which were estimated from the chance that the student's competence would increase if the questions were asked. Competence was represented by the probability of mastery of a set of biology…

Self-Esteem and Mastery Trajectories in High School by Social Class and Gender

PubMed Central

Falci, Christina D.

2011-01-01

Using longitudinal data from 769 white adolescents in the Midwest, this research applies a social structure and personality perspective to examine variation in self-esteem and mastery trajectories by gender and SES across the high school years. Analyses reveal that high SES adolescents experience significantly steeper gains in self-esteem and mastery compared to low SES adolescents, resulting in the reversal of SES differences in self-esteem and the emergence of significant SES differences in mastery. Pre-existing gender differences in self-esteem narrow between the 9th and 12th grade because self-esteem increases at a faster rate among girls than boys during high school. These SES and gender differences in self-concept growth are explained by changes in parent-adolescent relationship quality and stress exposure. Specifically, boys and adolescents with lower SES backgrounds experienced steeper declines in parent-adolescent relationship quality and steeper gains in chronic work strain compared to girls and low SES adolescents, respectively. PMID:21423844

Mastering one's destiny: mastery goals promote challenge and success despite social identity threat.

PubMed

Stout, Jane G; Dasgupta, Nilanjana

2013-06-01

We used an achievement goal framework to enhance identity-threatened individuals' motivation and performance by way of an understudied mechanism, namely, challenge appraisals. In three experiments, women were given a mastery goal (focus on building skills) or a performance goal (perform well, avoid errors) before a mock job interview. Women who focused on mastery rather than performance felt more challenged and less threatened when anticipating an identity-threatening interview; goals did not affect appraisals of a nonthreatening interview (Experiment 1). Mastery relative to performance goals enhanced women's intention to be assertive (Experiment 2) and their actual face-to-face performance during the job interview (Experiment 3); challenge appraisals (but not threat appraisals) served as a mediator for these effects. Whereas a great deal of prior work has alleviated identity threat by altering construals of one's identity, the current research uses an alternative strategy--modifying appraisals of the situation, leaving one's self-concept intact.

The influence of family-work role experience and mastery on psychological health of Chinese employed mothers.

PubMed

Tang, Catherine So-Kum

2009-11-01

Four-hundred-and-thirty-five Chinese married nurses with children were surveyed on their family-work role experience, sense of mastery, and psychological distress. Hierarchical regression analyses showed spillover effects of role experience on psychological health as well as asymmetrical permeability of family and work boundaries. The hypothesis that mastery acted as a moderator between role experience and psychological health was supported. In general, a higher level of mastery augmented positive but mitigated negative influence of role experience on psychological functioning. Findings provide useful information to practitioners and policy makers on issues related to family-work stress and women's health in contemporary Chinese society.

A Group of Indonesian Adult EFL Students' Mastery of Tenses and Aspects: Investigating the Internal and External Factors of Learning

ERIC Educational Resources Information Center

Muhlisin; Salikin, Hairus

2015-01-01

The study aimed, firstly, to assess a group of Indonesian adult EFL students' mastery of tenses and aspects as part of their mastery of English grammar and, secondly, to identify if their experience of going through the instructional processes, their perceptions of and habits in studying English grammar shaped their mastery of tenses and aspects.…

The Effect of Mastery Learning Instruction on the Entry-Level Spanish Proficiency of Secondary School Students.

ERIC Educational Resources Information Center

Obando, Ligia Torres; Hymel, Glenn M.

The relationship between instructional treatment manifested as mastery learning and non-mastery learning strategies and various measures of Spanish proficiency was studied with 41 freshmen at an all-female high school in the New Orleans (Louisiana) area. Subjects were grouped homogeneously into 2 classes of 22 and 19 students, representing the…

An Analysis of Minimum System Requirements to Support Computerized Adaptive Testing.

DTIC Science & Technology

1986-09-01

adaptive test ( CAT ); adaptive test ing A;4SRAC:’ (Continue on reverie of necessary and ident4f by block number) % This pape-r discusses the minimum system...requirements needed to develop a computerized adaptive test ( CAT ). It lists some of the benefits of adaptive testing, establishes a set of...discusses the minimum system requirements needed to develop a computerized adaptive test ( CAT ). It lists some of the benefits of adaptive testing

European Experience in Teacher Education and Pedagogical Mastery Development

ERIC Educational Resources Information Center

Romaniuk, Oksana

2015-01-01

In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers' professional competency, studies typical problems in teacher education in…

Transferability of Graduate Work Graded according to Mastery. A Survey of Selected Graduate Faculty and Institutions.

ERIC Educational Resources Information Center

Stout State Univ., Menomonie, WI. Graduate School.

The Graduate College at Stout State University is considering an option to the present A-F grading system called "Mastery Grading," based on a concept called "teaching for mastery." This involves carefully defining each course in terms of the specific competencies which the student is expected to develop as a result of…

Psychometrics behind Computerized Adaptive Testing.

PubMed

Chang, Hua-Hua

2015-03-01

The paper provides a survey of 18 years' progress that my colleagues, students (both former and current) and I made in a prominent research area in Psychometrics-Computerized Adaptive Testing (CAT). We start with a historical review of the establishment of a large sample foundation for CAT. It is worth noting that the asymptotic results were derived under the framework of Martingale Theory, a very theoretical perspective of Probability Theory, which may seem unrelated to educational and psychological testing. In addition, we address a number of issues that emerged from large scale implementation and show that how theoretical works can be helpful to solve the problems. Finally, we propose that CAT technology can be very useful to support individualized instruction on a mass scale. We show that even paper and pencil based tests can be made adaptive to support classroom teaching.

Factors associated with low vs increased perceived mastery of clinical work over ten years of practice: a prospective study of Norwegian doctors.

PubMed

Belfrage, Anna; Grotmol, Kjersti Støen; Tyssen, Reidar; Moum, Torbjørn; Lien, Lars

2018-05-29

A higher sense of mastery of doctors' clinical work could benefit not only their own mental health but also their work performance and patient care. However, we know little about factors associated with perceived mastery of clinical work among physicians. Our aim was therefore to study characteristics of those with stable low levels and of those with increased levels of mastery over a period of ten years of medical practice. N = 631 doctors were surveyed in their final year of medical school in 1993/94 (T1) and 10 (T2), 15 (T3) and 20 (T4) years later. Low and increased perceived mastery of clinical work were measured between T2, T3 and T4. Response rates for all items measuring low and increased mastery were 238/522 (46%) and 256/522 (49%) respectively. The following explanatory variables were included: demographics, medical school factors, personality and contextual work-related and non-work-related factors. N = 73 (31%) of the doctors reported stable low mastery from T2 to T4. The following variables were significantly associated with low mastery in the adjusted analyses: vulnerability (OR: 1.30, P < .000, CI: 1.12 to 1.50), drinking alcohol to cope with stress during medical school (OR: 2.66, P = .04, CI: 1.03 to 6.85) and social support (OR: 0.78, P = .002, CI: 0.66 to 0.91). N = 39 (15%) reported increased mastery during the ten-year period from T2 to T4. Perceived job demands (OR: 0.66, P = .02, CI: 0.45 to 0.98) and taking up a leading position (OR: 3.04, P = .01, CI: 1.31 to 7.07) were associated with increased mastery after adjustment. Stable low sense of mastery over time is associated with having a vulnerable personality, a history of having used alcohol to cope with stress during medical school and lack of contemporary social support. Conversely, increased sense of mastery is associated with taking up a leading position and having the perception that job demands are decreasing over time. These findings indicate that

Computer-Adaptive Testing: Implications for Students' Achievement, Motivation, Engagement, and Subjective Test Experience

ERIC Educational Resources Information Center

Martin, Andrew J.; Lazendic, Goran

2018-01-01

The present study investigated the implications of computer-adaptive testing (operationalized by way of multistage adaptive testing; MAT) and "conventional" fixed order computer testing for various test-relevant outcomes in numeracy, including achievement, test-relevant motivation and engagement, and subjective test experience. It did so…

The Impact of Peer Mentoring on Marketing Content Mastery

ERIC Educational Resources Information Center

Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

2016-01-01

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

PubMed Central

2012-01-01

Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure. Methods 44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit. Results Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames. Conclusions Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study.

PubMed

Roemmich, James N; Lambiase Ms, Maya J; McCarthy, Thomas F; Feda, Denise M; Kozlowski, Karl F

2012-02-21

Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure. 44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit. Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames. Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical activity time. Though children play

Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

PubMed

Smeding, Annique; Darnon, Céline; Souchal, Carine; Toczek-Capelle, Marie-Christine; Butera, Fabrizio

2013-01-01

In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e., to improve students' learning), but also a selection function (i.e., to compare people, and orient them towards different positions in society). Because current assessment practices focus on the selection more than on the educational function, their characteristics fit better with norms and values shared by dominant high-status groups and may favour high-SES students over low-SES students in terms of performances. A focus on the educational function (i.e., mastery goals), instead, may support low-SES students' achievement, but empirical evidence is currently lacking. The present research set out to provide such evidence and tested, in two field studies and a randomised field experiment, the hypothesis that focusing on University's educational function rather than on its selection function may reduce the SES achievement gap. Results showed that a focus on learning, mastery-oriented goals in the assessment process reduced the SES achievement gap at University. For the first time, empirical data support the idea that low-SES students can perform as well as high-SES students if they are led to understand assessment as part of the learning process, a way to reach mastery goals, rather than as a way to compare students to each other and select the best of them, resulting in performance goals. This research thus provides a theoretical framework to understand the differential effects of assessment on the achievement of high and low-SES students, and paves the way toward the implementation of novel, theory-driven interventions to reduce the SES-based achievement gap at University.

Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

PubMed

McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

2015-11-01

Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

Evaluation Parameters for Computer-Adaptive Testing

ERIC Educational Resources Information Center

Georgiadou, Elisabeth; Triantafillou, Evangelos; Economides, Anastasios A.

2006-01-01

With the proliferation of computers in test delivery today, adaptive testing has become quite popular, especially when examinees must be classified into two categories (passfail, master nonmaster). Several well-established organisations have provided standards and guidelines for the design and evaluation of educational and psychological testing.…

Discrimination, Mastery, and Depressive Symptoms among African American Men

ERIC Educational Resources Information Center

Watkins, Daphne C.; Hudson, Darrell L.; Caldwell, Cleopatra Howard; Siefert, Kristine; Jackson, James S.

2011-01-01

Purpose: This study examines the influence of discrimination and mastery on depressive symptoms for African American men at young (18-34), middle (35-54), and late (55+) adulthood. Method: Analyses are based on responses from 1,271 African American men from the National Survey of American Life (NSAL). Results: Discrimination was significantly…

Use of Standardized Mastery Content Assessments Given during the First Year of a Baccalaureate Nursing Program for Predicting NCLEX-RN Outcomes

ERIC Educational Resources Information Center

Emory, DeAnna Jan

2012-01-01

The purpose of this study was to evaluate the relationship between standardized content specific mastery assessments and NCLEX-RN outcomes. Three content-specific standardized assessments testing Fundamentals, Pharmacology and Mental Health concepts were used to explain the dichotomous NCLEX-RN outcome of pass or fail. The three assessments were…

Building Empathy and Social Mastery in Students with Autism

ERIC Educational Resources Information Center

Laursen, Erik K.; Moore, Lisa; Yazdgerdi, Sasha; Milberger, Kat

2013-01-01

Learning to recognize and express emotions appropriately is a skill of mastery in human development, and an essential component of living the good life. Because this developmental and social skill is one of the core deficits for people along the autism spectrum, anyone who works with students with Autism Spectrum Disorder (ASD) should provide them…

Influences of Mastery Goal and Perceived Competence on Educational Outcomes

ERIC Educational Resources Information Center

Yeung, Alexander Seeshing; Craven, Rhonda G.; Kaur, Gurvinder

2014-01-01

Motivation research has shown significant relations of students' mastery goal orientation and perceived competence to educational outcomes, but has not simultaneously scrutinized their relative influences on various educational outcomes. In the present investigation, a sample of Australian students from 6 secondary schools in Western Sydney (N =…

Education, sense of mastery and mental health: results from a nation wide health monitoring study in Norway

PubMed Central

Dalgard, Odd Steffen; Mykletun, Arnstein; Rognerud, Marit; Johansen, Rune; Zahl, Per Henrik

2007-01-01

Background Earlier studies have shown that people with low level of education have increased rates of mental health problems. The aim of the present study is to investigate the association between level of education and psychological distress, and to explore to which extent the association is mediated by sense of mastery, and social variables like social support, negative life events, household income, employment and marital status. Methods The data for the study were obtained from the Level of Living Survey conducted by Statistics Norway in 2002. Data on psychological distress and psychosocial variables were gathered by a self-administered questionnaire, whereas socio-demographic data were based on register statistics. Psychological distress was measured by Hopkins Symptom Checklist 25 items. Results There was a significant association between low level of education and psychological distress in both genders, the association being strongest in women aged 55–67 years. Low level of education was also significantly associated with low sense of mastery, low social support, many negative life events (only in men), low household income and unemployment,. Sense of mastery emerged as a strong mediating variable between level of education and psychological distress, whereas the other variables played a minor role when adjusting for sense of mastery. Conclusion Low sense of mastery seems to account for much of the association between low educational level and psychological distress, and should be an important target in mental health promotion for groups with low level of education. PMID:17519014

Identifying Differential Item Functioning in Multi-Stage Computer Adaptive Testing

ERIC Educational Resources Information Center

Gierl, Mark J.; Lai, Hollis; Li, Johnson

2013-01-01

The purpose of this study is to evaluate the performance of CATSIB (Computer Adaptive Testing-Simultaneous Item Bias Test) for detecting differential item functioning (DIF) when items in the matching and studied subtest are administered adaptively in the context of a realistic multi-stage adaptive test (MST). MST was simulated using a 4-item…

Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach

ERIC Educational Resources Information Center

Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy

2017-01-01

The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to…

Optimal Bayesian Adaptive Design for Test-Item Calibration.

PubMed

van der Linden, Wim J; Ren, Hao

2015-06-01

An optimal adaptive design for test-item calibration based on Bayesian optimality criteria is presented. The design adapts the choice of field-test items to the examinees taking an operational adaptive test using both the information in the posterior distributions of their ability parameters and the current posterior distributions of the field-test parameters. Different criteria of optimality based on the two types of posterior distributions are possible. The design can be implemented using an MCMC scheme with alternating stages of sampling from the posterior distributions of the test takers' ability parameters and the parameters of the field-test items while reusing samples from earlier posterior distributions of the other parameters. Results from a simulation study demonstrated the feasibility of the proposed MCMC implementation for operational item calibration. A comparison of performances for different optimality criteria showed faster calibration of substantial numbers of items for the criterion of D-optimality relative to A-optimality, a special case of c-optimality, and random assignment of items to the test takers.

Adaptive linear rank tests for eQTL studies

PubMed Central

Szymczak, Silke; Scheinhardt, Markus O.; Zeller, Tanja; Wild, Philipp S.; Blankenberg, Stefan; Ziegler, Andreas

2013-01-01

Expression quantitative trait loci (eQTL) studies are performed to identify single-nucleotide polymorphisms that modify average expression values of genes, proteins, or metabolites, depending on the genotype. As expression values are often not normally distributed, statistical methods for eQTL studies should be valid and powerful in these situations. Adaptive tests are promising alternatives to standard approaches, such as the analysis of variance or the Kruskal–Wallis test. In a two-stage procedure, skewness and tail length of the distributions are estimated and used to select one of several linear rank tests. In this study, we compare two adaptive tests that were proposed in the literature using extensive Monte Carlo simulations of a wide range of different symmetric and skewed distributions. We derive a new adaptive test that combines the advantages of both literature-based approaches. The new test does not require the user to specify a distribution. It is slightly less powerful than the locally most powerful rank test for the correct distribution and at least as powerful as the maximin efficiency robust rank test. We illustrate the application of all tests using two examples from different eQTL studies. PMID:22933317

Adaptive linear rank tests for eQTL studies.

PubMed

Szymczak, Silke; Scheinhardt, Markus O; Zeller, Tanja; Wild, Philipp S; Blankenberg, Stefan; Ziegler, Andreas

2013-02-10

Expression quantitative trait loci (eQTL) studies are performed to identify single-nucleotide polymorphisms that modify average expression values of genes, proteins, or metabolites, depending on the genotype. As expression values are often not normally distributed, statistical methods for eQTL studies should be valid and powerful in these situations. Adaptive tests are promising alternatives to standard approaches, such as the analysis of variance or the Kruskal-Wallis test. In a two-stage procedure, skewness and tail length of the distributions are estimated and used to select one of several linear rank tests. In this study, we compare two adaptive tests that were proposed in the literature using extensive Monte Carlo simulations of a wide range of different symmetric and skewed distributions. We derive a new adaptive test that combines the advantages of both literature-based approaches. The new test does not require the user to specify a distribution. It is slightly less powerful than the locally most powerful rank test for the correct distribution and at least as powerful as the maximin efficiency robust rank test. We illustrate the application of all tests using two examples from different eQTL studies. Copyright © 2012 John Wiley & Sons, Ltd.

Pretest Scores Uniquely Predict 1-Year-Delayed Performance in a Simulation-Based Mastery Course for Central Line Insertion.

PubMed

Diederich, Emily; Thomas, Laura; Mahnken, Jonathan; Lineberry, Matthew

2018-06-01

Within simulation-based mastery learning (SBML) courses, there is inconsistent inclusion of learner pretesting, which requires considerable resources and is contrary to popular instructional frameworks. However, it may have several benefits, including its direct benefit as a form of deliberate practice and its facilitation of more learner-specific subsequent deliberate practice. We consider an unexplored potential benefit of pretesting: its ability to predict variable long-term learner performance. Twenty-seven residents completed an SBML course in central line insertion. Residents were tested on simulated central line insertion precourse, immediately postcourse, and after between 64 and 82 weeks. We analyzed pretest scores' prediction of delayed test scores, above and beyond prediction by program year, line insertion experiences in the interim, and immediate posttest scores. Pretest scores related strongly to delayed test scores (r = 0.59, P = 0.01; disattenuated ρ = 0.75). The number of independent central lines inserted also related to year-delayed test scores (r = 0.44, P = 0.02); other predictors did not discernibly relate. In a regression model jointly predicting delayed test scores, pretest was a significant predictor (β = 0.487, P = 0.011); number of independent insertions was not (β = 0.234, P = 0.198). This study suggests that pretests can play a major role in predicting learner variance in learning gains from SBML courses, thus facilitating more targeted refresher training. It also exposes a risk in SBML courses that learners who meet immediate mastery standards may be incorrectly assumed to have equal long-term learning gains.

Considerations about expected a posteriori estimation in adaptive testing: adaptive a priori, adaptive correction for bias, and adaptive integration interval.

PubMed

Raiche, Gilles; Blais, Jean-Guy

2009-01-01

In a computerized adaptive test, we would like to obtain an acceptable precision of the proficiency level estimate using an optimal number of items. Unfortunately, decreasing the number of items is accompanied by a certain degree of bias when the true proficiency level differs significantly from the a priori estimate. The authors suggest that it is possible to reduced the bias, and even the standard error of the estimate, by applying to each provisional estimation one or a combination of the following strategies: adaptive correction for bias proposed by Bock and Mislevy (1982), adaptive a priori estimate, and adaptive integration interval.

The use of Continuous Subcutaneous Insulin Infusion (CSII): parental and professional perceptions of self-care mastery and autonomy in children and adolescents.

PubMed

Weissberg-Benchell, Jill; Goodman, Shirley S; Antisdel Lomaglio, Jeanne; Zebracki, Kathy

2007-01-01

To describe parent-perceived mastery of Continuous Subcutaneous Insulin Infusion (CSII) specific skills and level of autonomy for these tasks among youth with type 1 diabetes. One hundred and sixty-three parents of youth using CSII and 142 diabetes clinicians participated. Parents reported their child's mastery and autonomy of CSII-specific skills. Clinicians indicated the age at which 50% of their patients mastered these skills. Parents report CSII skill mastery between 10.9 and 12.8 years. Very few achieved skill mastery on all CSII-related tasks. Parent- and clinician-expectations for age of skill acquisition were consistent with one another. Parents shared CSII task responsibility with their children even after their children have attained skill mastery. The recent emphasis on maintaining parental involvement in diabetes care seems to have been translated into clinical practice. Parents remain involved in their child's CSII care even after they believe their child has mastered these skills.

Computerized Adaptive Personality Testing: A Review and Illustration With the MMPI-2 Computerized Adaptive Version.

ERIC Educational Resources Information Center

Forbey, Johnathan D.; Ben-Porath, Yossef S.

2007-01-01

Computerized adaptive testing in personality assessment can improve efficiency by significantly reducing the number of items administered to answer an assessment question. Two approaches have been explored for adaptive testing in computerized personality assessment: item response theory and the countdown method. In this article, the authors…

Behavioral Indicators of Microprematurity through the Lens of Mastery Motivation.

ERIC Educational Resources Information Center

Keilty, Bonnie; Freund, Maxine

This paper presents the results of a comparative analysis between full term typical infants and those born micropremature in the developmental construct of mastery motivation. The sample consisted of 10 micropremature infants with developmental levels within the normal limits and 10 full term 9- to 12-month-olds (adjusted for prematurity) matched…

Individual Differences in Computerized Adaptive Testing.

ERIC Educational Resources Information Center

Kim, JinGyu

Research on the major computerized adaptive testing (CAT) strategies is reviewed, and some findings are reported that examine effects of examinee demographic and psychological characteristics on CAT strategies. In fixed branching strategies, all examinees respond to a common routing test, the score of which is used to assign examinees to a…

Behavioral activation: Is it the expectation or achievement, of mastery or pleasure that contributes to improvement in depression?

PubMed

Furukawa, Toshi A; Imai, Hissei; Horikoshi, Masaru; Shimodera, Shinji; Hiroe, Takahiro; Funayama, Tadashi; Akechi, Tatsuo

2018-06-06

Behavioral activation (BA) is receiving renewed interest as a stand-alone or as a component of cognitive-behavior therapy (CBT) for depression. However, few studies have examined which aspects of BA are most contributory to its efficacy. This is a secondary analysis of a 9-week randomized controlled trial of smartphone CBT for patients with major depression. Depression severity was measured at baseline and at end of treatment by the Patient Health Questionnaire-9. All aspects of behavioral activation tasks that the participants had engaged in, including their expected mastery and pleasure and obtained mastery and pleasure, were recorded in the web server. We examined their contribution to improvement in depression as simple correlations and in stepwise multivariable linear regression. Among the 78 patients who completed at least one behavioral experiment, all aspects of expected or achieved mastery or pleasure correlated with change in depression severity. Discrepancy between the expectation and achievement, representing unexpected gain in mastery or pleasure, was not correlated. In stepwise regression, expected mastery and pleasure, especially the maximum level of the latter, emerged as the strongest contributing factors. The study is observational and cannot deduce cause-effect relationships. It may be the expected and continued sense of pleasure in planning activities that are most meaningful and rewarding to individuals, and not the simple level or amount of obtained pleasure, that contributes to the efficacy of BA. Copyright © 2018. Published by Elsevier B.V.

Simple and Effective Algorithms: Computer-Adaptive Testing.

ERIC Educational Resources Information Center

Linacre, John Michael

Computer-adaptive testing (CAT) allows improved security, greater scoring accuracy, shorter testing periods, quicker availability of results, and reduced guessing and other undesirable test behavior. Simple approaches can be applied by the classroom teacher, or other content specialist, who possesses simple computer equipment and elementary…

Designing Adaptive-Content trough E-learning on Electromagnetic Concept

NASA Astrophysics Data System (ADS)

Hakim, L.; Setiawan, A.; Sinaga, P.

2017-02-01

Teacher competence development is a national education agenda. Although teachers have adequate learning experience, based on UKA (Academic Competence Test) 2013 results, the content mastery of teachers is still low. In order to reach the maximum development of teacher, it is a must to consider the knowledge level of teachers and the difficulty of content given. This study used a questionnaire given to 40 teachers but only 25 teachers who returned the questionnaire. According to the research, 82% of teachers stated that the electromagnetic is a difficult content. There are several factors why electro magnetic content is considered to be difficult by teachers such as it is abstract, uses a lot of mathematical equations, and correlation with other concepts and content material. From these results, adaptive e-learning design for teacher to learn electromagneticis created.

An Examination of Mastery- and Performance-Based Orientations in Strategic Communication Syllabi and Suggestions for Rhetorical and Pedagogical Improvement

ERIC Educational Resources Information Center

Stevens, Elise M.; Gibson, Rhonda

2017-01-01

This study evaluated syllabi (N = 87) from introductory advertising and public relations courses to examine to what extent and how stated course goals and assignments signal the overall learning orientation of a course and which type of learning orientation--mastery or performance--was most common. Mastery orientations emphasize intrinsic rewards,…

Evaluating Content Alignment in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Wise, Steven L.; Kingsbury, G. Gage; Webb, Norman L.

2015-01-01

The alignment between a test and the content domain it measures represents key evidence for the validation of test score inferences. Although procedures have been developed for evaluating the content alignment of linear tests, these procedures are not readily applicable to computerized adaptive tests (CATs), which require large item pools and do…

Adaptive Set-Based Methods for Association Testing.

PubMed

Su, Yu-Chen; Gauderman, William James; Berhane, Kiros; Lewinger, Juan Pablo

2016-02-01

With a typical sample size of a few thousand subjects, a single genome-wide association study (GWAS) using traditional one single nucleotide polymorphism (SNP)-at-a-time methods can only detect genetic variants conferring a sizable effect on disease risk. Set-based methods, which analyze sets of SNPs jointly, can detect variants with smaller effects acting within a gene, a pathway, or other biologically relevant sets. Although self-contained set-based methods (those that test sets of variants without regard to variants not in the set) are generally more powerful than competitive set-based approaches (those that rely on comparison of variants in the set of interest with variants not in the set), there is no consensus as to which self-contained methods are best. In particular, several self-contained set tests have been proposed to directly or indirectly "adapt" to the a priori unknown proportion and distribution of effects of the truly associated SNPs in the set, which is a major determinant of their power. A popular adaptive set-based test is the adaptive rank truncated product (ARTP), which seeks the set of SNPs that yields the best-combined evidence of association. We compared the standard ARTP, several ARTP variations we introduced, and other adaptive methods in a comprehensive simulation study to evaluate their performance. We used permutations to assess significance for all the methods and thus provide a level playing field for comparison. We found the standard ARTP test to have the highest power across our simulations followed closely by the global model of random effects (GMRE) and a least absolute shrinkage and selection operator (LASSO)-based test. © 2015 WILEY PERIODICALS, INC.

An Introduction to the Computerized Adaptive Testing

ERIC Educational Resources Information Center

Tian, Jian-quan; Miao, Dan-min; Zhu, Xia; Gong, Jing-jing

2007-01-01

Computerized adaptive testing (CAT) has unsurpassable advantages over traditional testing. It has become the mainstream in large scale examinations in modern society. This paper gives a brief introduction to CAT including differences between traditional testing and CAT, the principles of CAT, psychometric theory and computer algorithms of CAT, the…

Becoming Team Players: Team Members' Mastery of Teamwork Knowledge as a Predictor of Team Task Proficiency and Observed Teamwork Effectiveness

ERIC Educational Resources Information Center

Hirschfeld, Robert R.; Jordan, Mark H.; Feild, Hubert S.; Giles, William F.; Armenakis, Achilles A.

2006-01-01

The authors explored the idea that teams consisting of members who, on average, demonstrate greater mastery of relevant teamwork knowledge will demonstrate greater task proficiency and observed teamwork effectiveness. In particular, the authors posited that team members' mastery of designated teamwork knowledge predicts better team task…

Estimating Skin Cancer Risk: Evaluating Mobile Computer-Adaptive Testing.

PubMed

Djaja, Ngadiman; Janda, Monika; Olsen, Catherine M; Whiteman, David C; Chien, Tsair-Wei

2016-01-22

Response burden is a major detriment to questionnaire completion rates. Computer adaptive testing may offer advantages over non-adaptive testing, including reduction of numbers of items required for precise measurement. Our aim was to compare the efficiency of non-adaptive (NAT) and computer adaptive testing (CAT) facilitated by Partial Credit Model (PCM)-derived calibration to estimate skin cancer risk. We used a random sample from a population-based Australian cohort study of skin cancer risk (N=43,794). All 30 items of the skin cancer risk scale were calibrated with the Rasch PCM. A total of 1000 cases generated following a normal distribution (mean [SD] 0 [1]) were simulated using three Rasch models with three fixed-item (dichotomous, rating scale, and partial credit) scenarios, respectively. We calculated the comparative efficiency and precision of CAT and NAT (shortening of questionnaire length and the count difference number ratio less than 5% using independent t tests). We found that use of CAT led to smaller person standard error of the estimated measure than NAT, with substantially higher efficiency but no loss of precision, reducing response burden by 48%, 66%, and 66% for dichotomous, Rating Scale Model, and PCM models, respectively. CAT-based administrations of the skin cancer risk scale could substantially reduce participant burden without compromising measurement precision. A mobile computer adaptive test was developed to help people efficiently assess their skin cancer risk.

Approaching sign language test construction: adaptation of the German sign language receptive skills test.

PubMed

Haug, Tobias

2011-01-01

There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization. © The Author 2011. Published by Oxford University Press. All rights reserved.

An Ecological Analysis of a Preschool Mastery Climate Physical Education Programme

ERIC Educational Resources Information Center

Hastie, Peter A.; Rudisill, Mary E.; Boyd, Korey

2016-01-01

Background: Previous studies of mastery motivational climates within physical education have reported that providing students with opportunities to become self-directed leads to a number of positive outcomes, including skill attainment and increased perceptions of ability. Nonetheless, within all of these studies, there has been no account of the…

What's New in Software? Mastery of the Computer through Desktop Publishing.

ERIC Educational Resources Information Center

Hedley, Carolyn N.; Ellsworth, Nancy J.

1993-01-01

Offers thoughts on the phenomenon of the underuse of classroom computers. Argues that desktop publishing is one way of overcoming the computer malaise occurring in schools, using the incentive of classroom reading and writing for mastery of many aspects of computer production, including writing, illustrating, reading, and publishing. (RS)

Mastery Motivation and Expressive Language in Young Children with Hearing Loss.

ERIC Educational Resources Information Center

Pipp-Siegel, Sandra; Sedey, Allison L.; VanLeeuwen, Alison M.; Yoshinaga-Itano, Christine

2003-01-01

The relation between mastery motivation and expressive language was studied in 200 children (ages 7-67 months) with hearing loss. When demographic and hearing loss variables were entered into a regression equation, increased social/symbolic persistence was significantly related, and increased object-oriented persistence was marginally related, to…

The Content Mastery Program: Facilitating Students' Transition into Inclusive Education Settings.

ERIC Educational Resources Information Center

Jenkins, Amelia A.; Sileo, Thomas W.

1994-01-01

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

An Application of the Rasch Model to Computerized Adaptive Testing.

ERIC Educational Resources Information Center

Wisniewski, Dennis R.

Three questions concerning the Binary Search Method (BSM) of computerized adaptive testing were studied: (1) whether it provided a reliable and valid estimation of examinee ability; (2) its effect on examinee attitudes toward computerized adaptive testing and conventional paper-and-pencil testing; and (3) the relationship between item response…

Professional Education, Know-How and Conceptual Ability: The Role of Education in the Attainment of Concept Mastery in Professional Work

ERIC Educational Resources Information Center

Winch, Christopher

2016-01-01

This article shows the relationship between know-how and conceptual ability with particular reference to professional education. It is argued that although concept mastery is necessary to expert performance, it is not sufficient. Starting with Geach's account of concepts, distinctions are made between concept acquisition and concept mastery. An…

Predictive Control of Speededness in Adaptive Testing

ERIC Educational Resources Information Center

van der Linden, Wim J.

2009-01-01

An adaptive testing method is presented that controls the speededness of a test using predictions of the test takers' response times on the candidate items in the pool. Two different types of predictions are investigated: posterior predictions given the actual response times on the items already administered and posterior predictions that use the…

Using Psychodynamic, Cognitive Behavioral, and Control Mastery Prototypes to Predict Change: A New Look at an Old Paradigm for Long-Term Single-Case Research

ERIC Educational Resources Information Center

Pole, Nnamdi; Ablon, J. Stuart; O'Connor, Lynn E.

2008-01-01

This article illustrates a method of testing models of change in individual long-term psychotherapy cases. A depressed client was treated with 208 sessions of control mastery therapy (CMT), an unmanualized approach that integrates elements of psychodynamic therapy (PDT) and cognitive behavioral therapy (CBT). Panels of experts developed prototypes…

Computerized Adaptive Testing: Overview and Introduction.

ERIC Educational Resources Information Center

Meijer, Rob R.; Nering, Michael L.

1999-01-01

Provides an overview of computerized adaptive testing (CAT) and introduces contributions to this special issue. CAT elements discussed include item selection, estimation of the latent trait, item exposure, measurement precision, and item-bank development. (SLD)

Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian Portuguese.

PubMed

de Araújo Vilhena, Douglas; Sucena, Ana; Castro, São Luís; Pinheiro, Ângela Maria Vieira

2016-02-01

Our aim was to analyse the linguistic structure of the Lobrot's Lecture 3 (L3) reading test and to describe the procedure for its adaptation to a Brazilian cultural-linguistic context. The resulting adapted version is called the Reading Test-Sentence Comprehension [Teste de Leitura: Compreensão de Sentenças (TELCS)] and was developed using the European Portuguese adaptation of L3 as a reference. The present study was conducted in seven steps: (1) classification of the response alternatives of L3 test; (2) adaptation of the original sentences into Brazilian Portuguese; (3) back-translation; (4) adaptation of the distractors from TELCS; (5) configuration of TELCS; (6) pilot study; and (7) validation and standardization. In comparison with L3, TELCS included new linguistic and structural variables, such as frequency of occurrence of the distractors, gender neutrality and position of the target words. The instrument can be used for a collective screening or individual clinical administration purposes to evaluate the reading ability of second-to-fifth-grade and 7-to-11-year-old students. Copyright © 2016 John Wiley & Sons, Ltd.

Content Mastery Exams: An Option to Replace Faculty-Generated Final Exams

ERIC Educational Resources Information Center

Martin, Deanna K.

2017-01-01

Determining the most effective means of assessing content mastery as well as preparedness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a task of all pre-licensure nursing faculty. The records of 331 diploma nursing students were reviewed for this retrospective, descriptive, correlational study that examines…

A "Rearrangement Procedure" for Scoring Adaptive Tests with Review Options.

ERIC Educational Resources Information Center

Papanastasiou, Elena C.

Due to the increased popularity of computerized adaptive testing (CAT), many admissions tests, as well as certification and licensure examinations, have been transformed from their paper-and-pencil versions to computerized adaptive versions. A major difference between paper-and-pencil tests and CAT, from an examinees point of view, is that in many…

A "Rearrangement Procedure" for Scoring Adaptive Tests with Review Options

ERIC Educational Resources Information Center

Papanastasiou, Elena C.; Reckase, Mark D.

2007-01-01

Because of the increased popularity of computerized adaptive testing (CAT), many admissions tests, as well as certification and licensure examinations, have been transformed from their paper-and-pencil versions to computerized adaptive versions. A major difference between paper-and-pencil tests and CAT from an examinee's point of view is that in…

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Computer Adaptive Testing, Big Data and Algorithmic Approaches to Education

ERIC Educational Resources Information Center

Thompson, Greg

2017-01-01

This article critically considers the promise of computer adaptive testing (CAT) and digital data to provide better and quicker data that will improve the quality, efficiency and effectiveness of schooling. In particular, it uses the case of the Australian NAPLAN test that will become an online, adaptive test from 2016. The article argues that…

Computerized Instructional Adaptive Testing Model: Formulation and Validation.

DTIC Science & Technology

1980-02-01

AD-AO1 855 CONTROL DATA EDUCATION CO MINNEAPOLIS MN F/6 5/9MPUTERIZED INSTRUCTIONAL ADAPTIVE TESTING MODELS FORMULATION --EC(U) FEB 80 S J KALISCH...final report wus submitted by Control Data Education Company, 8100 34th Avenue, South, Minneapolis, Minnesota 55440, under contract F33615-17-C.0071... DATA EDUCATION CO MINNEAPOLIS MN p/e 5/9 I COMPULTERIZED :LSTUCTIONAL ADAPTIVE TESTING MODELS FORMULATION --EIC(U) FEB 80 S J KALISCH F33615-77-C-0O71

Reference system of competence and engagement in adapted physical activities of people with recent spinal cord injury.

PubMed

Gernigon, Christophe; Pereira Dias, Catarina; Riou, François; Briki, Walid; Ninot, Grégory

2015-01-01

This study tested whether persons with Recent Spinal Cord Injury (RSCI) who practice adapted physical activities (APA) and those who do not differ with regard to achievement goals, physical self-perceptions, and global self-esteem. Adults with RSCI in rehabilitation centers voluntarily completed questionnaires of achievement goals and self-esteem. Then, based on whether they engaged or not in APA programs, they were considered participants or non-participants in APA. Compared to participants in APA, non-participants were more oriented toward mastery-avoidance goals and had lower scores of physical self-worth and global self-esteem. No differences were found for other achievement goals and for low-level dimensions of physical self. These findings suggest that mastery-avoidance goals are associated with a maladaptive motivational pattern when intrapersonal comparison conveys a threat for the self. Practical implications for rehabilitation programs for persons with RSCI are offered. Adapted Physical Activities (APA) programs are supervised physical activity programs in which the choice of the activity as well as the frequency, the duration, and the intensity of practice are adapted to the inpatients' capabilities. Attempts to master physical activities can be seen as threatening experiences to be avoided by persons with Recent Spinal Cord Injury (RSCI) in rehabilitation centers. Comparing one's capabilities in physical activities with those of other persons with RSCI is not motivationally detrimental with respect to the practice of these activities. Upon persons with RSCI' arrival in rehabilitation centers, physical educators should promote a friendly competitive climate in the practice of APA to help inpatients recover healthy levels of physical self-perceptions and global self-esteem as well as motivation to exercise.

Effects of Mastery Learning Approach on Secondary School Students' Physics Achievement

ERIC Educational Resources Information Center

Wambugu, Patriciah W.; Changeiywo, Johnson M.

2008-01-01

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form…

Topic Mastery and Flow of Thought of Indonesian Students Learning Psycholingustics

ERIC Educational Resources Information Center

Indah, Rohmani Nur

2016-01-01

This study focuses on evaluating students' topic mastery and flow of thought in their Psycholinguistics project paper. Assessing these two aspects means a lot since it will be helpful as a planning tool to approach future better instruction. It was conducted with Indonesian students taking Psycholinguistics course at Humanities Faculty of UIN…

A Continuity Principle for Calibration of Scores within Mastery Assessment Systems.

ERIC Educational Resources Information Center

Tucker, Ledyard R.

A continuity principle is suggested for scaling of assessment scores from different levels of a multilevel mastery training program. In such training programs students are self-paced and work at levels of tasks appropriate for their levels of performance. The problem addressed in this report concerns the scaling of assessment scores at different…

Use and Mastery of Virtual Learning Environment in Brazilian Open University

ERIC Educational Resources Information Center

Gomez, Margarita Victoria

2014-01-01

This paper describes and analyses the dynamics of the use and/or mastery of Virtual Learning Environments (VLEs) by educators and students Open University, important part of the Brazilian Educational System. A questionnaire with 32 items was answered by 174 students/instructors/coordinators of the Media in Education and Physics courses, of two…

Comparison of airfoil results from an adaptive wall test section and a porous wall test section

NASA Technical Reports Server (NTRS)

Mineck, Raymond E.

1989-01-01

Two wind tunnel investigations were conducted to assess two different wall interference alleviation/correction techniques: adaptive test section walls and classical analytical corrections. The same airfoil model has been tested in the adaptive wall test section of the NASA-Langley 0.3 m Transonic Cryogenic Tunnel (TCT) and in the National Aeronautical Establishment (NAE) High Reynolds Number 2-D facility. The model has a 9 in. chord and a CAST 10-2/DOA 2 airfoil section. The 0.3 m TCT adaptive wall test section has four solid walls with flexible top and bottom walls. The NAE test section has porous top and bottom walls and solid side walls. The aerodynamic results corrected for top and bottom wall interference at Mach numbers from 0.3 to 0.8 at a Reynolds number of 10 by 1,000,000. Movement of the adaptive walls was used to alleviate the top and bottom wall interference in the test results from the NASA tunnel.

The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

ERIC Educational Resources Information Center

Dillashaw, F. Gerald; Okey, James R.

This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast…

Evaluating the Content Validity of Multistage-Adaptive Tests

ERIC Educational Resources Information Center

Crotts, Katrina; Sireci, Stephen G.; Zenisky, April

2012-01-01

Validity evidence based on test content is important for educational tests to demonstrate the degree to which they fulfill their purposes. Most content validity studies involve subject matter experts (SMEs) who rate items that comprise a test form. In computerized-adaptive testing, examinees take different sets of items and test "forms"…

Some Considerations in Maintaining Adaptive Test Item Pools.

ERIC Educational Resources Information Center

Stocking, Martha L.

The construction of parallel editions of conventional tests for purposes of test security while maintaining score comparability has always been a recognized and difficult problem in psychometrics and test construction. The introduction of new modes of test construction, e.g., adaptive testing, changes the nature of the problem, but does not make…

Multistage Adaptive Testing for a Large-Scale Classification Test: Design, Heuristic Assembly, and Comparison with Other Testing Modes. ACT Research Report Series, 2012 (6)

ERIC Educational Resources Information Center

Zheng, Yi; Nozawa, Yuki; Gao, Xiaohong; Chang, Hua-Hua

2012-01-01

Multistage adaptive tests (MSTs) have gained increasing popularity in recent years. MST is a balanced compromise between linear test forms (i.e., paper-and-pencil testing and computer-based testing) and traditional item-level computer-adaptive testing (CAT). It combines the advantages of both. On one hand, MST is adaptive (and therefore more…

Adaptive Set-Based Methods for Association Testing

PubMed Central

Su, Yu-Chen; Gauderman, W. James; Kiros, Berhane; Lewinger, Juan Pablo

2017-01-01

With a typical sample size of a few thousand subjects, a single genomewide association study (GWAS) using traditional one-SNP-at-a-time methods can only detect genetic variants conferring a sizable effect on disease risk. Set-based methods, which analyze sets of SNPs jointly, can detect variants with smaller effects acting within a gene, a pathway, or other biologically relevant sets. While self-contained set-based methods (those that test sets of variants without regard to variants not in the set) are generally more powerful than competitive set-based approaches (those that rely on comparison of variants in the set of interest with variants not in the set), there is no consensus as to which self-contained methods are best. In particular, several self-contained set tests have been proposed to directly or indirectly ‘adapt’ to the a priori unknown proportion and distribution of effects of the truly associated SNPs in the set, which is a major determinant of their power. A popular adaptive set-based test is the adaptive rank truncated product (ARTP), which seeks the set of SNPs that yields the best-combined evidence of association. We compared the standard ARTP, several ARTP variations we introduced, and other adaptive methods in a comprehensive simulation study to evaluate their performance. We used permutations to assess significance for all the methods and thus provide a level playing field for comparison. We found the standard ARTP test to have the highest power across our simulations followed closely by the global model of random effects (GMRE) and a LASSO based test. PMID:26707371

A Rapid Item-Search Procedure for Bayesian Adaptive Testing.

DTIC Science & Technology

1977-05-01

properties of the • procedure , they migh t well introduce undesirable psychological effects on test scores (e.g., Betz & Weiss , 1976r.’ , 1976b...ge of results and adaptive ability test .~~~~ (Research Rep . 76—4). Minneapolis: University of Minnesota , Departmen t of Psychology , Psychometric...t~~[AH ~~~ ~~~~ r _ _ _ _ A RAPID ITEM -SEARC H PROCEDURE FOR BAYESIAN ADAPTIVE TESTING C. David Vale d D D Can David J . Weiss RESEARCH REPORT 77-n

Use of adaptive walls in 2D tests

NASA Technical Reports Server (NTRS)

Archambaud, J. P.; Chevallier, J. P.

1984-01-01

A new method for computing the wall effects gives precise answers to some questions arising in adaptive wall concept applications: length of adapted regions, fairings with up and downstream regions, residual misadjustments effects, reference conditions. The acceleration of the iterative process convergence and the development of an efficient technology used in CERT T2 wind tunnels give in a single run the required test conditions. Samples taken from CAST 7 tests demonstrate the efficiency of the whole process to obtain significant results with considerations of tridimensional case extension.

Computer-Adaptive Testing in Second Language Contexts.

ERIC Educational Resources Information Center

Chalhoub-Deville, Micheline; Deville, Craig

1999-01-01

Provides a broad overview of computerized testing issues with an emphasis on computer-adaptive testing (CAT). A survey of the potential benefits and drawbacks of CAT are given, the process of CAT development is described; and some L2 instruments developed to assess various language skills are summarized. (Author/VWL)

Developmental Changes in Toddlers' Social Orientation and Affect during Mastery Play.

ERIC Educational Resources Information Center

Jennings, Kay Donahue

This study explored how toddlers' increasing social sophistication and increasing ability to coordinate attention between the social and object realm are reflected in toddlers' mastery play. A total of 57 toddlers (24 boys and 33 girls from a wide range of socio-economic backgrounds) between the ages of 15 and 35 months participated in 7 mastery…

Development and Evaluation of a Confidence-Weighting Computerized Adaptive Testing

ERIC Educational Resources Information Center

Yen, Yung-Chin; Ho, Rong-Guey; Chen, Li-Ju; Chou, Kun-Yi; Chen, Yan-Lin

2010-01-01

The purpose of this study was to examine whether the efficiency, precision, and validity of computerized adaptive testing (CAT) could be improved by assessing confidence differences in knowledge that examinees possessed. We proposed a novel polytomous CAT model called the confidence-weighting computerized adaptive testing (CWCAT), which combined a…

Sticks and Stones Will Break My Bones but Failure Feedback May Not Hurt Me: Gender Differences in the Relationship between Achievement Motive, Coping Strategies and Environmental Mastery

ERIC Educational Resources Information Center

Tan, Ser Hong; Pang, Joyce S.

2012-01-01

This study investigates the processes through which achievement motivation guides the selection of coping strategies which in turn affects environmental mastery post-failure feedback. Seventy-six college students received failure feedback after completing a professional aptitude test. Findings showed that gender moderated the relationship between…

LAUNCH VEHICLE STAGE ADAPTER MOVE TO TEST FACILITY

NASA Image and Video Library

2016-10-12

A SLS LAUNCH VEHICLE STAGE ADAPTER IS MOVED FROM THE VERTICAL WELD TOOL STATION IN MSFC’S BUILDING 4755 TO THE WEST TEST AREA’S TEST STAND 4699 WHERE IT WILL UNDERGO FURTHER TESTING OF ITS ABILITY TO WITHSTAND THE STRESSES RELATED TO LAUNCH AND SPACE TRAVEL.

Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students

ERIC Educational Resources Information Center

Lin, Chun-Hung; Liu, Eric Zhi-Feng; Chen, Yu-Liang; Liou, Pey-Yan; Chang, Maiga; Wu, Cheng-Hong; Yuan, Shyan-Ming

2013-01-01

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to…

Computerized Adaptive Testing Project: Objectives and Requirements.

DTIC Science & Technology

1982-07-01

developing a cqmputerlzed adaptive lwfb system ( CAT ). SiN 0102- LP. Old. "O AM"- S/M "of F.g~ smuuim ftmAYUSN 0 IM ~ A joint-service coordinated effort is In...progress to develop a computerized adaptive testing ( CAT ) system and to evaluate its potential for use in the Military Enlistment Processing Stations...lead laboratory for this effort. This report is intended to serve as a working paper documenting CAT system functional requirements and schedules. It

Addiction resistance: Definition, validation and association with mastery.

PubMed

Kendler, Kenneth S; Myers, John

2015-09-01

For given levels of psychoactive substance use, symptoms of substance use disorder (SUD) can vary widely. The concept of addiction resistance (AR) seeks to capture this variation so we can understand its causes. In a population-based twin sample, AR was defined as the deviation in the number of reported SUD criteria for a given substance from that predicted from the level of maximal consumption. Therefore, subjects with strong AR demonstrate few symptoms of SUD even at high levels of consumption. Twin modeling was performed by Mx. We assessed AR for alcohol, nicotine and cannabis. Heritability was assessed at two occasions thereby correcting for measurement error and ranged from 35 to 52% with no evidence for shared environment. ARs for alcohol, nicotine and cannabis were relatively stable over time and were substantially predicted by parental history of SUD, early adversity, comorbidity with both internalizing and externalizing disorders, personality and especially by the trait of mastery. AR, which assesses individual variation in sensitivity to the development of SUD for a given level of drug exposure, may be a useful concept for addiction research. As applied to common psychoactive substances, AR is moderately heritable, relatively stable and predicted by family history, comorbidity and personality. The relationship with mastery is of particular interest in that it may reflect an ability to resist the progression of the addictive process into key life domains and to avoid loss of control of intake, even when consuming at high levels. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Computerized Adaptive Testing: An Overview and an Example.

ERIC Educational Resources Information Center

McBride, James R.

The advantages of computerized adaptive testing are discussed, and an example illustrates its use in sixth grade mathematics. These tests are administered at a computer terminal, and the test items to be administered are selected according to the difficulty level appropriate to the individual's ability. Tailoring increases the psychometric…

Microcomputer Network for Computerized Adaptive Testing (CAT): Program Listing. Supplement.

DTIC Science & Technology

1984-03-01

UMICROCOMPUTER NETWORK FOR COMPUTERIZED ADAPTIVE TESTING ( CAT ): PROGRAM LISTING in APPROVED FOR PUBLIC RELEASE;IDISTRIBUTION UNLIMITEDPs DTIC ’ Akf 3 0 1-d84...NETWORK FOR COMPUTERIZED ADAPTIVE TESTING ( CAT ).- PROGRAM LISTING , ,j Baldwin Quan Thomas A. Park Gary Sandahl John H. Wolfe Reviewed by James R. McBride A...Center San Diego, California 92152 V.% :-, CONTENTrS Page CATPROJECT.TEXT CAT system driver textfile I 1 ADMINDIR- Subdirectory - Test administration

A Guide to Computer Adaptive Testing Systems

ERIC Educational Resources Information Center

Davey, Tim

2011-01-01

Some brand names are used generically to describe an entire class of products that perform the same function. "Kleenex," "Xerox," "Thermos," and "Band-Aid" are good examples. The term "computerized adaptive testing" (CAT) is similar in that it is often applied uniformly across a diverse family of testing methods. Although the various members of…

Computerized Adaptive Testing, Anxiety Levels, and Gender Differences

ERIC Educational Resources Information Center

Fritts, Barbara E.; Marszalek, Jacob M.

2010-01-01

This study compares the amount of test anxiety experienced on a computerized adaptive test (CAT) to a paper-and-pencil test (P&P), as well as the state test anxiety experienced between males and females. Ninety-four middle school CAT examinees were compared to 65 middle school P&P examinees on their responses to the State-Trait Anxiety…

Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

NASA Astrophysics Data System (ADS)

Vedder-Weiss, Dana; Fortus, David

2018-02-01

Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.

Effects of Differentially Time-Consuming Tests on Computer-Adaptive Test Scores

ERIC Educational Resources Information Center

Bridgeman, Brent; Cline, Frederick

2004-01-01

Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that about half of the examinees must guess on the final six questions of the analytical section of the…

Probing Resilience: Daily Environmental Mastery, Self-Esteem, and Stress Appraisal.

PubMed

Montpetit, Mignon A; Tiberio, Stacey S

2016-10-01

The current study explores one way the process of resilience arises by investigating the underlying process of stress appraisal. In particular, the analyses examine how resilience resources function each day to attenuate the extent to which life experiences are perceived as threatening, and how trait-like resilience resources shape the appraisal process. Daily diary and questionnaire data from 96 participants of Successful Aging in Context: The Macroenvironment and Daily Lived Experience (SAIC; MAge = 67 years, SDAge = 4.9 years; range: 58-86 years) were analyzed using multilevel random coefficient modeling to investigate how individuals' daily perceptions of control and self-esteem impacted perceived stress on a given day. Results suggested that both self-esteem and environmental mastery help mitigate the experience of stress; furthermore, dispositional resilience and self-esteem stability predict differences between individuals in the extent to which self-esteem tempers the perception of stress each day. The results inform theoretical and empirical work on the nature of resilience, especially regarding how the process arises in ordinary life. From an application perspective, results imply that augmenting environmental mastery and self-esteem, both of which are malleable, can facilitate resilience by helping elders challenge their perceptions of stress each day. © The Author(s) 2016.

Reversing the negative cycle: interpreting the mutual influence of adaptive, self-protective measures in the couple.

PubMed

Berkowitz, D A

1999-10-01

The author discusses factors that shape the subjective meanings each member of the couple gives to marital interactions and the intersubjective disjunctions between the partners that can result. These include adaptive, self-protective mechanisms, the wish for mastery, guilt, and defense against grieving. Through illuminating these factors, psychoanalytic couple therapy can enhance empathic awareness of how each partner's attitudes, actions, and once adaptive defenses can actualize the other's transference expectations and evoke his or her painful and traumatic childhood relationships and experiences.

An Investigation on Computer-Adaptive Multistage Testing Panels for Multidimensional Assessment

ERIC Educational Resources Information Center

Wang, Xinrui

2013-01-01

The computer-adaptive multistage testing (ca-MST) has been developed as an alternative to computerized adaptive testing (CAT), and been increasingly adopted in large-scale assessments. Current research and practice only focus on ca-MST panels for credentialing purposes. The ca-MST test mode, therefore, is designed to gauge a single scale. The…

Polytomous Adaptive Classification Testing: Effects of Item Pool Size, Test Termination Criterion, and Number of Cutscores

ERIC Educational Resources Information Center

Gnambs, Timo; Batinic, Bernad

2011-01-01

Computer-adaptive classification tests focus on classifying respondents in different proficiency groups (e.g., for pass/fail decisions). To date, adaptive classification testing has been dominated by research on dichotomous response formats and classifications in two groups. This article extends this line of research to polytomous classification…

The Quest for Mastery: Positive Youth Development through Out-of-School Programs

ERIC Educational Resources Information Center

Intrator, Sam M.; Siegel, Don

2014-01-01

In "The Quest for Mastery," Sam M. Intrator and Don Siegel investigate an emerging trend: the growth of out-of-school programs dedicated to helping underserved youth develop the personal qualities and capacities that will help them succeed in school, college, and beyond. Intensive programs from rowing to youth radio, from lacrosse to…

A Mastery Rubric: Guiding Curriculum Design, Admissions and Development of Course Objectives

ERIC Educational Resources Information Center

Tractenberg, Rochelle E.; Umans, Jason G.; McCarter, Robert J.

2010-01-01

This article describes a "Mastery Rubric" (MR) used to design both the curriculum and the assessments in a new two-year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective;…

Family Mastery Enhances Work Engagement in Chinese Nurses: A Cross-Lagged Analysis

ERIC Educational Resources Information Center

Lu, Chang-qin; Siu, Oi-ling; Chen, Wei-qing; Wang, Hai-jiang

2011-01-01

Based on Greenhaus and Powell's (2006) theory of work-family enrichment and the job demands-resources (JD-R) model of work engagement (Bakker & Demerouti, 2008), this study focused on the family-to-work enrichment process by investigating the effect of family mastery on work engagement in a Chinese context. A sample of 279 Chinese female…

Procedures for Selecting Items for Computerized Adaptive Tests.

ERIC Educational Resources Information Center

Kingsbury, G. Gage; Zara, Anthony R.

1989-01-01

Several classical approaches and alternative approaches to item selection for computerized adaptive testing (CAT) are reviewed and compared. The study also describes procedures for constrained CAT that may be added to classical item selection approaches to allow them to be used for applied testing. (TJH)

The Impact of Family Functioning and School Connectedness on Preadolescent Sense of Mastery

ERIC Educational Resources Information Center

Murphy, Emma L.; McKenzie, Vicki L.

2016-01-01

Families and schools are important environments that contribute to the resilience and positive development of preadolescent children. Sense of mastery, including its two central factors of optimism and self-efficacy, forms an important component of resilience during preadolescence (Prince-Embury, 2007). This study examined the interrelationships…

Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

NASA Astrophysics Data System (ADS)

Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

2016-02-01

Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

Validation of a Questionnaire to Measure Mastery Motivation among Chinese Preschool Children

ERIC Educational Resources Information Center

Leung, Cynthia; Lo, S. K.

2013-01-01

The aim of this study was to validate a questionnaire on mastery motivation (task and effort) for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. Participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their…

Perceived and Actual Motivational Climate of a Mastery-Involving Sport Education Season

ERIC Educational Resources Information Center

Hastie, Peter; Sinelnikov, Oleg; Wallhead, Tristan; Layne, Todd

2014-01-01

The purpose of the study was to implement a Sport Education season designed to be mastery-involving and examine the degree of congruence between the objective measure of the presented climate with the students' perceptions of the saliency of this motivational climate. Twenty-one male high school students (mean age of 15.9 years) and one expert…

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate

ERIC Educational Resources Information Center

Patrick, Helen; Kaplan, Avi; Ryan, Allison M.

2011-01-01

In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by…

Optimal Stratification of Item Pools in a-Stratified Computerized Adaptive Testing.

ERIC Educational Resources Information Center

Chang, Hua-Hua; van der Linden, Wim J.

2003-01-01

Developed a method based on 0-1 linear programming to stratify an item pool optimally for use in alpha-stratified adaptive testing. Applied the method to a previous item pool from the computerized adaptive test of the Graduate Record Examinations. Results show the new method performs well in practical situations. (SLD)

Mutual Information Item Selection in Adaptive Classification Testing

ERIC Educational Resources Information Center

Weissman, Alexander

2007-01-01

A general approach for item selection in adaptive multiple-category classification tests is provided. The approach uses mutual information (MI), a special case of the Kullback-Leibler distance, or relative entropy. MI works efficiently with the sequential probability ratio test and alleviates the difficulties encountered with using other local-…

Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

ERIC Educational Resources Information Center

Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

2013-01-01

Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

Adaptive seamless designs: selection and prospective testing of hypotheses.

PubMed

Jennison, Christopher; Turnbull, Bruce W

2007-01-01

There is a current trend towards clinical protocols which involve an initial "selection" phase followed by a hypothesis testing phase. The selection phase may involve a choice between competing treatments or different dose levels of a drug, between different target populations, between different endpoints, or between a superiority and a non-inferiority hypothesis. Clearly there can be benefits in elapsed time and economy in organizational effort if both phases can be designed up front as one experiment, with little downtime between phases. Adaptive designs have been proposed as a way to handle these selection/testing problems. They offer flexibility and allow final inferences to depend on data from both phases, while maintaining control of overall false positive rates. We review and critique the methods, give worked examples and discuss the efficiency of adaptive designs relative to more conventional procedures. Where gains are possible using the adaptive approach, a variety of logistical, operational, data handling and other practical difficulties remain to be overcome if adaptive, seamless designs are to be effectively implemented.

Using Item Response Theory and Adaptive Testing in Online Career Assessment

ERIC Educational Resources Information Center

Betz, Nancy E.; Turner, Brandon M.

2011-01-01

The present article describes the potential utility of item response theory (IRT) and adaptive testing for scale evaluation and for web-based career assessment. The article describes the principles of both IRT and adaptive testing and then illustrates these with reference to data analyses and simulation studies of the Career Confidence Inventory…

Deriving Stopping Rules for Multidimensional Computerized Adaptive Testing

ERIC Educational Resources Information Center

Wang, Chun; Chang, Hua-Hua; Boughton, Keith A.

2013-01-01

Multidimensional computerized adaptive testing (MCAT) is able to provide a vector of ability estimates for each examinee, which could be used to provide a more informative profile of an examinee's performance. The current literature on MCAT focuses on the fixed-length tests, which can generate less accurate results for those examinees whose…

Mastery motivation as a predictor of occupational performance following upper limb intervention for school-aged children with congenital hemiplegia.

PubMed

Miller, Laura; Ziviani, Jenny; Ware, Robert S; Boyd, Roslyn N

2014-10-01

To determine the extent to which children's mastery motivation predicts occupational performance outcomes following upper limb intervention (ULI). In this cohort study, participants received 45 hours of ULI, either in an intensive group-based or distributed individualized model. The Dimensions of Mastery Questionnaire (DMQ) measured mastery motivation at baseline. Occupational performance outcomes were assessed at baseline and 13 weeks' post-intervention using the Canadian Occupational Performance Measure (COPM). Multivariable models determined the contribution of mastery motivation to COPM outcome irrespective of group membership. Forty-two children with congenital hemiplegia (29 males, 13 females; mean age 7y 8mo [SD 2y 2mo]; range 5y 1mo-12y 8mo; Manual Ability Classification System [MACS] I=20 and II=22; predominant motor type unilateral spastic n=41) participated in the study. Significant gains were seen in COPM performance and satisfaction scores (p<0.001) post-intervention with no between group differences. Children who had greater persistence with object-oriented tasks (p=0.02) and better manual ability (p=0.03) achieved higher COPM performance scores at 13 weeks. Children's persistence on object-oriented tasks was the strongest predictor of COPM satisfaction (p=0.01). Children's persistence with object-oriented tasks as well as manual abilities needs to be considered when undertaking ULI. Predetermining children's motivational predispositions can assist clinicians to tailor therapy sessions individually based on children's strengths, contributing to effective engagement in ULI. © 2014 Mac Keith Press.

Utilizing measure-based feedback in control-mastery theory: A clinical error.

PubMed

Snyder, John; Aafjes-van Doorn, Katie

2016-09-01

Clinical errors and ruptures are an inevitable part of clinical practice. Often times, therapists are unaware that a clinical error or rupture has occurred, leaving no space for repair, and potentially leading to patient dropout and/or less effective treatment. One way to overcome our blind spots is by frequently and systematically collecting measure-based feedback from the patient. Patient feedback measures that focus on the process of psychotherapy such as the Patient's Experience of Attunement and Responsiveness scale (PEAR) can be used in conjunction with treatment outcome measures such as the Outcome Questionnaire 45.2 (OQ-45.2) to monitor the patient's therapeutic experience and progress. The regular use of these types of measures can aid clinicians in the identification of clinical errors and the associated patient deterioration that might otherwise go unnoticed and unaddressed. The current case study describes an instance of clinical error that occurred during the 2-year treatment of a highly traumatized young woman. The clinical error was identified using measure-based feedback and subsequently understood and addressed from the theoretical standpoint of the control-mastery theory of psychotherapy. An alternative hypothetical response is also presented and explained using control-mastery theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Investigations of Students' Motivation Towards Learning Secondary School Physics through Mastery Learning Approach

ERIC Educational Resources Information Center

Changeiywo, Johnson M.; Wambugu, P. W.; Wachanga, S. W.

2011-01-01

Teaching method is a major factor that affects students' motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students' motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample…

Behind and beyond Self-Mastery: Risk, Vulnerability, and Becoming through Dewey and Heidegger

ERIC Educational Resources Information Center

d'Agnese, Vasco

2017-01-01

In the last two decades, a decisive anti-foundationalist turn has emerged in educational philosophy and theory. With such a shift, both the possibility and the desirability to conceive of educational processes and practices in terms of mastery and predictability has been challenged. In this paper, by locating my work on such an…

Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

ERIC Educational Resources Information Center

Abadir, Laila; And Others

The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…

The students' ability in the mathematical literacy for uncertainty problems on the PISA adaptation test

NASA Astrophysics Data System (ADS)

Julie, Hongki; Sanjaya, Febi; Anggoro, Ant. Yudhi

2017-08-01

One of purposes of this study was to describe the solution profile of the junior high school students for the PISA adaptation test. The procedures conducted by researchers to achieve this objective were (1) adapting the PISA test, (2) validating the adapting PISA test, (3) asking junior high school students to do the adapting PISA test, and (4) making the students' solution profile. The PISA problems for mathematics could be classified into four areas, namely quantity, space and shape, change and relationship, and uncertainty. The research results that would be presented in this paper were the result test for uncertainty problems. In the adapting PISA test, there were fifteen questions. Subjects in this study were 18 students from 11 junior high schools in Yogyakarta, Central Java, and Banten. The type of research that used by the researchers was a qualitative research. For the first uncertainty problem in the adapting test, 66.67% of students reached level 3. For the second uncertainty problem in the adapting test, 44.44% of students achieved level 4, and 33.33% of students reached level 3. For the third uncertainty problem in the adapting test n, 38.89% of students achieved level 5, 11.11% of students reached level 4, and 5.56% of students achieved level 3. For the part a of the fourth uncertainty problem in the adapting test, 72.22% of students reached level 4 and for the part b of the fourth uncertainty problem in the adapting test, 83.33% students achieved level 4.

Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

NASA Astrophysics Data System (ADS)

Evans, William R.; Selen, Mats A.

2017-12-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

Adaptive transmission disequilibrium test for family trio design.

PubMed

Yuan, Min; Tian, Xin; Zheng, Gang; Yang, Yaning

2009-01-01

The transmission disequilibrium test (TDT) is a standard method to detect association using family trio design. It is optimal for an additive genetic model. Other TDT-type tests optimal for recessive and dominant models have also been developed. Association tests using family data, including the TDT-type statistics, have been unified to a class of more comprehensive and flexable family-based association tests (FBAT). TDT-type tests have high efficiency when the genetic model is known or correctly specified, but may lose power if the model is mis-specified. Hence tests that are robust to genetic model mis-specification yet efficient are preferred. Constrained likelihood ratio test (CLRT) and MAX-type test have been shown to be efficiency robust. In this paper we propose a new efficiency robust procedure, referred to as adaptive TDT (aTDT). It uses the Hardy-Weinberg disequilibrium coefficient to identify the potential genetic model underlying the data and then applies the TDT-type test (or FBAT for general applications) corresponding to the selected model. Simulation demonstrates that aTDT is efficiency robust to model mis-specifications and generally outperforms the MAX test and CLRT in terms of power. We also show that aTDT has power close to, but much more robust, than the optimal TDT-type test based on a single genetic model. Applications to real and simulated data from Genetic Analysis Workshop (GAW) illustrate the use of our adaptive TDT.

Precision-Based Item Selection for Exposure Control in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Carroll, Ian A.

2017-01-01

Item exposure control is, relative to adaptive testing, a nascent concept that has emerged only in the last two to three decades on an academic basis as a practical issue in high-stakes computerized adaptive tests. This study aims to implement a new strategy in item exposure control by incorporating the standard error of the ability estimate into…

A Mastery Rubric: guiding curriculum design, admissions and development of course objectives.

PubMed

Tractenberg, Rochelle E; Umans, Jason G; McCarter, Robert J

This article describes a 'Mastery Rubric' (MR) used to design both the curriculum and the assessments in a new two-year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self-monitoring in the students. It is a flexible, criterion-referenced definition of 'success' for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised.

The Effect of Test and Examinee Characteristics on the Occurrence of Aberrant Response Patterns in a Computerized Adaptive Test

ERIC Educational Resources Information Center

Rizavi, Saba; Hariharan, Swaminathan

2001-01-01

The advantages that computer adaptive testing offers over linear tests have been well documented. The Computer Adaptive Test (CAT) design is more efficient than the Linear test design as fewer items are needed to estimate an examinee's proficiency to a desired level of precision. In the ideal situation, a CAT will result in examinees answering…

The Effort to Increase the Students' Achievement in Poetry Mastery through Semiotic Method

ERIC Educational Resources Information Center

Dirgeyasa, I Wy.

2017-01-01

The obejectives of this research are to know the improvement of the students' achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR).…

Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning

ERIC Educational Resources Information Center

Greenstein, Laura

2012-01-01

The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

Influence of Fallible Item Parameters on Test Information During Adaptive Testing.

ERIC Educational Resources Information Center

Wetzel, C. Douglas; McBride, James R.

Computer simulation was used to assess the effects of item parameter estimation errors on different item selection strategies used in adaptive and conventional testing. To determine whether these effects reduced the advantages of certain optimal item selection strategies, simulations were repeated in the presence and absence of item parameter…

Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau; Ibrahim, Nor Hasniza

2015-01-01

Purpose: Argumentative practices are central to science education, and have recently been emphasised to promote students' reasoning skills and to develop student's understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when…

New Grandparents' Mental Health: The Protective Role of Optimism, Self-Mastery, and Social Support

ERIC Educational Resources Information Center

Ben Shlomo, Shirley; Taubman - Ben-Ari, Orit

2012-01-01

The current study examines the contribution of optimism, self-mastery, perceived social support, and background variables (age, physical health, economic status) to mental health following the transition to grandparenthood. The sample consisted of 257 first-time Israeli grandparents (grandmothers and grandfathers, maternal and paternal) who were…

Skill Mastery and the Formation of Graduate Identity in Bachelor Graduates: Evidence from Australia

ERIC Educational Resources Information Center

Jackson, Denise

2016-01-01

Mastery of certain generic skills and the successful formation of pre-professional identity are widely considered to influence graduate work-readiness and job attainment. Given their links with enhanced productivity, performance and innovation, skill development and graduate identity appear critical amidst ongoing global stagnation in advanced…

Development and Simulation Testing of a Computerized Adaptive Version of the Philadelphia Naming Test

ERIC Educational Resources Information Center

Hula, William D.; Kellough, Stacey; Fergadiotis, Gerasimos

2015-01-01

Purpose: The purpose of this study was to develop a computerized adaptive test (CAT) version of the Philadelphia Naming Test (PNT; Roach, Schwartz, Martin, Grewal, & Brecher, 1996), to reduce test length while maximizing measurement precision. This article is a direct extension of a companion article (Fergadiotis, Kellough, & Hula, 2015),…

Cross-Validation of the Computerized Adaptive Screening Test (CAST).

ERIC Educational Resources Information Center

Pliske, Rebecca M.; And Others

The Computerized Adaptive Screening Test (CAST) was developed to provide an estimate at recruiting stations of prospects' Armed Forces Qualification Test (AFQT) scores. The CAST was designed to replace the paper-and-pencil Enlistment Screening Test (EST). The initial validation study of CAST indicated that CAST predicts AFQT at least as accurately…

The correlation between concept mastery and stage of moral reasoning student using socio-scientific issues on reproductive system material

NASA Astrophysics Data System (ADS)

Lestari, T. A.; Saefudin; Priyandoko, D.

2018-05-01

This research aims to analyze the correlation between concept mastery and moral stages of students. The research method using a correlational study with stratified random sampling technique. The population in this research is all of eleventh grade students in Senior High School Bandung. Data were collected from 297 eleventh grade students of three Senior High School in Bandung with use the instrument in the form of examination and stage of moral reasoning questionnaire. The stage of moral reasoning in this research consists of two student’s moral reasoning categories based on 16 questionnaire as the indicators from Jones et al. (2007). The results of this research shows that the average of eleventh grade student’s moral reasoning stage is the advanced stage. The results of this research shows that the concept mastery and the stage of moral reasoning indicates that there are 0.370 0f a positive correlation. This research provides an overview of eleventh grade student about concept mastery and stage of moral reasoning using socio-scientific issues.

A Multiple Objective Test Assembly Approach for Exposure Control Problems in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Veldkamp, Bernard P.; Verschoor, Angela J.; Eggen, Theo J. H. M.

2010-01-01

Overexposure and underexposure of items in the bank are serious problems in operational computerized adaptive testing (CAT) systems. These exposure problems might result in item compromise, or point at a waste of investments. The exposure control problem can be viewed as a test assembly problem with multiple objectives. Information in the test has…

Computerized Adaptive Testing: From Inquiry to Operation [Book Review].

ERIC Educational Resources Information Center

Gierl, Mark J.

1998-01-01

This book documents the research, development, and implementation efforts that allowed the U.S. Department of Defense to initiate the Computerized Adaptive Testing Armed Services Vocational Aptitude Battery Program for enlistment testing. Traces the history of this program over 30 years. (SLD)

Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

ERIC Educational Resources Information Center

Wise, Steven L.; Kingsbury, G. Gage

2016-01-01

This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent…

Assembling a Computerized Adaptive Testing Item Pool as a Set of Linear Tests

ERIC Educational Resources Information Center

van der Linden, Wim J.; Ariel, Adelaide; Veldkamp, Bernard P.

2006-01-01

Test-item writing efforts typically results in item pools with an undesirable correlational structure between the content attributes of the items and their statistical information. If such pools are used in computerized adaptive testing (CAT), the algorithm may be forced to select items with less than optimal information, that violate the content…

Fires in the Mind: What Kids Can Tell Us about Motivation and Mastery

ERIC Educational Resources Information Center

Cushman, Kathleen

2010-01-01

Through the voices of students themselves, "Fires in the Mind" brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and…

Computerized Adaptive Testing: Some Issues in Development.

ERIC Educational Resources Information Center

Orcutt, Venetia L.

The emergence of enhanced capabilities in computer technology coupled with the growing body of knowledge regarding item response theory has resulted in the expansion of computerized adaptive test (CAT) utilization in a variety of venues. Newcomers to the field need a more thorough understanding of item response theory (IRT) principles, their…

On the Issue of Item Selection in Computerized Adaptive Testing with Response Times

ERIC Educational Resources Information Center

Veldkamp, Bernard P.

2016-01-01

Many standardized tests are now administered via computer rather than paper-and-pencil format. The computer-based delivery mode brings with it certain advantages. One advantage is the ability to adapt the difficulty level of the test to the ability level of the test taker in what has been termed computerized adaptive testing (CAT). A second…

"G.P.S Matrices" programme: A method to improve the mastery level of social science students in matrices operations

NASA Astrophysics Data System (ADS)

Lee, Ken Voon

2013-04-01

The purpose of this action research was to increase the mastery level of Form Five Social Science students in Tawau II National Secondary School in the operations of addition, subtraction and multiplication of matrices in Mathematics. A total of 30 students were involved. Preliminary findings through the analysis of pre-test results and questionnaire had identified the main problem faced in which the students felt confused with the application of principles of the operations of matrices when performing these operations. Therefore, an action research was conducted using an intervention programme called "G.P.S Matrices" to overcome the problem. This programme was divided into three phases. 'Gift of Matrices' phase aimed at forming matrix teaching aids. The second and third phases were 'Positioning the Elements of Matrices' and 'Strenghtening the Concept of Matrices'. These two phases were aimed at increasing the level of understanding and memory of the students towards the principles of matrix operations. Besides, this third phase was also aimed at creating an interesting learning environment. A comparison between the results of pre-test and post-test had shown a remarkable improvement in students' performances after implementing the programme. In addition, the analysis of interview findings also indicated a positive feedback on the changes in students' attitude, particularly in the aspect of students' understanding level. Moreover, the level of students' memory also increased following the use of the concrete matrix teaching aids created in phase one. Besides, teachers felt encouraging when conducive learning environment was created through students' presentation activity held in third phase. Furthermore, students were voluntarily involved in these student-centred activities. In conclusion, this research findings showed an increase in the mastery level of students in these three matrix operations and thus the objective of the research had been achieved.

Wall interference tests of a CAST 10-2/DOA 2 airfoil in an adaptive-wall test section

NASA Technical Reports Server (NTRS)

Mineck, Raymond E.

1987-01-01

A wind-tunnel investigation of a CAST 10-2/DOA 2 airfoil model has been conducted in the adaptive-wall test section of the Langley 0.3-Meter Transonic Cryogenic Tunnel (TCT) and in the National Aeronautical Establishment High Reynolds Number Two-Dimensional Test Facility. The primary goal of the tests was to assess two different wall-interference correction techniques: adaptive test-section walls and classical analytical corrections. Tests were conducted over a Mach number range from 0.3 to 0.8 and over a chord Reynolds number range from 6 million to 70 million. The airfoil aerodynamic characteristics from the tests in the 0.3-m TCT have been corrected for wall interference by the movement of the adaptive walls. No additional corrections for any residual interference have been applied to the data, to allow comparison with the classically corrected data from the same model in the conventional National Aeronautical Establishment facility. The data are presented graphically in this report as integrated force-and-moment coefficients and chordwise pressure distributions.

The Selection of Test Items for Decision Making with a Computer Adaptive Test.

ERIC Educational Resources Information Center

Spray, Judith A.; Reckase, Mark D.

The issue of test-item selection in support of decision making in adaptive testing is considered. The number of items needed to make a decision is compared for two approaches: selecting items from an item pool that are most informative at the decision point or selecting items that are most informative at the examinee's ability level. The first…

Person Fit Analysis in Computerized Adaptive Testing Using Tests for a Change Point

ERIC Educational Resources Information Center

Sinharay, Sandip

2016-01-01

Meijer and van Krimpen-Stoop noted that the number of person-fit statistics (PFSs) that have been designed for computerized adaptive tests (CATs) is relatively modest. This article partially addresses that concern by suggesting three new PFSs for CATs. The statistics are based on tests for a change point and can be used to detect an abrupt change…

A Mixture Rasch Model-Based Computerized Adaptive Test for Latent Class Identification

ERIC Educational Resources Information Center

Jiao, Hong; Macready, George; Liu, Junhui; Cho, Youngmi

2012-01-01

This study explored a computerized adaptive test delivery algorithm for latent class identification based on the mixture Rasch model. Four item selection methods based on the Kullback-Leibler (KL) information were proposed and compared with the reversed and the adaptive KL information under simulated testing conditions. When item separation was…

Selecting Items for Criterion-Referenced Tests.

ERIC Educational Resources Information Center

Mellenbergh, Gideon J.; van der Linden, Wim J.

1982-01-01

Three item selection methods for criterion-referenced tests are examined: the classical theory of item difficulty and item-test correlation; the latent trait theory of item characteristic curves; and a decision-theoretic approach for optimal item selection. Item contribution to the standardized expected utility of mastery testing is discussed. (CM)

Financial hardship, mastery and social support: Explaining poor mental health amongst the inadequately employed using data from the HILDA survey.

PubMed

Crowe, Laura; Butterworth, Peter; Leach, Liana

2016-12-01

This study analysed data from the Household Income and Labour Dynamics in Australia (HILDA) Survey to examine the relationship between employment status and mental health, and the mediating effects of financial hardship, mastery and social support. In addition, the study sought to explore the effects of duration of unemployment on mental health. The primary analysis used three waves of data from the HILDA Survey with 4965 young adult respondents. Longitudinal population-averaged logistic regression models assessed the association of employment status and mental health, including the contribution of mastery, financial hardship and social support in explaining this association between employment groups (unemployed vs. employed; under employed vs. employed). Sensitivity analyses utilised a fixed-effects approach and also considered the full-range of working-age respondents. Regression analysis was used to explore the effect of duration of unemployment on mental health. Respondents' who identified as unemployed or underemployed were at higher risk of poor mental health outcomes when compared to their employed counterparts. This association was ameliorated when accounting for mastery, financial hardship and social support for the unemployed, and was fully mediated for the underemployed. The fixed-effects models showed the transition to unemployment was associated with a decline in mental health and that mastery in particular contributed to that change. The same results were found with a broader age range of respondents. Finally, the relationship between duration of unemployment and mental health was not linear, with mental health showing marked decline across the first 9 weeks of unemployment. Mastery, social support and financial hardship are important factors in understanding the association of poor mental health with both unemployment and underemployment. Furthermore, the results suggest that the most deleterious effects on mental health may occur in the first two

Computerized Dynamic Adaptive Tests with Immediately Individualized Feedback for Primary School Mathematics Learning

ERIC Educational Resources Information Center

Wu, Huey-Min; Kuo, Bor-Chen; Wang, Su-Chen

2017-01-01

In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial instructions were compared by a pre-test/post-test…

Computerized Adaptive Screening Test (CAST): Development for Use in Military Recruiting Stations

DTIC Science & Technology

1984-01-01

testing ( CAT ) 20. ABSTRACT (Continuo on rover .. efdo II neco .. ., ond Identity bJ’ 11/oclr -llor) The Computerized Adaptive Screening Test (CAST...effort is in progress to develop a computerized adaptive testing ( CAT ) system and to evaluate its potential for use in the military entrance...U.S. Marine Corps) has been designated as lead service for CAT system development; and the Navy Personnel Research and Development Center, as lead

Balancing Flexible Constraints and Measurement Precision in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Moyer, Eric L.; Galindo, Jennifer L.; Dodd, Barbara G.

2012-01-01

Managing test specifications--both multiple nonstatistical constraints and flexibly defined constraints--has become an important part of designing item selection procedures for computerized adaptive tests (CATs) in achievement testing. This study compared the effectiveness of three procedures: constrained CAT, flexible modified constrained CAT,…

Testing the adaptive radiation hypothesis for the lemurs of Madagascar.

PubMed

Herrera, James P

2017-01-01

Lemurs, the diverse, endemic primates of Madagascar, are thought to represent a classic example of adaptive radiation. Based on the most complete phylogeny of living and extinct lemurs yet assembled, I tested predictions of adaptive radiation theory by estimating rates of speciation, extinction and adaptive phenotypic evolution. As predicted, lemur speciation rate exceeded that of their sister clade by nearly twofold, indicating the diversification dynamics of lemurs and mainland relatives may have been decoupled. Lemur diversification rates did not decline over time, however, as predicted by adaptive radiation theory. Optimal body masses diverged among dietary and activity pattern niches as lineages diversified into unique multidimensional ecospace. Based on these results, lemurs only partially fulfil the predictions of adaptive radiation theory, with phenotypic evolution corresponding to an 'early burst' of adaptive differentiation. The results must be interpreted with caution, however, because over the long evolutionary history of lemurs (approx. 50 million years), the 'early burst' signal of adaptive radiation may have been eroded by extinction.

Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

ERIC Educational Resources Information Center

Mainwaring, Lynda M.; Krasnow, Donna H.

2010-01-01

Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

The Relation between Mastery Goals and Intrinsic Motivation among University Students: A Longitudinal Study

ERIC Educational Resources Information Center

Bieg, Sonja; Reindl, Marion; Dresel, Markus

2017-01-01

The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized…

The Impact of Receiving the Same Items on Consecutive Computer Adaptive Test Administrations.

ERIC Educational Resources Information Center

O'Neill, Thomas; Lunz, Mary E.; Thiede, Keith

2000-01-01

Studied item exposure in a computerized adaptive test when the item selection algorithm presents examinees with questions they were asked in a previous test administration. Results with 178 repeat examinees on a medical technologists' test indicate that the combined use of an adaptive algorithm to select items and latent trait theory to estimate…

Variable-Length Computerized Adaptive Testing: Adaptation of the A-Stratified Strategy in Item Selection with Content Balancing

ERIC Educational Resources Information Center

Huo, Yan

2009-01-01

Variable-length computerized adaptive testing (CAT) can provide examinees with tailored test lengths. With the fixed standard error of measurement ("SEM") termination rule, variable-length CAT can achieve predetermined measurement precision by using relatively shorter tests compared to fixed-length CAT. To explore the application of…

Autonomy-Mastery, Supportive or Performance Focused? Different Teacher Behaviours and Pupils' Outcomes in Physical Education

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Kvalo, Silje Eikanger

2007-01-01

We investigated the role of motivational climates, teacher autonomy support, perceived competence and autonomy on pupils' self-regulated motivation in physical education (PE) classes of Norwegian 10th-graders. Path analyses revealed that a mastery climate and teacher autonomy support both (a) positively influenced intrinsically regulated…

ATS-PD: An Adaptive Testing System for Psychological Disorders

ERIC Educational Resources Information Center

Donadello, Ivan; Spoto, Andrea; Sambo, Francesco; Badaloni, Silvana; Granziol, Umberto; Vidotto, Giulio

2017-01-01

The clinical assessment of mental disorders can be a time-consuming and error-prone procedure, consisting of a sequence of diagnostic hypothesis formulation and testing aimed at restricting the set of plausible diagnoses for the patient. In this article, we propose a novel computerized system for the adaptive testing of psychological disorders.…

Social support and mastery influence the association between stress and poor physical health in parents caring for children with developmental disabilities.

PubMed

Cantwell, Joanne; Muldoon, Orla T; Gallagher, Stephen

2014-09-01

To date, much of the research linking the stress of caring for children with developmental disabilities (e.g. Autism & Down syndrome) with parental health outcomes have tended to concentrate on mental health with less attention paid to the physical health consequences. Thus, this study sought to explore the psychosocial predictors of poor physical health in these caring parents. One hundred and sixty-seven parents (109 caregivers and 58 control parents) completed measures of stress, child problem behaviours, social support, mastery and physical health. Parents of children with developmental disabilities had poorer physical health compared to control parents. Stress and mastery, but not social support and problem behaviours, were significant predictors of poor physical health within caring parents for children with developmental disabilities. However, the association between mastery and physical health was mediated by perceived stress such that those parents who were higher on mastery reported less stress and better physical health; furthermore, the association between stress and physical health was moderated by social support; those parents high on social support and low in stress had better physical health. These results indicate that the paths between psychosocial factors and poor physical health in the caring parents are working synergistically rather than in isolation. They also underscore the importance of providing multi-component interventions that offer a variety of psychosocial resources to meet the precise needs of the parents. Copyright © 2014 Elsevier Ltd. All rights reserved.

Construction of a Computerized Adaptive Testing Version of the Quebec Adaptive Behavior Scale.

ERIC Educational Resources Information Center

Tasse, Marc J.; And Others

Multilog (Thissen, 1991) was used to estimate parameters of 225 items from the Quebec Adaptive Behavior Scale (QABS). A database containing actual data from 2,439 subjects was used for the parameterization procedures. The two-parameter-logistic model was used in estimating item parameters and in the testing strategy. MicroCAT (Assessment Systems…

Mastery of Fundamental Movement Skills among 6-Year-Old Flemish Pre-School Children

ERIC Educational Resources Information Center

Vandaele, Bart; Cools, Wouter; de Decker, Steve; de Martelaer, Kristine

2011-01-01

The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-year-old Flemish pre-school children. The subjects were 236 6-year-old children (138 boys, 98 girls; mean age 6 years 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest fur Vier- bis Sechsjahrige Kinder (MOT 4-6) in four…

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation.

PubMed

Levontin, Liat; Bardi, Anat

2018-04-01

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

Controlling Item Exposure Conditional on Ability in Computerized Adaptive Testing.

ERIC Educational Resources Information Center

Stocking, Martha L.; Lewis, Charles

1998-01-01

Ensuring item and pool security in a continuous testing environment is explored through a new method of controlling exposure rate of items conditional on ability level in computerized testing. Properties of this conditional control on exposure rate, when used in conjunction with a particular adaptive testing algorithm, are explored using simulated…

An Adaptive Testing System for Supporting Versatile Educational Assessment

ERIC Educational Resources Information Center

Huang, Yueh-Min; Lin, Yen-Ting; Cheng, Shu-Chen

2009-01-01

With the rapid growth of computer and mobile technology, it is a challenge to integrate computer based test (CBT) with mobile learning (m-learning) especially for formative assessment and self-assessment. In terms of self-assessment, computer adaptive test (CAT) is a proper way to enable students to evaluate themselves. In CAT, students are…

A Conditional Exposure Control Method for Multidimensional Adaptive Testing

ERIC Educational Resources Information Center

Finkelman, Matthew; Nering, Michael L.; Roussos, Louis A.

2009-01-01

In computerized adaptive testing (CAT), ensuring the security of test items is a crucial practical consideration. A common approach to reducing item theft is to define maximum item exposure rates, i.e., to limit the proportion of examinees to whom a given item can be administered. Numerous methods for controlling exposure rates have been proposed…

When Cognitive Diagnosis Meets Computerized Adaptive Testing: CD-CAT

ERIC Educational Resources Information Center

Cheng, Ying

2009-01-01

Computerized adaptive testing (CAT) is a mode of testing which enables more efficient and accurate recovery of one or more latent traits. Traditionally, CAT is built upon Item Response Theory (IRT) models that assume unidimensionality. However, the problem of how to build CAT upon latent class models (LCM) has not been investigated until recently,…

Development and Validation of a Computer Adaptive EFL Test

ERIC Educational Resources Information Center

He, Lianzhen; Min, Shangchao

2017-01-01

The first aim of this study was to develop a computer adaptive EFL test (CALT) that assesses test takers' listening and reading proficiency in English with dichotomous items and polytomous testlets. We reported in detail on the development of the CALT, including item banking, determination of suitable item response theory (IRT) models for item…

Mastery Motivational Climate: Influence on Physical Play and Heart Rate in African American Toddlers

ERIC Educational Resources Information Center

Parish, Loraine E.; Rudisill, Mary E.; St. Onge, Paul M.

2007-01-01

The purpose of this study was to determine the effectiveness of a planned mastery motivational physical play session on physical activity (i.e., heart rate [HR] and physical play intensity [PAHR greater than 50]) in toddlers (N = 21), as compared to a nonplanned free play session. Participants wore a monitor to measure HR over two, 30 min play…

The Use of Mastery Learning with Competency-Based Grading in an Organic Chemistry Course

ERIC Educational Resources Information Center

Diegelman-Parente, Amy

2011-01-01

Mastery learning is an instructional method based on the idea that students learn best if they fully understand, or master, one concept before moving on to the next and has been shown to be extremely effective in math and science curricula. Competency-based grading is an evaluative tool that allows the faculty member to determine the level of…

Mastery, Enjoyment, Tradition and Innovation: A Reflective Practice Model for Instrumental and Vocal Teachers

ERIC Educational Resources Information Center

Parkinson, Tom

2016-01-01

This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment,…

Testing the adaptive radiation hypothesis for the lemurs of Madagascar

PubMed Central

2017-01-01

Lemurs, the diverse, endemic primates of Madagascar, are thought to represent a classic example of adaptive radiation. Based on the most complete phylogeny of living and extinct lemurs yet assembled, I tested predictions of adaptive radiation theory by estimating rates of speciation, extinction and adaptive phenotypic evolution. As predicted, lemur speciation rate exceeded that of their sister clade by nearly twofold, indicating the diversification dynamics of lemurs and mainland relatives may have been decoupled. Lemur diversification rates did not decline over time, however, as predicted by adaptive radiation theory. Optimal body masses diverged among dietary and activity pattern niches as lineages diversified into unique multidimensional ecospace. Based on these results, lemurs only partially fulfil the predictions of adaptive radiation theory, with phenotypic evolution corresponding to an ‘early burst’ of adaptive differentiation. The results must be interpreted with caution, however, because over the long evolutionary history of lemurs (approx. 50 million years), the ‘early burst’ signal of adaptive radiation may have been eroded by extinction. PMID:28280597

Motivation and engagement in music and sport: testing a multidimensional framework in diverse performance settings.

PubMed

Martin, Andrew J

2008-02-01

The present study assessed the application of a multidimensional model of motivation and engagement (the Motivation and Engagement Wheel) and its accompanying instrumentation (the Motivation and Engagement Scale) to the music and sport domains. Participants were 463 young classical musicians (N=224) and sportspeople (N=239). In both music and sport samples, the data confirmed the good fit of the four hypothesized higher-order dimensions and their 11 first-order dimensions: adaptive cognitions (self-efficacy, valuing, mastery orientation), adaptive behaviors (planning, task management, persistence), impeding/maladaptive cognitions (uncertain control, anxiety, failure avoidance), and maladaptive behaviors (self-handicapping, disengagement). Multigroup tests of factor invariance showed that in terms of underlying motivational constructs and the composition of and relationships among these constructs, key subsamples are not substantially different. Moreover-and of particular relevance to issues around the generalizability of the framework-the factor structure for music and sport samples was predominantly invariant.

Computerized Adaptive Test (CAT) Applications and Item Response Theory Models for Polytomous Items

ERIC Educational Resources Information Center

Aybek, Eren Can; Demirtasli, R. Nukhet

2017-01-01

This article aims to provide a theoretical framework for computerized adaptive tests (CAT) and item response theory models for polytomous items. Besides that, it aims to introduce the simulation and live CAT software to the related researchers. Computerized adaptive test algorithm, assumptions of item response theory models, nominal response…

Practical Considerations about Expected A Posteriori Estimation in Adaptive Testing: Adaptive A Priori, Adaptive Correction for Bias, and Adaptive Integration Interval.

ERIC Educational Resources Information Center

Raiche, Gilles; Blais, Jean-Guy

In a computerized adaptive test (CAT), it would be desirable to obtain an acceptable precision of the proficiency level estimate using an optimal number of items. Decreasing the number of items is accompanied, however, by a certain degree of bias when the true proficiency level differs significantly from the a priori estimate. G. Raiche (2000) has…

[Transcultural adaptation of the Antifat Attitudes Test to Brazilian Portuguese].

PubMed

Obara, Angélica Almeida; Alvarenga, Marle Dos Santos

2018-05-01

Obese individuals are often blamed for their own condition and the targets of discrimination and prejudice. The scope of this study is to describe the cross-cultural adaptation to Brazilian Portuguese and the validation of the Antifat Attitudes Test - specifically developed for evaluation of negative attitudes toward the obese individual. The scale has 34 statements distributed in three subscales - Social/Character Disparagement (15 items), Physical/Romantic Unattractiveness (10 items) and Weight Control/Blame (9 items). The method involved the translation of the scale; evaluation of the conceptual, operational and item equivalence; evaluation of the semantic equivalence using the paired t test, the Pearson correlation coefficient and the intraclass correlation coefficient (ICC); internal consistency evaluation (Cronbach's alpha) and test-retest reliability (ICC) and Confirmatory Factor Analysis - after application in 340 college students in the area of health. The results showed good global internal consistency and reliability (α 0.85; CCI 0.83), and factor analysis showed that the original subscales can be kept in the adaptation, and therefore the scale adapted to the Brazilian-Portuguese version is valid and useful in studies to explore negative attitudes toward obese individuals.

Computerized Adaptive Testing System Design: Preliminary Design Considerations.

ERIC Educational Resources Information Center

Croll, Paul R.

A functional design model for a computerized adaptive testing (CAT) system was developed and presented through a series of hierarchy plus input-process-output (HIPO) diagrams. System functions were translated into system structure: specifically, into 34 software components. Implementation of the design in a physical system was addressed through…

High-Resolution Adaptive Optics Test-Bed for Vision Science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wilks, S C; Thomspon, C A; Olivier, S S

2001-09-27

We discuss the design and implementation of a low-cost, high-resolution adaptive optics test-bed for vision research. It is well known that high-order aberrations in the human eye reduce optical resolution and limit visual acuity. However, the effects of aberration-free eyesight on vision are only now beginning to be studied using adaptive optics to sense and correct the aberrations in the eye. We are developing a high-resolution adaptive optics system for this purpose using a Hamamatsu Parallel Aligned Nematic Liquid Crystal Spatial Light Modulator. Phase-wrapping is used to extend the effective stroke of the device, and the wavefront sensing and wavefrontmore » correction are done at different wavelengths. Issues associated with these techniques will be discussed.« less

HIDEC F-15 adaptive engine control system flight test results

NASA Technical Reports Server (NTRS)

Smolka, James W.

1987-01-01

NASA-Ames' Highly Integrated Digital Electronic Control (HIDEC) flight test program aims to develop fully integrated airframe, propulsion, and flight control systems. The HIDEC F-15 adaptive engine control system flight test program has demonstrated that significant performance improvements are obtainable through the retention of stall-free engine operation throughout the aircraft flight and maneuver envelopes. The greatest thrust increase was projected for the medium-to-high altitude flight regime at subsonic speed which is of such importance to air combat. Adaptive engine control systems such as the HIDEC F-15's can be used to upgrade the performance of existing aircraft without resort to expensive reengining programs.

EXSPRT: An Expert Systems Approach to Computer-Based Adaptive Testing.

ERIC Educational Resources Information Center

Frick, Theodore W.; And Others

Expert systems can be used to aid decision making. A computerized adaptive test (CAT) is one kind of expert system, although it is not commonly recognized as such. A new approach, termed EXSPRT, was devised that combines expert systems reasoning and sequential probability ratio test stopping rules. EXSPRT-R uses random selection of test items,…

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

ERIC Educational Resources Information Center

Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

Teacher Judgment and Mastery Score Setting for Nebraska's Local Assessment Reporting System: Efficacy and Appropriateness.

ERIC Educational Resources Information Center

Giraud, Gerald T.; Buckendahl, Chad; Lucas, Mike

This study examined the efficacy of teacher judgment in the process of setting mastery scores (cut scores) for fourth-grade mathematics in local school districts in Nebraska in terms of agreement between teacher classification of students and classification by the cut score obtained by this classification. The study also examined cut scores in…

Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

ERIC Educational Resources Information Center

Mitee, Telimoye Leesi; Obaitan, Georgina N.

2015-01-01

The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning

ERIC Educational Resources Information Center

Bolkan, San

2017-01-01

This study examined how, and under what conditions, teacher clarity (i.e., structure/signaling) impacts student learning. One hundred and forty eight students reported their propensity to approach their studies with a mastery orientation and were randomly exposed to a lesson on persuasion that was either signaled or not. After the lesson, students…

Learning Theory Foundations of Simulation-Based Mastery Learning.

PubMed

McGaghie, William C; Harris, Ilene B

2018-06-01

Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese.

PubMed

Rossi, Natalia Freitas; Lindau, Tâmara de Andrade; Gillam, Ronald Bradley; Giacheti, Célia Maria

To accomplish the translation and cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese. The TNL is a formal instrument which assesses narrative comprehension and oral narration of children between the ages of 5-0 and 11-11 (years-months). The TNL translation and adaptation process had the following steps: (1) translation into the target language; (2) summary of the translated versions; (3) back-translation; (4) checking of the conceptual, semantics and cultural equivalence process and (5) pilot study (56 children within the test age range and from both genders). The adapted version maintained the same structure as the original version: number of tasks (both, three comprehension and oral narration), narrative formats (no picture, sequenced pictures and single picture) and scoring system. There were no adjustments to the pictures. The "McDonald's Story" was replaced by the "Snack Bar History" to meet the semantic and experiential equivalence of the target population. The other stories had semantic and grammatical adjustments. Statistically significant difference was found when comparing the raw score (comprehension, narration and total) of age groups from the adapted version. Adjustments were required to meet the equivalence between the original and the translated versions. The adapted version showed it has the potential to identify differences in oral narratives of children in the age range provided by the test. Measurement equivalence for validation and test standardization are in progress and will be able to supplement the study outcomes.

Multidimensional Computerized Adaptive Testing for Indonesia Junior High School Biology

ERIC Educational Resources Information Center

Kuo, Bor-Chen; Daud, Muslem; Yang, Chih-Wei

2015-01-01

This paper describes a curriculum-based multidimensional computerized adaptive test that was developed for Indonesia junior high school Biology. In adherence to the Indonesian curriculum of different Biology dimensions, 300 items was constructed, and then tested to 2238 students. A multidimensional random coefficients multinomial logit model was…

Implementation of an Adaptive Controller System from Concept to Flight Test

NASA Technical Reports Server (NTRS)

Larson, Richard R.; Burken, John J.; Butler, Bradley S.; Yokum, Steve

2009-01-01

The National Aeronautics and Space Administration Dryden Flight Research Center (Edwards, California) is conducting ongoing flight research using adaptive controller algorithms. A highly modified McDonnell-Douglas NF-15B airplane called the F-15 Intelligent Flight Control System (IFCS) is used to test and develop these algorithms. Modifications to this airplane include adding canards and changing the flight control systems to interface a single-string research controller processor for neural network algorithms. Research goals include demonstration of revolutionary control approaches that can efficiently optimize aircraft performance in both normal and failure conditions and advancement of neural-network-based flight control technology for new aerospace system designs. This report presents an overview of the processes utilized to develop adaptive controller algorithms during a flight-test program, including a description of initial adaptive controller concepts and a discussion of modeling formulation and performance testing. Design finalization led to integration with the system interfaces, verification of the software, validation of the hardware to the requirements, design of failure detection, development of safety limiters to minimize the effect of erroneous neural network commands, and creation of flight test control room displays to maximize human situational awareness; these are also discussed.

Mastery of mothering skills and satisfaction with associated health services: an ethnocultural comparison.

PubMed

Whitley, Rob

2009-09-01

In this paper, I examine the mastery of mothering skills and satisfaction with associated health services in women who had recently given birth in Montreal (n = 33). I compare experience between women of two distinct ethnocultural groups: Anglophone Euro-Canadian and Anglophone Afro-Caribbean. The overall aim is to discern differentials in the mastery of mothering skills and associated satisfaction with maternal and child health services. The study is framed by neo-Weberian social theory suggesting that modernization and bureaucratization increasingly eviscerate everyday skills and knowledge. These processes also lead to changes regarding what is considered credible 'authoritative knowledge.' I found that older Anglophone Euro-Canadians expressed the greatest skill deficits. They attempted to redress these deficits through consultation of professionally authored books, medical Web sites and health professionals. Older Anglophone Euro-Canadians saw these resources as sources of 'authoritative knowledge.' They also expressed dissatisfaction with related health services. In contrast, Anglophone Afro-Caribbeans and younger lower-income Anglophone Euro-Canadians expressed satisfaction with their skills. This derived from widespread previous experience with children and more extensive and readily available kith and kin networks. These were considered sources of 'authoritative knowledge' in this group. This group expressed less dissatisfaction with health services, as they did not need, or expect, these services to redress skill deficits.

Preliminary Report on a National Cross-Validation of the Computerized Adaptive Screening Test (CAST).

ERIC Educational Resources Information Center

Knapp, Deirdre J.; Pliske, Rebecca M.

A study was conducted to validate the Army's Computerized Adaptive Screening Test (CAST), using data from 2,240 applicants from 60 army recruiting stations across the nation. CAST is a computer-assisted adaptive test used to predict performance on the Armed Forces Qualification Test (AFQT). AFQT scores are computed by adding four subtest scores of…

Tryout and Evaluation of Prototype LMS (Learning Mastery System) Training System Under Exclusive Use Agreement.

ERIC Educational Resources Information Center

McDonald, Cheryl; Hylton, John A.

In 1970-1971 Learning Mastery System (LMS) materials were made available to schools within the state of California under an Exclusive Use Agreement. The LMS is a set of materials and procedures prepared by the Southwest Regional Laboratory (SWRL) as an objectives-based framework to assist in managing the learning activities of existing reading…

Heuristic Constraint Management Methods in Multidimensional Adaptive Testing

ERIC Educational Resources Information Center

Born, Sebastian; Frey, Andreas

2017-01-01

Although multidimensional adaptive testing (MAT) has been proven to be highly advantageous with regard to measurement efficiency when several highly correlated dimensions are measured, there are few operational assessments that use MAT. This may be due to issues of constraint management, which is more complex in MAT than it is in unidimensional…

Adapting and Pilot Testing a Parenting Intervention for Homeless Families in Transitional Housing.

PubMed

Holtrop, Kendal; Holcomb, Jamila E

2018-01-24

Intervention adaptation is a promising approach for extending the reach of evidence-based interventions to underserved families. One highly relevant population in need of services are homeless families. In particular, homeless families with children constitute more than one third of the total homeless population in the United States and face several unique challenges to parenting. The purpose of this study was to adapt and pilot test a parenting intervention for homeless families in transitional housing. An established adaptation model was used to guide this process. The systematic adaptation efforts included: (a) examining the theory of change in the original intervention, (b) identifying population differences relevant to homeless families in transitional housing, (c) adapting the content of the intervention, and (d) adapting the evaluation strategy. Next, a pilot test of the adapted intervention was conducted to examine implementation feasibility and acceptability. Feasibility data indicate an intervention spanning several weeks may be difficult to implement in the context of transitional housing. Yet, acceptability of the adapted intervention among participants was consistently high. The findings of this pilot work suggest several implications for informing continued parenting intervention research and practice with homeless families in transitional housing. © 2018 Family Process Institute.

Mastery of the mind East and West: excellence in being and doing and everyday happiness.

PubMed

Brown, Daniel

2009-08-01

Western psychological research on positive psychology and Buddhism have recently converged in their emphasis on the development of positive states, like states of excellence and everyday happiness. Yet, these traditions differ in their approaches to positive states, with respect to a state-trait and doing-being distinction. Western scientific research on peak performance emphasizes discontinuous, time-limited peak performance states wherein individuals do things extraordinarily well in sports and in the arts. The Eastern spiritual traditions emphasize continuous excellence of being, in the form of traits or character strengths. In both traditions mental imagery is a key ingredient to excellence training. With respect to everyday happiness, Western psychological research has focused on the role of meaning systems in the transformation of flow states into vital engagement in everyday life, while Buddhism stresses the role of meditation training to gain mastery over all levels of mind that leads to everyday happiness. Rorschach and tachistoscopic research on advanced meditators suggests that advance meditators have gained unusual mastery over states of mind not yet documented in the Western psychological research on positive psychology.

Expanding the FCI to Eevaluate Conceptual Mastery of Energy, Momentum, and Rotational Dynamics

NASA Astrophysics Data System (ADS)

Chediak, Alex; Hay, Katrina

2010-03-01

Normalized gain on the Force Concept Inventory (FCI) has deservedly become a widely accepted assessment tool to evaluate conceptual mastery in a high school, college, or university-level mechanics course. Left out of this assessment, however, are important physics concepts typically presented in the same course. Conservation of energy and momentum as well as rotational motion receive scant (if any) coverage on the FCI (or, for that matter, the Mechanics Baseline Test). Yet these concepts are foundational for popular majors such as mechanical engineering, where high failure rates are often a concern. A revised assessment tool is presented, one that incorporates the strengths of the FCI (and preserves the straightforward multiple choice format), but assesses these other mechanics-related concepts. Ten additional questions are included, inspired in part by material from the Physics Education Group at the University of Washington and in part by the authors' own experiences with common student misperceptions. The questions are given as pre- and post tests at the authors' institutions, California Baptist University and Pacific Lutheran University, in both calculus-based and algebra-based mechanics courses, exploring breadth of applicability for our findings. We present normalized gain data for the traditional thirty FCI questions and for our ten additional questions.

Individual Differences in Adaptability to Isolated, Confined, and Extreme Environments.

PubMed

Bartone, Paul T; Krueger, Gerald P; Bartone, Jocelyn V

2018-06-01

Future deep space missions will expose astronauts to more intense stressors than previously encountered. Isolation will be greater and more prolonged, living and work areas more confined, and communications and resupply channels to Earth longer and less reliable. Astronauts will need to function more autonomously, with less guidance and support from Earth. Thus, it is important to select and train astronauts who can adapt and function effectively under extreme and variable conditions. In order to identify factors linked to individual adaptability, we conducted a systematic review of the literature on cognitive and behavioral adaptation to isolated, confined, and extreme (ICE) environments. We searched PubMed, Embase, Web of Science, and PsychINFO databases for studies addressing individual adaptability to ICE environments. Studies were rated for quality and fidelity to long-duration space missions and key results extracted. There were 73 studies that met all inclusion criteria. Adaptability attributes for ICE environments include intelligence, emotional stability, self-control, openness, achievement facets of conscientiousness, optimism, mastery, introversion, hardiness, task-oriented coping, past experience, low need for social support, and adequate sleep. This review identifies individual factors linked to adaptability under ICE conditions. Further studies are needed to verify causal directions and determine the relative importance of these factors.Bartone PT, Krueger GP, Bartone JV. Individual differences in adaptability to isolated, confined, and extreme environments. Aerosp Med Hum Perform. 2018; 89(6):536-546.

Multistage Computerized Adaptive Testing with Uniform Item Exposure

ERIC Educational Resources Information Center

Edwards, Michael C.; Flora, David B.; Thissen, David

2012-01-01

This article describes a computerized adaptive test (CAT) based on the uniform item exposure multi-form structure (uMFS). The uMFS is a specialization of the multi-form structure (MFS) idea described by Armstrong, Jones, Berliner, and Pashley (1998). In an MFS CAT, the examinee first responds to a small fixed block of items. The items comprising…

Multiple Maximum Exposure Rates in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Ramon Barrada, Juan; Veldkamp, Bernard P.; Olea, Julio

2009-01-01

Computerized adaptive testing is subject to security problems, as the item bank content remains operative over long periods and administration time is flexible for examinees. Spreading the content of a part of the item bank could lead to an overestimation of the examinees' trait level. The most common way of reducing this risk is to impose a…

The Role of Maternal Support of Competence, Autonomy and Relatedness in Children's Interests and Mastery Orientation

ERIC Educational Resources Information Center

Aunola, Kaisa; Viljaranta, Jaana; Lehtinen, Erno; Nurmi, Jari-Erik

2013-01-01

The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year…

Adapting tests of sign language assessment for other sign languages--a review of linguistic, cultural, and psychometric problems.

PubMed

Haug, Tobias; Mann, Wolfgang

2008-01-01

Given the current lack of appropriate assessment tools for measuring deaf children's sign language skills, many test developers have used existing tests of other sign languages as templates to measure the sign language used by deaf people in their country. This article discusses factors that may influence the adaptation of assessment tests from one natural sign language to another. Two tests which have been adapted for several other sign languages are focused upon: the Test for American Sign Language and the British Sign Language Receptive Skills Test. A brief description is given of each test as well as insights from ongoing adaptations of these tests for other sign languages. The problems reported in these adaptations were found to be grounded in linguistic and cultural differences, which need to be considered for future test adaptations. Other reported shortcomings of test adaptation are related to the question of how well psychometric measures transfer from one instrument to another.

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bautista, Nazan Uludag

2011-01-01

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice…

Recommendations for elaboration, transcultural adaptation and validation process of tests in Speech, Hearing and Language Pathology.

PubMed

Pernambuco, Leandro; Espelt, Albert; Magalhães, Hipólito Virgílio; Lima, Kenio Costa de

2017-06-08

to present a guide with recommendations for translation, adaptation, elaboration and process of validation of tests in Speech and Language Pathology. the recommendations were based on international guidelines with a focus on the elaboration, translation, cross-cultural adaptation and validation process of tests. the recommendations were grouped into two Charts, one of them with procedures for translation and transcultural adaptation and the other for obtaining evidence of validity, reliability and measures of accuracy of the tests. a guide with norms for the organization and systematization of the process of elaboration, translation, cross-cultural adaptation and validation process of tests in Speech and Language Pathology was created.

Electronic Quality of Life Assessment Using Computer-Adaptive Testing

PubMed Central

2016-01-01

Background Quality of life (QoL) questionnaires are desirable for clinical practice but can be time-consuming to administer and interpret, making their widespread adoption difficult. Objective Our aim was to assess the performance of the World Health Organization Quality of Life (WHOQOL)-100 questionnaire as four item banks to facilitate adaptive testing using simulated computer adaptive tests (CATs) for physical, psychological, social, and environmental QoL. Methods We used data from the UK WHOQOL-100 questionnaire (N=320) to calibrate item banks using item response theory, which included psychometric assessments of differential item functioning, local dependency, unidimensionality, and reliability. We simulated CATs to assess the number of items administered before prespecified levels of reliability was met. Results The item banks (40 items) all displayed good model fit (P>.01) and were unidimensional (fewer than 5% of t tests significant), reliable (Person Separation Index>.70), and free from differential item functioning (no significant analysis of variance interaction) or local dependency (residual correlations < +.20). When matched for reliability, the item banks were between 45% and 75% shorter than paper-based WHOQOL measures. Across the four domains, a high standard of reliability (alpha>.90) could be gained with a median of 9 items. Conclusions Using CAT, simulated assessments were as reliable as paper-based forms of the WHOQOL with a fraction of the number of items. These properties suggest that these item banks are suitable for computerized adaptive assessment. These item banks have the potential for international development using existing alternative language versions of the WHOQOL items. PMID:27694100

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

NASA Astrophysics Data System (ADS)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

ERIC Educational Resources Information Center

Wilson, Andrew; Kim, Wonsun

2016-01-01

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…

Test techniques: A survey paper on cryogenic tunnels, adaptive wall test sections, and magnetic suspension and balance systems

NASA Technical Reports Server (NTRS)

Kilgore, Robert A.; Dress, David A.; Wolf, Stephen W. D.; Britcher, Colin P.

1989-01-01

The ability to get good experimental data in wind tunnels is often compromised by things seemingly beyond our control. Inadequate Reynolds number, wall interference, and support interference are three of the major problems in wind tunnel testing. Techniques for solving these problems are available. Cryogenic wind tunnels solve the problem of low Reynolds number. Adaptive wall test sections can go a long way toward eliminating wall interference. A magnetic suspension and balance system (MSBS) completely eliminates support interference. Cryogenic tunnels, adaptive wall test sections, and MSBS are surveyed. A brief historical overview is given and the present state of development and application in each area is described.

An Analysis of the Relationship between Essential Learning Mastery and Mathematics Achievement in Grades 3 and 4

ERIC Educational Resources Information Center

Haystead, Mark W.

2016-01-01

Over several years, Clark Pleasant Community School Corporation (CPCSC) schools have dedicated significant professional development hours and time to develop Essential Learnings (ELs) along with proficiency scales that could guide the content of classroom assessments used to determine student mastery. This report presents findings from statistical…

Multidimensional Computerized Adaptive Scholastic Aptitude Test Program Used for Grade 9 Students under Different Reviewing Test Conditions

ERIC Educational Resources Information Center

Khunkrai, Naruemon; Sawangboon, Tatsirin; Ketchatturat, Jatuphum

2015-01-01

The aim of this research is to study the accurate prediction of comparing test information and evaluation result by multidimensional computerized adaptive scholastic aptitude test program used for grade 9 students under different reviewing test conditions. Grade 9 students of the Secondary Educational Service Area Office in the North-east of…

Control of rail integrity by self-adaptive scheduling of rail tests

DOT National Transportation Integrated Search

1990-06-01

A guide for the scheduling of in-service tests of rail to detect defects is presented. The guide is designed for self-adaptation to changing track conditions, as reflected by the total rate of defect occurrence per test, the rate of 'service' defect ...

Failing Tests: Commentary on "Adapting Educational Measurement to the Demands of Test-Based Accountability"

ERIC Educational Resources Information Center

Thissen, David

2015-01-01

In "Adapting Educational Measurement to the Demands of Test-Based Accountability" Koretz takes the time-honored engineering approach to educational measurement, identifying specific problems with current practice and proposing minimal modifications of the system to alleviate those problems. In response to that article, David Thissen…

Microcomputer Network for Computerized Adaptive Testing (CAT). [Final Report, FY81-83].

ERIC Educational Resources Information Center

Quan, Baldwin; And Others

Computerized adaptive testing (CAT) offers the opportunity to replace paper-and-pencil aptitude tests such as the Armed Services Vocational Aptitude Battery with shorter, more accurate, and more secure computer-administered tests. Its potential advantages need to be verified by experimental administration of automated tests to military recruit…

Application of the Bifactor Model to Computerized Adaptive Testing

ERIC Educational Resources Information Center

Seo, Dong Gi

2011-01-01

Most computerized adaptive tests (CAT) have been studied under the framework of unidimensional item response theory. However, many psychological variables are multidimensional and might benefit from using a multidimensional approach to CAT. In addition, a number of psychological variables (e.g., quality of life, depression) can be conceptualized…

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

USDA-ARS?s Scientific Manuscript database

Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children’s activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a singl...

Increasing Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement

ERIC Educational Resources Information Center

Kleinhans, Janne; Schumann, Matthias

2015-01-01

Purpose: This paper investigates the potential of computerized adaptive testing for CMs to reduce test time. In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the quality of the measurements.…

Orion Crew Module Adapter-Structural Test Article and European S

NASA Image and Video Library

2017-05-09

Inside the Neil Armstrong Operations and Checkout Building high bay at NASA's Kennedy Space Center in Florida, operations are underway to lower the Orion crew module adapter structural test article onto the European Space Agency's service module structural test article. After the hardware is attached, the structure will be packed and shipped to Lockheed Martin's Denver facility to undergo testing. The Orion spacecraft will launch atop the agency's Space Launch System rocket on Exploration Mission-1 in 2019.

Medical school predictors of later perceived mastery of clinical work among Norwegian doctors: a cohort study with 10-year and 20-year follow-up

PubMed Central

Belfrage, Anna; Grotmol, Kjersti Støen; Lien, Lars; Moum, Torbjørn; Wiese, Ragna Veslemøy; Tyssen, Reidar

2017-01-01

Objective Doctors’ self-perceived mastery of clinical work might have an impact on their career and patient care, in addition to their own health and well-being. The aim of this study is to identify predictors at medical school of perceived mastery later in doctors’ careers. Design A cohort of medical students (n=631) was surveyed in the final year of medical school in 1993/1994 (T1), and 10 (T2) and 20 (T3) years later. Setting Nationwide healthcare institutions. Participants Medical students from all universities in Norway. Main outcome measures Perceived mastery of clinical work was measured at T2 and T3. The studied predictors measured at T1 included personality traits, medical school stress, perceived medical recording skills, identification with the role of doctor, hazardous drinking and drinking to cope, in addition to age and gender. Effects were studied using multiple linear regression models. Results Response rates: T1, 522/631 (83%); T2, 390/522 (75%); and T3, 303/522 (58%). Mean scores at T2 and T3 were 22.3 (SD=4.2) and 24.5 (3.0) (t=8.2, p<0.001), with no gender difference. Adjusted associations at T2 were: role identification (β=0.16; p=0.006; 95% CI 0.05 to 0.28), perceived medical recording skills (β=0.13; p=0.02; 95% CI 0.02 to 0.24) and drinking to cope (β=–2.45; p=0.001; 95% CI –3.88 to –1.03). Adjusted association at T3 was perceived medical recording skills (β=0.11; p=0.015; 95% CI 0.02 to 0.21). Conclusions Perceived medical recording skills and role identification were associated with higher perceived mastery. Medical schools should provide experiences, teaching and assessment to enhance students’ physician role identification and confidence in their own skills. Drinking to cope was associated with lower perceived mastery, which indicates the importance of acquiring healthier coping strategies in medical school. PMID:28947437

Mastery-Approach Goals and Knowledge Transfer: An Investigation into the Effects of Task Structure and Framing Instructions

ERIC Educational Resources Information Center

Belenky, Daniel M.; Nokes-Malach, Timothy J.

2013-01-01

Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known about how these goals interact with instruction to influence knowledge transfer. To address these issues we conducted a laboratory experiment investigating how two…

Laboratory tests for assessing adaptability and stickiness of dental composites.

PubMed

Rosentritt, Martin; Buczovsky, Sebastian; Behr, Michael; Preis, Verena

2014-09-01

Handling (stickiness, adaptability) of a dental composite does strongly influence quality and success of a dental restoration. The purpose was to develop an in vitro test, which allows for evaluating adaptability and stickiness. 15 dentists were asked for providing individual assessment (school scores 1-6) of five dental composites addressing adaptability and stickiness. Composites were applied with a dental plugger (d=1.8 mm) in a class I cavity (human tooth 17). The tooth was fixed on a force gauge for simultaneous determination of application forces with varying storage (6/25°C) and application temperatures (6/25°C). On basis of these data tensile tests were performed with a dental plugger (application force 1N/2N; v=35 mm/min) on PMMA- or human tooth plates. Composite was dosed onto the tip of the plugger and applied. Application and unplugging was performed once and unplugging forces (UF) and length of the adhesive flags (LAF) were determined at different storage (6/25°C) and application temperatures (25/37°C). Unplugging work (UW) was calculated from area of UF and LAF data. The individual assessment revealed significantly different temperature-dependent application forces between 0.58 N and 2.23 N. Adaptability was assessed between 2.1 and 2.8 school scores. Stickiness varied significantly between the materials (scores: 2-3.2). UW differed significantly between the materials with values between 3.20 N mm and 37.83 N mm. Between PMMA substrate or tooth slides and between 1N or 2N application force only small UW differences were found. The presented in vitro unplugging work allows for an in vitro estimation of the handling parameters adaptability and stickiness. Copyright © 2014 Academy of Dental Materials. Published by Elsevier Ltd. All rights reserved.

A Framework for the Development of Computerized Adaptive Tests

ERIC Educational Resources Information Center

Thompson, Nathan A.; Weiss, David J.

2011-01-01

A substantial amount of research has been conducted over the past 40 years on technical aspects of computerized adaptive testing (CAT), such as item selection algorithms, item exposure controls, and termination criteria. However, there is little literature providing practical guidance on the development of a CAT. This paper seeks to collate some…

An Efficiency Balanced Information Criterion for Item Selection in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Han, Kyung T.

2012-01-01

Successful administration of computerized adaptive testing (CAT) programs in educational settings requires that test security and item exposure control issues be taken seriously. Developing an item selection algorithm that strikes the right balance between test precision and level of item pool utilization is the key to successful implementation…

Applying Bayesian Item Selection Approaches to Adaptive Tests Using Polytomous Items

ERIC Educational Resources Information Center

Penfield, Randall D.

2006-01-01

This study applied the maximum expected information (MEI) and the maximum posterior-weighted information (MPI) approaches of computer adaptive testing item selection to the case of a test using polytomous items following the partial credit model. The MEI and MPI approaches are described. A simulation study compared the efficiency of ability…

Detection of Person Misfit in Computerized Adaptive Tests with Polytomous Items.

ERIC Educational Resources Information Center

van Krimpen-Stoop, Edith M. L. A.; Meijer, Rob R.

2002-01-01

Compared the nominal and empirical null distributions of the standardized log-likelihood statistic for polytomous items for paper-and-pencil (P&P) and computerized adaptive tests (CATs). Results show that the empirical distribution of the statistic differed from the assumed standard normal distribution for both P&P tests and CATs. Also…

Capabilities of wind tunnels with two-adaptive walls to minimize boundary interference in 3-D model testing

NASA Technical Reports Server (NTRS)

Rebstock, Rainer; Lee, Edwin E., Jr.

1989-01-01

An initial wind tunnel test was made to validate a new wall adaptation method for 3-D models in test sections with two adaptive walls. First part of the adaptation strategy is an on-line assessment of wall interference at the model position. The wall induced blockage was very small at all test conditions. Lift interference occurred at higher angles of attack with the walls set aerodynamically straight. The adaptation of the top and bottom tunnel walls is aimed at achieving a correctable flow condition. The blockage was virtually zero throughout the wing planform after the wall adjustment. The lift curve measured with the walls adapted agreed very well with interference free data for Mach 0.7, regardless of the vertical position of the wing in the test section. The 2-D wall adaptation can significantly improve the correctability of 3-D model data. Nevertheless, residual spanwise variations of wall interference are inevitable.

An Intelligent Tutoring System for Classifying Students into Instructional Treatments with Mastery Scores. Research Report 94-15.

ERIC Educational Resources Information Center

Vos, Hans J.

As part of a project formulating optimal rules for decision making in computer assisted instructional systems in which the computer is used as a decision support tool, an approach that simultaneously optimizes classification of students into two treatments, each followed by a mastery decision, is presented using the framework of Bayesian decision…

Cross-cultural Adaptation of the Oral Anticoagulation Knowledge Test to the Brazilian Portuguese.

PubMed

Praxedes, Marcus Fernando da Silva; Abreu, Mauro Henrique Nogueira Guimarães; Ribeiro, Daniel Dias; Marcolino, Milena Soriano; Paiva, Saul Martins de; Martins, Maria Auxiliadora Parreiras

2017-05-01

Patients' knowledge about oral anticoagulant therapy may favor the achievement of therapeutic results and the prevention of adverse pharmacotherapy-related events. Brazil lacks validated instruments for assessing the patient's knowledge about treatment with warfarin. This study aimed to perform the cross-cultural adaptation of the Oral Anticoagulation Knowledge (OAK) Test instrument from English into Portuguese. This is a methodological study developed in an anticoagulation clinic of a public university hospital. The study included initial translation, synthesis of translations, back-translation, review by the experts committee and pre-testing with 30 individuals. We obtained semantic equivalence through the analysis of the referential and general meaning of each item. The conceptual equivalence of the items sought to demonstrate the relevance and acceptability of the instrument. The process of cross-cultural adaptation produced the final version of the OAK Test in Brazilian Portuguese entitled "Teste de Conhecimento sobre Anticoagulação Oral". There was a suitable semantic and conceptual equivalence between the adapted version and the original version, as well as an excellent acceptability of this instrument.

21. DREDGING POND USED TO TEST THE ADAPTABILITY OF JET ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

21. DREDGING POND USED TO TEST THE ADAPTABILITY OF JET PUMPS FOR PUMPING SAND, AND WEAR RATES OF DIFFERENT TYPES OF DREDGING PIPE. - Waterways Experiment Station, Hydraulics Laboratory, Halls Ferry Road, 2 miles south of I-20, Vicksburg, Warren County, MS

Adaptive change in self-concept and well-being during conjugal loss in later life.

PubMed

Montpetit, Mignon A; Bergeman, C S; Bisconti, Toni L; Rausch, Joseph R

2006-01-01

The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data collected from 58 widows every four months over a two-year period. One goal of the research was to explore the adequacy of the theoretically chosen operational definition of the self-concept; another goal was to analyze how changes in the level of self-concept components correlated with changes in levels of depression, health, and grief resolution as individuals adjusted to their losses. Analyses revealed that trajectories of depression and grief resolution were more highly related than health to changes in self-concept.

Using Response Times for Item Selection in Adaptive Testing

ERIC Educational Resources Information Center

van der Linden, Wim J.

2008-01-01

Response times on items can be used to improve item selection in adaptive testing provided that a probabilistic model for their distribution is available. In this research, the author used a hierarchical modeling framework with separate first-level models for the responses and response times and a second-level model for the distribution of the…

Item Pocket Method to Allow Response Review and Change in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Han, Kyung T.

2013-01-01

Most computerized adaptive testing (CAT) programs do not allow test takers to review and change their responses because it could seriously deteriorate the efficiency of measurement and make tests vulnerable to manipulative test-taking strategies. Several modified testing methods have been developed that provide restricted review options while…

The relationship between physical functional limitations, and psychological distress: Considering a possible mediating role of pain, social support and sense of mastery.

PubMed

Backe, Ingeborg Flåten; Patil, Grete Grindal; Nes, Ragnhild Bang; Clench-Aas, Jocelyne

2018-04-01

The aim of this study was to examine associations between selected physical functional limitations related to performing daily activities and psychological distress. We also aimed to investigate if these associations vary across age (moderation), and to explore pain, sense of mastery and social support as potential moderators and mediators. The study was based on pooled data from two rounds (2008 and 2012) of a Norwegian nationally representative cross-sectional health survey (N = 8520) including individuals aged ≥ 16 years (Age groups = 16-44 and ≥ 45 years). Physical functional limitations comprised decreased ability to: i) climb stairs, ii) carry objects, or iii) both. Psychological distress was measured as anxiety and depressive symptoms occurring separately or in combination (CAD). Of respondents reporting physical functional limitations, 8-14% reported depressive symptoms, 5-7% anxiety symptoms, and 13-28% reported CAD. Physical functional limitations were significantly associated with all three forms of psychological distress, particularly among individuals 16-44 years, and were more strongly related to CAD than to anxiety or depression occurring separately. The association with CAD was twice as strong when both types of physical functional limitations were present. Pain, sense of mastery and social support were significant modifiers of depression, whereas all three were significant mediators of the relationship between physical functional limitations and anxiety, depression and CAD. Sense of mastery mediated the relationship between physical functional limitations and CAD, but most strongly among those 16-44 years. Social support was only a significant mediator among those [Formula: see text] 45 years. Close associations between physical functional limitations and psychological distress highlight special needs among individuals experiencing daily functional limitations. The results also suggest that pain, low social support, and low sense of mastery may

Translation and cultural adaptation of the Aguado Syntax Test (AST) into Brazilian Portuguese.

PubMed

Baggio, Gustavo Inheta; Hage, Simone Rocha de Vasconcellos

2017-12-07

To perform the translation and cultural adaptation of the Aguado Syntax Test (AST) into Brazilian Portuguese considering the linguistic and cultural reality of the language. The AST assesses the early morphosyntactic development in children aged 3 to 7 in terms of understanding and expression of various types of structures such as sentences, pronouns, verbal voices, comparisons, prepositions and verbal desinence as to number, mode and tense. The process of translation and cultural adaptation followed four steps: 1) preparation of two translations; 2) synthesis of consensual translations; 3) backtranslation; and 4) verification of equivalence between the initial translations and backtranslations that resulted in the final translated version. The whole process of translation and cultural adaptation revealed the presence of equivalence and reconciliation of the translated items and an almost complete semantic equivalence between the two translations and the absence of consistent translation difficulties. The AST was translated and culturally adapted into Brazilian Portuguese, constituting the first step towards validation and standardization of the test.

Does power mobility training impact a child's mastery motivation and spectrum of EEG activity? An exploratory project.

PubMed

Kenyon, Lisa K; Farris, John P; Aldrich, Naomi J; Rhodes, Samhita

2017-08-30

The purposes of this exploratory project were: (1) to evaluate the impact of power mobility training with a child who has multiple, severe impairments and (2) to determine if the child's spectrum of electroencephalography (EEG) activity changed during power mobility training. A single-subject A-B-A-B research design was conducted with a four-week duration for each phase. Two target behaviours were explored: (1) mastery motivation assessed via the dimensions of mastery questionnaire (DMQ) and (2) EEG data collected under various conditions. Power mobility skills were also assessed. The participant was a three-year, two-month-old girl with spastic quadriplegic cerebral palsy, gross motor function classification system level V. Each target behaviour was measured weekly. During intervention phases, power mobility training was provided. Improvements were noted in subscale scores of the DMQ. Short-term and long-term EEG changes were also noted. Improvements were noted in power mobility skills. The participant in this exploratory project demonstrated improvements in power mobility skill and function. EEG data collection procedures and variability in an individual's EEG activity make it difficult to determine if the participant's spectrum of EEG activity actually changed in response to power mobility training. Additional studies are needed to investigate the impact of power mobility training on the spectrum of EEG activity in children who have multiple, severe impairments. Implications for Rehabilitation Power mobility training appeared to be beneficial for a child with multiple, severe impairments though the child may never become an independent, community-based power wheelchair user. Electroencephalography may be a valuable addition to the study of power mobility use in children with multiple, severe impairments. Power mobility training appeared to impact mastery motivation (the internal drive to solve complex problems and master new skills) in a child who has multiple

Translation, Cultural Adaptation and Validation of the Simple Shoulder Test to Spanish

PubMed Central

Arcuri, Francisco; Barclay, Fernando; Nacul, Ivan

2015-01-01

Background: The validation of widely used scales facilitates the comparison across international patient samples. Objective: The objective was to translate, culturally adapt and validate the Simple Shoulder Test into Argentinian Spanish. Methods: The Simple Shoulder Test was translated from English into Argentinian Spanish by two independent translators, translated back into English and evaluated for accuracy by an expert committee to correct the possible discrepancies. It was then administered to 50 patients with different shoulder conditions.Psycometric properties were analyzed including internal consistency, measured with Cronbach´s Alpha, test-retest reliability at 15 days with the interclass correlation coefficient. Results: The internal consistency, validation, was an Alpha of 0,808, evaluated as good. The test-retest reliability index as measured by intra-class correlation coefficient (ICC) was 0.835, evaluated as excellent. Conclusion: The Simple Shoulder Test translation and it´s cultural adaptation to Argentinian-Spanish demonstrated adequate internal reliability and validity, ultimately allowing for its use in the comparison with international patient samples.

Mastery Based Homework in Introductory Physics at the University of Illinois

NASA Astrophysics Data System (ADS)

Stelzer, Tim; Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Schroeder, Noah

2017-01-01

The successful implementation of mastery-style online homework into our preparatory mechanics course has been a long-term project, currently in its second year. By requiring students to perfect a single unit of defined competencies before moving on to its successive unit (with intervening narrated animated solutions for instructional support), this homework delivery method replaced traditional immediate feedback online homework for the class of about 500 students. After the first year of data collection and analysis, significant revisions were made to the system's delivery, content, and messaging. The impact of these changes and second year data will be presented, as well as data from implementation in our introductory electricity and magnetism course. NSF DUE 16-08002.

How to Use the DX SYSTEM of Diagnostic Testing. Methodology Project.

ERIC Educational Resources Information Center

McArthur, David; Cabello, Beverly

The DX SYSTEM of Diagnostic Testing is an easy-to-use computerized system for developing and administering diagnostic tests. A diagnostic test measures a student's mastery of a specific domain (skill or content area). It examines the necessary subskills hierarchically from the most to the least complex. The DX SYSTEM features tailored testing with…

The Influence of Item Calibration Error on Variable-Length Computerized Adaptive Testing

ERIC Educational Resources Information Center

Patton, Jeffrey M.; Cheng, Ying; Yuan, Ke-Hai; Diao, Qi

2013-01-01

Variable-length computerized adaptive testing (VL-CAT) allows both items and test length to be "tailored" to examinees, thereby achieving the measurement goal (e.g., scoring precision or classification) with as few items as possible. Several popular test termination rules depend on the standard error of the ability estimate, which in turn depends…

Computerized Adaptive Testing System Design: Preliminary Design Considerations.

DTIC Science & Technology

1982-07-01

the administrative or operational requirements of CAT and presented - # k*----.,ku nh-n.-utu (IPOI efi~g.2me (PMU tQ7q. vim NPRDC TR 82-52 July 1982...design model for a computerized adaptive testing ( CAT ) system was developed and presented through a series of hierarchy plus input-process-output (HIPO...physical system was addressed through brief discussions of hardware, software, interfaces, and personnel requirements. Further steps in CAT system

Brazilian Adaptation of the Woodcock-Johnson III Cognitive Tests

ERIC Educational Resources Information Center

Wechsler, Solange Muglia; Nunes, Carlos Sancineto; Schelini, Patricia Waltz; Pasian, Sonia Regina; Homsi, Silvia Vertoni; Moretti, Lucia; Anache, Alexandra Ayach

2010-01-01

An adaptation of the standard battery of Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) for Brazilian children and youth was investigated. The sample was composed of 1094 students (54 percent girls), ages 7-17, living in Sao Paulo state (91 percent). Items from Brazilian school books as well as from the WJ-III Spanish version…

How to Improve the Mastery of Students’ Concept on Photosynthesis Topic?

NASA Astrophysics Data System (ADS)

Ulfa, K.; Anggraeni, S.; Supriatno, B.

2017-09-01

The PPDP learning strategy in this research is the acronym of Practicum method, Presentation-discussion method, Demonstration method, and Presentation-discussion method. This study aims to describe the effect of applying PPDP learning strategies to mastery of high school students’ concepts on photosynthesis topic. The research method is a weak experiment, with the research design “The One-Group Pretest-Postetst Design”. The implementation of the study involved 35 students in one of the high schools in the city of Palembang. The research instrument used is in the form of test equipment, assessment rubric and questionnaire. Data were analyzed using Microsoft Excel and SPSS 24 Program. The statistical result showed that PPDP learning strategy had an effect on improving conceptual and Effective on the achievement of the value on the minimum criteria set by the school. This is due to the transformation of knowledge from hands-on to minds-on through the discovery of facts about the concept of photosynthesis. This fact leads to the construction of further understanding through cognitive sharing when the activities of the discussions formed similarity and consolidation of the concept of photosynthesis intact. In addition, demonstration activities also cause students’ logic of thinking to develop through observation of factors that may affect the rate of photosynthesis. This PPDP learning strategy can be utilized by teachers in explaining photosynthetic topic.

Using Tests Designed to Measure Individual Sensorimotor Subsystem Perfomance to Predict Locomotor Adaptability

NASA Technical Reports Server (NTRS)

Peters, B. T.; Caldwell, E. E.; Batson, C. D.; Guined, J. R.; DeDios, Y. E.; Stepanyan, V.; Gadd, N. E.; Szecsy, D. L.; Mulavara, A. P.; Seidler, R. D.;

Hybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design

ERIC Educational Resources Information Center

Wang, Shiyu; Lin, Haiyan; Chang, Hua-Hua; Douglas, Jeff

2016-01-01

Computerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing. Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different…

The Lived Experiences of Six First-Grade Teachers Using Reading Mastery Plus Curriculum in High Poverty Schools

ERIC Educational Resources Information Center

Elias, Elizabeth I.

2009-01-01

Purpose and Method of Study. The purpose of this study is to examine the lived experiences of six first-grade teachers using Reading Mastery Plus in schools participating in the Reading First Grant. This study will also describe the teachers' experiences of working in a school participating in the Reading First Grant. First-grade teachers were…

Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms.

ERIC Educational Resources Information Center

Turner, Julianne C.; Meyer, Debra K.; Midgley, Carol; Patrick, Helen

2003-01-01

Examined the relation between the nature of teacher discourse and sixth-grade students' reports of affect and behavior in mathematics classrooms students perceived as emphasizing both mastery and performance goals. Found that students in the classroom in which there was constant and explicit support for autonomy and intrinsic motivation, positive…

WWC Review of the Report "Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

The study reviewed in this paper examined the effects of "mastery learning" and "student team learning" on the math achievement of high school students. The analysis included 588 ninth-grade students in 16 urban Philadelphia high schools. The study assessed the effectiveness of the different conditions after one year by…

A Randomized Trial on the Efficacy of Mastery Learning for Primary Care Provider Melanoma Opportunistic Screening Skills and Practice.

PubMed

Robinson, June K; Jain, Namita; Marghoob, Ashfaq A; McGaghie, William; MacLean, Michael; Gerami, Pedram; Hultgren, Brittney; Turrisi, Rob; Mallett, Kimberly; Martin, Gary J

2018-06-01

Early detection of melanoma represents an opportunity to reduce the burden of disease among people at increased risk for melanoma. To develop and demonstrate the efficacy of online training. Randomized educational trial. Primary care providers (PCPs). Mastery learning course with visual and dermoscopic assessment, diagnosis and management, and deliberate practice with feedback to reach a minimum passing standard. Pre-test/post-test diagnostic accuracy. Referral of concerning lesions for 3 months before and after the educational intervention. Among the 89 PCPs, 89.8% were internal medicine physicians, and the remainder were physician assistants embedded in internists' practices. There were no differences between control and intervention groups regarding gender, age, race, or percentage of full-time PCPs. The control group had more PCPs who reported less than 5 years of practice (n = 18) than the intervention group (n = 6) (χ 2 [6, n = 89] = 14.34, p = 0.03). PCPs in the intervention group answered more melanoma detection questions correctly on the post-test (M = 10.05, SE = 1.24) compared to control group PCPs (M = 7.11, SE = 0.24), and had fewer false-positive and no false-negative melanoma diagnoses (intervention, M = 1.09, SE = 0. 20; control, M = 3.1, SE = 0.23; ANCOVA, F[1,378] =27.86, p < 0.001; η p 2  = 0.26). PCPs who underwent training referred fewer benign lesions, including nevi, seborrheic keratoses, and dermatofibromas, than control PCPs (F[1,79] = 72.89, p < 0.001; η p 2  = 0.489; F[1,79] = 25.82, p < 0.001; η p 2  = 0.246; F[1,79] = 34.25, p < 0.001; η p 2  = 0.302; respectively). Those receiving training referred significantly more melanomas than controls (F[1,79] = 24.38, p < 0.001; η p 2  = 0.236). Referred melanomas (0.8  ± 0.07 per month for intervention, 0.17 ± 0.06 for control) were mostly located on the head and neck

Adaptive Test Schemes for Control of Paratuberculosis in Dairy Cows.

PubMed

Kirkeby, Carsten; Græsbøll, Kaare; Nielsen, Søren Saxmose; Christiansen, Lasse Engbo; Toft, Nils; Halasa, Tariq

2016-01-01

Paratuberculosis is a chronic infection that in dairy cattle causes reduced milk yield, weight loss, and ultimately fatal diarrhea. Subclinical animals can excrete bacteria (Mycobacterium avium ssp. paratuberculosis, MAP) in feces and infect other animals. Farmers identify the infectious animals through a variety of test-strategies, but are challenged by the lack of perfect tests. Frequent testing increases the sensitivity but the costs of testing are a cause of concern for farmers. Here, we used a herd simulation model using milk ELISA tests to evaluate the epidemiological and economic consequences of continuously adapting the sampling interval in response to the estimated true prevalence in the herd. The key results were that the true prevalence was greatly affected by the hygiene level and to some extent by the test-frequency. Furthermore, the choice of prevalence that will be tolerated in a control scenario had a major impact on the true prevalence in the normal hygiene setting, but less so when the hygiene was poor. The net revenue is not greatly affected by the test-strategy, because of the general variation in net revenues between farms. An exception to this is the low hygiene herd, where frequent testing results in lower revenue. When we look at the probability of eradication, then it is correlated with the testing frequency and the target prevalence during the control phase. The probability of eradication is low in the low hygiene herd, and a test-and-cull strategy should probably not be the primary strategy in this herd. Based on this study we suggest that, in order to control MAP, the standard Danish dairy farm should use an adaptive strategy where a short sampling interval of three months is used when the estimated true prevalence is above 1%, and otherwise use a long sampling interval of one year.

Flight Test of an L(sub 1) Adaptive Controller on the NASA AirSTAR Flight Test Vehicle

NASA Technical Reports Server (NTRS)

Gregory, Irene M.; Xargay, Enric; Cao, Chengyu; Hovakimyan, Naira

2010-01-01

This paper presents results of a flight test of the L-1 adaptive control architecture designed to directly compensate for significant uncertain cross-coupling in nonlinear systems. The flight test was conducted on the subscale turbine powered Generic Transport Model that is an integral part of the Airborne Subscale Transport Aircraft Research system at the NASA Langley Research Center. The results presented are for piloted tasks performed during the flight test.

Variable-Length Computerized Adaptive Testing Based on Cognitive Diagnosis Models

ERIC Educational Resources Information Center

Hsu, Chia-Ling; Wang, Wen-Chung; Chen, Shu-Ying

2013-01-01

Interest in developing computerized adaptive testing (CAT) under cognitive diagnosis models (CDMs) has increased recently. CAT algorithms that use a fixed-length termination rule frequently lead to different degrees of measurement precision for different examinees. Fixed precision, in which the examinees receive the same degree of measurement…

L(sub 1) Adaptive Control Design for NASA AirSTAR Flight Test Vehicle

NASA Technical Reports Server (NTRS)

Gregory, Irene M.; Cao, Chengyu; Hovakimyan, Naira; Zou, Xiaotian

2009-01-01

In this paper we present a new L(sub 1) adaptive control architecture that directly compensates for matched as well as unmatched system uncertainty. To evaluate the L(sub 1) adaptive controller, we take advantage of the flexible research environment with rapid prototyping and testing of control laws in the Airborne Subscale Transport Aircraft Research system at the NASA Langley Research Center. We apply the L(sub 1) adaptive control laws to the subscale turbine powered Generic Transport Model. The presented results are from a full nonlinear simulation of the Generic Transport Model and some preliminary pilot evaluations of the L(sub 1) adaptive control law.

Leveraging Random Number Generation for Mastery of Learning in Teaching Quantitative Research Courses via an E-Learning Method

ERIC Educational Resources Information Center

Boonsathorn, Wasita; Charoen, Danuvasin; Dryver, Arthur L.

2014-01-01

E-Learning brings access to a powerful but often overlooked teaching tool: random number generation. Using random number generation, a practically infinite number of quantitative problem-solution sets can be created. In addition, within the e-learning context, in the spirit of the mastery of learning, it is possible to assign online quantitative…

Flight Test Comparison of Different Adaptive Augmentations for Fault Tolerant Control Laws for a Modified F-15 Aircraft

NASA Technical Reports Server (NTRS)

Burken, John J.; Hanson, Curtis E.; Lee, James A.; Kaneshige, John T.

2009-01-01

This report describes the improvements and enhancements to a neural network based approach for directly adapting to aerodynamic changes resulting from damage or failures. This research is a follow-on effort to flight tests performed on the NASA F-15 aircraft as part of the Intelligent Flight Control System research effort. Previous flight test results demonstrated the potential for performance improvement under destabilizing damage conditions. Little or no improvement was provided under simulated control surface failures, however, and the adaptive system was prone to pilot-induced oscillations. An improved controller was designed to reduce the occurrence of pilot-induced oscillations and increase robustness to failures in general. This report presents an analysis of the neural networks used in the previous flight test, the improved adaptive controller, and the baseline case with no adaptation. Flight test results demonstrate significant improvement in performance by using the new adaptive controller compared with the previous adaptive system and the baseline system for control surface failures.

The Mastery in Learning Project at Orchards Elementary School with the Consultancy of Lewis-Clark State College, Lewiston, Idaho.

ERIC Educational Resources Information Center

Diessner, Rhett

This report describes activities from 1986 through 1990 of the Mastery in Learning Project, which focused on "restructuring the school" and "sharing decision making" at one elementary school in Lewiston, Idaho. Based on need surveys of various constituents of school life (administrators, students, teachers, and parents), a…

Validation of the Parental Facilitation of Mastery Scale-II.

PubMed

Zalta, Alyson K; Allred, Kelly M; Jayawickreme, Eranda; Blackie, Laura E R; Chambless, Dianne L

2017-10-01

To develop a more reliable and comprehensive version of the Parental Facilitation of Mastery Scale (PFMS) METHOD: In Study 1, 387 undergraduates completed an expanded PFMS (PFMS-II) and measures of parenting, perceived control, responses to early life challenges, and psychopathology. In Study 2, 182 trauma-exposed community participants completed the PFMS-II and measures of perceived control, psychopathology, and well-being RESULTS: In Study 1, exploratory factor analysis of the PFMS-II revealed two factors. These factors replicated in Study 2; one item was removed to achieve measurement invariance across race. The final PFMS-II comprised a 10-item overprotection scale and a 7-item challenge scale. In both samples, this measure demonstrated good convergent and discriminant validity and was more reliable than the original PFMS. Parental challenge was a unique predictor of perceived control in both samples CONCLUSION: The PFMS-II is a valid measure of important parenting behaviors not fully captured in other measures. © 2016 Wiley Periodicals, Inc.

Bench Test Evaluation of Adaptive Servoventilation Devices for Sleep Apnea Treatment

PubMed Central

Zhu, Kaixian; Kharboutly, Haissam; Ma, Jianting; Bouzit, Mourad; Escourrou, Pierre

2013-01-01

Rationale: Adaptive servoventilation devices are marketed to overcome sleep disordered breathing with apneas and hypopneas of both central and obstructive mechanisms often experienced by patients with chronic heart failure. The clinical efficacy of these devices is still questioned. Study Objectives: This study challenged the detection and treatment capabilities of the three commercially available adaptive servoventilation devices in response to sleep disordered breathing events reproduced on an innovative bench test. Methods: The bench test consisted of a computer-controlled piston and a Starling resistor. The three devices were subjected to a flow sequence composed of central and obstructive apneas and hypopneas including Cheyne-Stokes respiration derived from a patient. The responses of the devices were separately evaluated with the maximum and the clinical settings (titrated expiratory positive airway pressure), and the detected events were compared to the bench-scored values. Results: The three devices responded similarly to central events, by increasing pressure support to raise airflow. All central apneas were eliminated, whereas hypopneas remained. The three devices responded differently to the obstructive events with the maximum settings. These obstructive events could be normalized with clinical settings. The residual events of all the devices were scored lower than bench test values with the maximum settings, but were in agreement with the clinical settings. However, their mechanisms were misclassified. Conclusion: The tested devices reacted as expected to the disordered breathing events, but not sufficiently to normalize the breathing flow. The device-scored results should be used with caution to judge efficacy, as their validity depends upon the initial settings. Citation: Zhu K; Kharboutly H; Ma J; Bouzit M; Escourrou P. Bench test evaluation of adaptive servoventilation devices for sleep apnea treatment. J Clin Sleep Med 2013;9(9):861-871. PMID

Adapter assembly prevents damage to tubing during high pressure tests

NASA Technical Reports Server (NTRS)

Stinett, L. L.

1965-01-01

Portable adapter assembly prevents damage to tubing and injury to personnel when pressurizing a system or during high pressure tests. The assembly is capable of withstanding high pressure. It is securely attached to the tubing stub end and may be removed without brazing, cutting or cleaning the tube.

Igniter adapter-to-igniter chamber deflection test

NASA Technical Reports Server (NTRS)

Cook, M.

1990-01-01

Testing was performed to determine the maximum RSRM igniter adapter-to-igniter chamber joint deflection at the crown of the inner joint primary seal. The deflection data was gathered to support igniter inner joint gasket resiliency predictions which led to launch commit criteria temperature determinations. The proximity (deflection) gage holes for the first test (Test No. 1) were incorrectly located; therefore, the test was declared a non-test. Prior to Test No. 2, test article configuration was modified with the correct proximity gage locations. Deflection data were successfully acquired during Test No. 2. However, the proximity gage deflection measurements were adversely affected by temperature increases. Deflections measured after the temperature rise at the proximity gages were considered unreliable. An analysis was performed to predict the maximum deflections based on the reliable data measured before the detectable temperature rise. Deflections to the primary seal crown location were adjusted to correspond to the time of maximum expected operating pressure (2,159 psi) to account for proximity gage bias, and to account for maximum attach and special bolt relaxation. The maximum joint deflection for the igniter inner joint at the crown of the primary seal, accounting for all significant correction factors, was 0.0031 in. (3.1 mil). Since the predicted (0.003 in.) and tested maximum deflection values were sufficiently close, the launch commit criteria was not changed as a result of this test. Data from this test should be used to determine if the igniter inner joint gasket seals are capable of maintaining sealing capability at a joint displacement of (1.4) x (0.0031 in.) = 0.00434 inches. Additional testing should be performed to increase the database on igniter deflections and address launch commit criteria temperatures.

Accelerated Desensitization with Adaptive Attitudes and Test Gains with 5th Graders

ERIC Educational Resources Information Center

Miller, Melanie; Morton, Jerome; Driscoll, Richard; Davis, Kai A.

2006-01-01

The study evaluates an easily-administered test-anxiety reduction program. An entire fifth grade was screened, and 36 students identified as test-anxious were randomly assigned to an Intervention or a non-participant Control group. The intervention was an accelerated desensitization and adaptive attitudes (ADAA) treatment which involved…

Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education

ERIC Educational Resources Information Center

Weiss, David J.

2004-01-01

Computerized adaptive testing (CAT) is described and compared with conventional tests, and its advantages summarized. Some item response theory concepts used in CAT are summarized and illustrated. The author describes the potential usefulness of CAT in counseling and education and reviews some current issues in the implementation of CAT.

Rotationally Adaptive Flight Test Surface

NASA Technical Reports Server (NTRS)

Barrett, Ron

1999-01-01

Research on a new design of flutter exciter vane using adaptive materials was conducted. This novel design is based on all-moving aerodynamic surface technology and consists of a structurally stiff main spar, a series of piezoelectric actuator elements and an aerodynamic shell which is pivoted around the main spar. The work was built upon the current missile-type all-moving surface designs and change them so they are better suited for flutter excitation through the transonic flight regime. The first portion of research will be centered on aerodynamic and structural modeling of the system. USAF DatCom and vortex lattice codes was used to capture the fundamental aerodynamics of the vane. Finite element codes and laminated plate theory and virtual work analyses will be used to structurally model the aerodynamic vane and wing tip. Following the basic modeling, a flutter test vane was designed. Each component within the structure was designed to meet the design loads. After the design loads are met, then the deflections will be maximized and the internal structure will be laid out. In addition to the structure, a basic electrical control network will be designed which will be capable of driving a scaled exciter vane. The third and final stage of main investigation involved the fabrication of a 1/4 scale vane. This scaled vane was used to verify kinematics and structural mechanics theories on all-moving actuation. Following assembly, a series of bench tests was conducted to determine frequency response, electrical characteristics, mechanical and kinematic properties. Test results indicate peak-to-peak deflections of 1.1 deg with a corner frequency of just over 130 Hz.

Implementing Sympson-Hetter Item-Exposure Control in a Shadow-Test Approach to Constrained Adaptive Testing

ERIC Educational Resources Information Center

Veldkamp, Bernard P.; van der Linden, Wim J.

2008-01-01

In most operational computerized adaptive testing (CAT) programs, the Sympson-Hetter (SH) method is used to control the exposure of the items. Several modifications and improvements of the original method have been proposed. The Stocking and Lewis (1998) version of the method uses a multinomial experiment to select items. For severely constrained…

SimulCAT: Windows Software for Simulating Computerized Adaptive Test Administration

ERIC Educational Resources Information Center

Han, Kyung T.

2012-01-01

Most, if not all, computerized adaptive testing (CAT) programs use simulation techniques to develop and evaluate CAT program administration and operations, but such simulation tools are rarely available to the public. Up to now, several software tools have been available to conduct CAT simulations for research purposes; however, these existing…

Investigating the Use of Mastery-Style Online Homework Exercises in Introductory Algebra-Based Mechanics in a Controlled Clinical Study

ERIC Educational Resources Information Center

Evans, William R.; Selen, Mats A.

2017-01-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs. traditional-style homework with students in both algebra-based and…

Fostering a student's skill for analyzing test items through an authentic task

NASA Astrophysics Data System (ADS)

Setiawan, Beni; Sabtiawan, Wahyu Budi

2017-08-01

Analyzing test items is a skill that must be mastered by prospective teachers, in order to determine the quality of test questions which have been written. The main aim of this research was to describe the effectiveness of authentic task to foster the student's skill for analyzing test items involving validity, reliability, item discrimination index, level of difficulty, and distractor functioning through the authentic task. The participant of the research is students of science education study program, science and mathematics faculty, Universitas Negeri Surabaya, enrolled for assessment course. The research design was a one-group posttest design. The treatment in this study is that the students were provided an authentic task facilitating the students to develop test items, then they analyze the items like a professional assessor using Microsoft Excel and Anates Software. The data of research obtained were analyzed descriptively, such as the analysis was presented by displaying the data of students' skill, then they were associated with theories or previous empirical studies. The research showed the task facilitated the students to have the skills. Thirty-one students got a perfect score for the analyzing, five students achieved 97% mastery, two students had 92% mastery, and another two students got 89% and 79% of mastery. The implication of the finding was the students who get authentic tasks forcing them to perform like a professional, the possibility of the students for achieving the professional skills will be higher at the end of learning.

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

Adaptive sequential Bayesian classification using Page's test

NASA Astrophysics Data System (ADS)

Lynch, Robert S., Jr.; Willett, Peter K.

2002-03-01

In this paper, the previously introduced Mean-Field Bayesian Data Reduction Algorithm is extended for adaptive sequential hypothesis testing utilizing Page's test. In general, Page's test is well understood as a method of detecting a permanent change in distribution associated with a sequence of observations. However, the relationship between detecting a change in distribution utilizing Page's test with that of classification and feature fusion is not well understood. Thus, the contribution of this work is based on developing a method of classifying an unlabeled vector of fused features (i.e., detect a change to an active statistical state) as quickly as possible given an acceptable mean time between false alerts. In this case, the developed classification test can be thought of as equivalent to performing a sequential probability ratio test repeatedly until a class is decided, with the lower log-threshold of each test being set to zero and the upper log-threshold being determined by the expected distance between false alerts. It is of interest to estimate the delay (or, related stopping time) to a classification decision (the number of time samples it takes to classify the target), and the mean time between false alerts, as a function of feature selection and fusion by the Mean-Field Bayesian Data Reduction Algorithm. Results are demonstrated by plotting the delay to declaring the target class versus the mean time between false alerts, and are shown using both different numbers of simulated training data and different numbers of relevant features for each class.

A Comparison of Procedures for Content-Sensitive Item Selection in Computerized Adaptive Tests.

ERIC Educational Resources Information Center

Kingsbury, G. Gage; Zara, Anthony R.

1991-01-01

This simulation investigated two procedures that reduce differences between paper-and-pencil testing and computerized adaptive testing (CAT) by making CAT content sensitive. Results indicate that the price in terms of additional test items of using constrained CAT for content balancing is much smaller than that of using testlets. (SLD)

Accelerated Desensitization and Adaptive Attitudes Interventions and Test Gains with Academic Probation Students

ERIC Educational Resources Information Center

Driscoll, Richard; Holt, Bruce; Hunter, Lori

2005-01-01

The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was…

A Monte Carlo Approach for Adaptive Testing with Content Constraints

ERIC Educational Resources Information Center

Belov, Dmitry I.; Armstrong, Ronald D.; Weissman, Alexander

2008-01-01

This article presents a new algorithm for computerized adaptive testing (CAT) when content constraints are present. The algorithm is based on shadow CAT methodology to meet content constraints but applies Monte Carlo methods and provides the following advantages over shadow CAT: (a) lower maximum item exposure rates, (b) higher utilization of the…

Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis.

PubMed

Borge, L; Røssberg, J I; Sverdrup, S

2013-12-01

During the last decade, there has been a growing interest in implementing cognitive milieu therapy (CMT) in psychiatric institutions. However, there is a lack of systematic evaluations from patients' point of view. The aim of this study was to explore and describe patient perceptions of essential experiences of mastery, learning alternative ways of thinking, and acquiring new skills through CMT and physical activity in an inpatient setting. Qualitative interviews were carried out with 20 patients with dual diagnosis. A hermeneutic - phenomenological approach was used in the data collection and analysis. The results showed that the learning climate in the unit was important. This included a proactive attitude from the staff, focusing on cooperation on equal terms between patients and staff, and a professional methodological approach through CMT. The optimal balance between staff-induced activities and patient initiatives was not easy to obtain. Patients appreciated both the education provided by the staff and learning from other patients. The cognitive method was sometimes experienced as too theoretical and difficult to understand. Physical activity, however, was experienced as 'concrete' and providing practical knowledge. It motivated patients to establish new habits and provided opportunities for the development of mastery together with other patients. © 2013 John Wiley & Sons Ltd.

A Dyadic Analysis of Head Start Parents' Depressive Symptoms and Parent Involvement: Sense of Mastery as a Mediator

ERIC Educational Resources Information Center

Meng, Christine; Cheng, Ya-Fang

2017-01-01

This study used the actor-partner interdependence mediation model to examine the association among parents' depressive symptoms, sense of mastery, and parent involvement. To address the research goal, this study conducted secondary analysis using the cross-sectional data collected from the 2000 cohort of the Head Start Family and Child Experiences…

What's Wrong with This Picture? Reflections on the Conundrum of Standardized Testing.

ERIC Educational Resources Information Center

Suranna, Keith J.

This essay reflects on the use of state-mandated achievement tests to evaluate what children have learned, drawing on the experiences of an elementary school teacher and the Connecticut Mastery Test. In this time of increased interest in testing, it is necessary to guard against rigidity of thought regarding intelligence, teaching and learning,…

Using an adapted form of the picture exchange communication system to increase independent requesting in deafblind adults with learning disabilities.

PubMed

Bracken, Maeve; Rohrer, Nicole

2014-02-01

The current study assessed the effectiveness of an adapted form of the Picture Exchange Communication System (PECS) in increasing independent requesting in deafblind adults with learning disabilities. PECS cards were created to accommodate individual needs, including adaptations such as enlarging photographs and using swelled images which consisted of images created on raised line drawing paper. Training included up to Phase III of PECS and procedures ensuring generalizations across individuals and contexts were included. The effects of the intervention were evaluated using a multiple baseline design across participants. Results demonstrated an increase in independent requesting with each of the participants reaching mastery criterion. These results suggest that PECS, in combination with some minor adaptations, may be an effective communicative alternative for individuals who are deafblind and have learning impairments. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teacher Use of Achievement Test Score Data

ERIC Educational Resources Information Center

Miller, Steven C.

2012-01-01

The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade…

Adaptation of a Vocabulary Test from British Sign Language to American Sign Language

ERIC Educational Resources Information Center

Mann, Wolfgang; Roy, Penny; Morgan, Gary

2016-01-01

This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children's vocabulary knowledge by means of different mappings of…

Initial adaptation testing of the bidimensionally self-adapting wall of the French T2 wind tunnel, around a three-dimensional object

NASA Technical Reports Server (NTRS)

Archambaud, J. P.; Dor, J. B.; Mignosi, A.; Lamarche, L.

1986-01-01

The test series was carried out at ONERA/CERT at the T2 wind tunnel in September 1984. The objective of this series was to minimize wall interference through a bidimensional adaptation around the models, inducing tridimensional flows. For this, three different models were used, measuring either the pressures or the forces and moment of pitch (balance). The adaptation was derived from a correction computation in the compressible axisymmetric tridimensional.

Testing for adaptive evolution of the female reproductive protein ZPC in mammals, birds and fishes reveals problems with the M7-M8 likelihood ratio test.

PubMed

Berlin, Sofia; Smith, Nick G C

2005-11-10

Adaptive evolution appears to be a common feature of reproductive proteins across a very wide range of organisms. A promising way of addressing the evolutionary forces responsible for this general phenomenon is to test for adaptive evolution in the same gene but among groups of species, which differ in their reproductive biology. One can then test evolutionary hypotheses by asking whether the variation in adaptive evolution is consistent with the variation in reproductive biology. We have attempted to apply this approach to the study of a female reproductive protein, zona pellucida C (ZPC), which has been previously shown by the use of likelihood ratio tests (LRTs) to be under positive selection in mammals. We tested for evidence of adaptive evolution of ZPC in 15 mammalian species, in 11 avian species and in six fish species using three different LRTs (M1a-M2a, M7-M8, and M8a-M8). The only significant findings of adaptive evolution came from the M7-M8 test in mammals and fishes. Since LRTs of adaptive evolution may yield false positives in some situations, we examined the properties of the LRTs by several different simulation methods. When we simulated data to test the robustness of the LRTs, we found that the pattern of evolution in ZPC generates an excess of false positives for the M7-M8 LRT but not for the M1a-M2a or M8a-M8 LRTs. This bias is strong enough to have generated the significant M7-M8 results for mammals and fishes. We conclude that there is no strong evidence for adaptive evolution of ZPC in any of the vertebrate groups we studied, and that the M7-M8 LRT can be biased towards false inference of adaptive evolution by certain patterns of non-adaptive evolution.

Technological adaptation in traditional fisheries: way to survive

NASA Astrophysics Data System (ADS)

Salam, A.

2018-03-01

Traditional fisheries use traditional fishing gear and fishing boats at a scale of household and the small group of fishermen. Traditional fishing gear and boats which have been used since ancient times are still used in the era when more advanced technologies are available. What makes this simple technology able to survive today and how does it interact with new technologies? This question is tried to be answered through surveys conducted over the last few months (March-July 2017) in several fishing villages on the coast of the Celebes Sea and the Islands of Sangir in North Sulawesi. The level of mastery of local boat-making technology, the tendency of fishermen to maintain their technique known and mastered for generations and limited access to new technologies are among other factors that make traditional fisheries remain. On the other hand, the limitations of natural raw materials, the introduction of new technologies by governments or fishermen from other regions, as well as the needs of fishing communities encourage traditional fisheries to adapt technologies continually. This article also illustrates some examples of technological adaptations to the fishing boats.

Sleep deprivation selectively disrupts top-down adaptation to cognitive conflict in the Stroop test.

PubMed

Gevers, Wim; Deliens, Gaetane; Hoffmann, Sophie; Notebaert, Wim; Peigneux, Philippe

2015-12-01

Sleep deprivation is known to exert detrimental effects on various cognitive domains, including attention, vigilance and working memory. Seemingly at odds with these findings, prior studies repeatedly failed to evidence an impact of prior sleep deprivation on cognitive interference in the Stroop test, a hallmark paradigm in the study of cognitive control abilities. The present study investigated further the effect of sleep deprivation on cognitive control using an adapted version of the Stroop test that allows to segregate top-down (attentional reconfiguration on incongruent items) and bottom-up (facilitated processing after repetitions in responses and/or features of stimuli) components of performance. Participants underwent a regular night of sleep or a night of total sleep deprivation before cognitive testing. Results disclosed that sleep deprivation selectively impairs top-down adaptation mechanisms: cognitive control no longer increased upon detection of response conflict at the preceding trial. In parallel, bottom-up abilities were found unaffected by sleep deprivation: beneficial effects of stimulus and response repetitions persisted. Changes in vigilance states due to sleep deprivation selectively impact on cognitive control in the Stroop test by affecting top-down, but not bottom-up, mechanisms that guide adaptive behaviours. © 2015 European Sleep Research Society.

Artificial testing targets with controllable blur for adaptive optics microscopes

NASA Astrophysics Data System (ADS)

Hattori, Masayuki; Tamada, Yosuke; Murata, Takashi; Oya, Shin; Hasebe, Mitsuyasu; Hayano, Yutaka; Kamei, Yasuhiro

2017-08-01

This letter proposes a method of configuring a testing target to evaluate the performance of adaptive optics microscopes. In this method, a testing slide with fluorescent beads is used to simultaneously determine the point spread function and the field of view. The point spread function is reproduced to simulate actual biological samples by etching a microstructure on the cover glass. The fabrication process is simplified to facilitate an onsite preparation. The artificial tissue consists of solid materials and silicone oil and is stable for use in repetitive experiments.

Criterion-Referenced Testing and Measurement: A Review of Technical Issues and Developments.

ERIC Educational Resources Information Center

Hambleton, Ronald K.; And Others

The success of objectives-based programs depends to a considerable extent on how effectively students and teachers assess mastery of objectives and make decisions for future instruction. While educators disagree on the usefulness of criterion-referenced tests the position taken in this monograph is that criterion-referenced tests are useful, and…

Supporting Creativity in Craft Brewing: A Case Study of iPhone Use in the Transition from Novice towards Mastery

ERIC Educational Resources Information Center

Wright, Steve; Short, Ben; Parchoma, Gale

2013-01-01

This paper presents a case-study of an individual engaged in the practice of craft brewing and the ways in which his use of a mobile device has supported the informal learning underpinning his transition from novice towards mastery. Through participant observation, online ethnographic methods and interview data the authors present a description of…

Infantile anorexia, co-excitation and co-mastery in the parent/baby cathexis: The contribution of Sigmund and Anna Freud.

PubMed

Cascales, Thomas

2017-04-01

Recent epidemiological studies show that 2% of babies in ordinary paediatric clinics suffer from infantile anorexia. In the first part of this paper we present a case study from our hospital clinical activity. Our framework combines clinical psychoanalytic sessions and perinatal videos. In the second part, we will focus on the concepts of instinct and excitation proposed by Sigmund Freud and the concept of mastery proposed by Anna Freud. In the third part, we will examine these concepts in the light of the case study. The fourth part is devoted to clinical recommendations from our hospital psychoanalytic practice. In conclusion, unlike other clinical settings, the psychoanalytic setting allows for the elaboration of the parental hatred included in the libidinal cathexis. Our psychoanalytic setting (sessions/videos) makes it possible to decontaminate parental intrapsychic elements overloaded with excitement, saturated with hate elements, and rendered sterile by the instinct for mastery. An initial part of the treatment process involves working through the intersubjective elements observed in the video. Copyright © 2016 Institute of Psychoanalysis.

Cognitive and Guided Mastery Therapies for Panic Disorder with Agoraphobia: 18-Year Long-Term Outcome and Predictors of Long-Term Change.

PubMed

Hoffart, Asle; Hedley, Liv M; Svanøe, Karol; Sexton, Harold

2016-01-01

In this study, we wished to compare the long-term outcome of (medication-free) panic disorder with agoraphobia patients randomized to cognitive or guided mastery therapy. Thirty-one (67.4%) of 46 patients who had completed treatment were followed up about 18 years after end of treatment. In the combined sample and using intent-to-follow-up analyses, there were large within-group effect sizes of -1.79 and -1.63 on the primary interview-based and self-report outcome measures of avoidance of situations when alone, and 56.5% no longer had a panic disorder and/or agoraphobia diagnosis. No outcome differences between the two treatments emerged. Guided mastery was associated with greater beneficial changes in catastrophic beliefs and self-efficacy. For two of five outcome measures, more reduction in panic-related beliefs about physical and mental catastrophes from pre- to post-treatment predicted lower level of anxiety from post-treatment to 18-year follow-up when the effect of treatment changes in (a) self-efficacy and (b) anxiety was controlled. However, for one of the outcome measures, this effect attenuated with time. Copyright © 2014 John Wiley & Sons, Ltd. The results suggest that the very-long-term outcome of both cognitive therapy and guided mastery therapy for agoraphobia is positive. The results support the role of catastrophic beliefs as mediator of change. The pattern of results suggests that learning processes other than catastrophic beliefs may be important for long-term outcome as well. Copyright © 2014 John Wiley & Sons, Ltd.

Best Design for Multidimensional Computerized Adaptive Testing with the Bifactor Model

ERIC Educational Resources Information Center

Seo, Dong Gi; Weiss, David J.

2015-01-01

Most computerized adaptive tests (CATs) have been studied using the framework of unidimensional item response theory. However, many psychological variables are multidimensional and might benefit from using a multidimensional approach to CATs. This study investigated the accuracy, fidelity, and efficiency of a fully multidimensional CAT algorithm…

An Innovative Method for Testing Children's Achievement-Related Reactions: Recording Feelings of Helplessness by Means of an Intelligence Test-Battery

ERIC Educational Resources Information Center

Titscher, Anna; Kubinger, Klaus D.

2008-01-01

The present study, based on the work of Dweck (2000) and her description of helpless and mastery-orientated children, was designed to find a new, simple and economic way of assessing helplessness while testing a child's intelligence. Two hundred and thirty-two Austrian grammar-school children, previously classified as either helpless or…

Using Patterns of Summed Scores in Paper-and-Pencil Tests and Computer-Adaptive Tests to Detect Misfitting Item Score Patterns

ERIC Educational Resources Information Center

Meijer, Rob R.

2004-01-01

Two new methods have been proposed to determine unexpected sum scores on sub-tests (testlets) both for paper-and-pencil tests and computer adaptive tests. A method based on a conservative bound using the hypergeometric distribution, denoted p, was compared with a method where the probability for each score combination was calculated using a…

Applications of Computerized Adaptive Testing. Proceedings of a Symposium presented at the Annual Convention of the Military Testing Association (18th, October 1976). Research Report 77-1.

ERIC Educational Resources Information Center

Weiss, David J., Ed.

This symposium consists of five papers and presents some recent developments in adaptive testing which have applications to several military testing problems. The overview, by James R. McBride, defines adaptive testing and discusses some of its item selection and scoring strategies. Item response theory, or item characteristic curve theory, is…

Testing the adaptive value of circadian systems.

PubMed

Johnson, Carl Hirschie

2005-01-01

Circadian clocks are thought to enhance reproductive fitness. However, most of the evidence that supports the adaptiveness of clocks is not rigorous and falls into the category of "adaptive storytelling." Approaches that an evolutionary biologist would consider appropriate to address this issue are described along with an analysis of the evidence-past and present-that has been evoked to demonstrate the adaptive value of circadian systems.

The effectiveness of telehealth care on caregiver burden, mastery of stress, and family function among family caregivers of heart failure patients: a quasi-experimental study.

PubMed

Chiang, Li-Chi; Chen, Wan-Chou; Dai, Yu-Tzu; Ho, Yi-Lwun

2012-10-01

Telehealth care was developed to provide home-based monitoring and support for patients with chronic disease. The positive effects on physical outcome have been reported; however, more evidence is required concerning the effects on family caregivers and family function for heart failure patients transitioning from the hospital to home. To evaluate the effectiveness of nursing-led transitional care combining discharge plans and telehealth care on family caregiver burden, stress mastery and family function in family caregivers of heart failure patients compared to those receiving traditional discharge planning only. This is a quasi-experimental study design. Sixty-three patients with heart failure were assessed for eligibility and invited to participate in either telehealth care or standard care in a medical centre from May to October 2010. Three families refused to participate in data collection. Thirty families who chose telehealth care after discharge from the hospital to home comprised the experimental group; the others families receiving discharge planning only comprised the comparison group. Telenursing specialist provided the necessary family nursing interventions by 24-h remote monitoring of patients' health condition and counselling by telephone, helping the family caregivers successfully transition from hospital to home. Data on caregiver burden, stress mastery and family function were collected before discharge from the hospital and one month later at home. Effects of group, time, and group×time interaction were analysed using Mixed Model in SPSS (17.0). Family caregivers in both groups had significantly lower burden, higher stress mastery, and better family function at one-month follow-up compared to before discharge. The total score of caregiver burden, stress mastery and family function was significantly improved for the family caregivers in the experimental group compared to the comparison group at posttest. Two subscales of family function

Simulation: The Effects of Simulation on High Stakes Testing in Undergradute Nursing Education

ERIC Educational Resources Information Center

Walters, Linda

2014-01-01

Many nursing programs use standardized testing packages in order to evaluate students' content mastery as well as predict probability of passing the National Council Licensure for Registered Nurses (NCLEX-RN). Instead of a diagnosis for weak content areas, programs implement testing policies in the belief that such policies ensure student success…

An Adaptive Genetic Association Test Using Double Kernel Machines

PubMed Central

Zhan, Xiang; Epstein, Michael P.; Ghosh, Debashis

2014-01-01

Recently, gene set-based approaches have become very popular in gene expression profiling studies for assessing how genetic variants are related to disease outcomes. Since most genes are not differentially expressed, existing pathway tests considering all genes within a pathway suffer from considerable noise and power loss. Moreover, for a differentially expressed pathway, it is of interest to select important genes that drive the effect of the pathway. In this article, we propose an adaptive association test using double kernel machines (DKM), which can both select important genes within the pathway as well as test for the overall genetic pathway effect. This DKM procedure first uses the garrote kernel machines (GKM) test for the purposes of subset selection and then the least squares kernel machine (LSKM) test for testing the effect of the subset of genes. An appealing feature of the kernel machine framework is that it can provide a flexible and unified method for multi-dimensional modeling of the genetic pathway effect allowing for both parametric and nonparametric components. This DKM approach is illustrated with application to simulated data as well as to data from a neuroimaging genetics study. PMID:26640602

An Adaptive Genetic Association Test Using Double Kernel Machines.

PubMed

Zhan, Xiang; Epstein, Michael P; Ghosh, Debashis

2015-10-01

Recently, gene set-based approaches have become very popular in gene expression profiling studies for assessing how genetic variants are related to disease outcomes. Since most genes are not differentially expressed, existing pathway tests considering all genes within a pathway suffer from considerable noise and power loss. Moreover, for a differentially expressed pathway, it is of interest to select important genes that drive the effect of the pathway. In this article, we propose an adaptive association test using double kernel machines (DKM), which can both select important genes within the pathway as well as test for the overall genetic pathway effect. This DKM procedure first uses the garrote kernel machines (GKM) test for the purposes of subset selection and then the least squares kernel machine (LSKM) test for testing the effect of the subset of genes. An appealing feature of the kernel machine framework is that it can provide a flexible and unified method for multi-dimensional modeling of the genetic pathway effect allowing for both parametric and nonparametric components. This DKM approach is illustrated with application to simulated data as well as to data from a neuroimaging genetics study.

Statistical Indexes for Monitoring Item Behavior under Computer Adaptive Testing Environment.

ERIC Educational Resources Information Center

Zhu, Renbang; Yu, Feng; Liu, Su

A computerized adaptive test (CAT) administration usually requires a large supply of items with accurately estimated psychometric properties, such as item response theory (IRT) parameter estimates, to ensure the precision of examinee ability estimation. However, an estimated IRT model of a given item in any given pool does not always correctly…

The Mastery Matrix for Integration Praxis: The development of a rubric for integration practice in addressing weight-related public health problems.

PubMed

Berge, Jerica M; Adamek, Margaret; Caspi, Caitlin; Grannon, Katherine Y; Loth, Katie A; Trofholz, Amanda; Nanney, Marilyn S

2018-06-01

In response to the limitations of siloed weight-related intervention approaches, scholars have called for greater integration that is intentional, strategic, and thoughtful between researchers, health care clinicians, community members, and policy makers as a way to more effectively address weight and weight-related (e.g., obesity, diabetes, cardiovascular disease, cancer) public health problems. The Mastery Matrix for Integration Praxis was developed by the Healthy Eating and Activity across the Lifespan (HEAL) team in 2017 to advance the science and praxis of integration across the domains of research, clinical practice, community, and policy to address weight-related public health problems. Integrator functions were identified and developmental stages were created to generate a rubric for measuring mastery of integration. Creating a means to systematically define and evaluate integration praxis and expertise will allow for more individuals and teams to master integration in order to work towards promoting a culture of health. Copyright © 2018 Elsevier Inc. All rights reserved.

The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students' Achievement and Their Attitudes towards Using Internet

ERIC Educational Resources Information Center

Ozdemir, Oguzhan; Erdemci, Husamettin

2017-01-01

The term mobile portfolio refers to creating, evaluating and sharing portfolios in mobile environments. Many of the states that pose an obstacle for portfolio usage are now extinguished through mobile portfolios. The aim in this research is to determine the effect of mobile portfolio supported mastery learning model on students' success and…

Improving the utility of the fine motor skills subscale of the comprehensive developmental inventory for infants and toddlers: a computerized adaptive test.

PubMed

Huang, Chien-Yu; Tung, Li-Chen; Chou, Yeh-Tai; Chou, Willy; Chen, Kuan-Lin; Hsieh, Ching-Lin

2017-07-27

This study aimed at improving the utility of the fine motor subscale of the comprehensive developmental inventory for infants and toddlers (CDIIT) by developing a computerized adaptive test of fine motor skills. We built an item bank for the computerized adaptive test of fine motor skills using the fine motor subscale of the CDIIT items fitting the Rasch model. We also examined the psychometric properties and efficiency of the computerized adaptive test of fine motor skills with simulated computerized adaptive tests. Data from 1742 children with suspected developmental delays were retrieved. The mean scores of the fine motor subscale of the CDIIT increased along with age groups (mean scores = 1.36-36.97). The computerized adaptive test of fine motor skills contains 31 items meeting the Rasch model's assumptions (infit mean square = 0.57-1.21, outfit mean square = 0.11-1.17). For children of 6-71 months, the computerized adaptive test of fine motor skills had high Rasch person reliability (average reliability >0.90), high concurrent validity (rs = 0.67-0.99), adequate to excellent diagnostic accuracy (area under receiver operating characteristic = 0.71-1.00), and large responsiveness (effect size = 1.05-3.93). The computerized adaptive test of fine motor skills used 48-84% fewer items than the fine motor subscale of the CDIIT. The computerized adaptive test of fine motor skills used fewer items for assessment but was as reliable and valid as the fine motor subscale of the CDIIT. Implications for Rehabilitation We developed a computerized adaptive test based on the comprehensive developmental inventory for infants and toddlers (CDIIT) for assessing fine motor skills. The computerized adaptive test has been shown to be efficient because it uses fewer items than the original measure and automatically presents the results right after the test is completed. The computerized adaptive test is as reliable and valid as the CDIIT.

Optimizing the Use of Response Times for Item Selection in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Choe, Edison M.; Kern, Justin L.; Chang, Hua-Hua

2018-01-01

Despite common operationalization, measurement efficiency of computerized adaptive testing should not only be assessed in terms of the number of items administered but also the time it takes to complete the test. To this end, a recent study introduced a novel item selection criterion that maximizes Fisher information per unit of expected response…

Can Computerized Adaptive Testing Work in Students' Admission to Higher Education Programs in Turkey?

ERIC Educational Resources Information Center

Kalender, Ilker; Berberoglu, Giray

2017-01-01

Admission into university in Turkey is very competitive and features a number of practical problems regarding not only the test administration process itself, but also concerning the psychometric properties of test scores. Computerized adaptive testing (CAT) is seen as a possible alternative approach to solve these problems. In the first phase of…

Optimal Item Pool Design for a Highly Constrained Computerized Adaptive Test

ERIC Educational Resources Information Center

He, Wei

2010-01-01

Item pool quality has been regarded as one important factor to help realize enhanced measurement quality for the computerized adaptive test (CAT) (e.g., Flaugher, 2000; Jensema, 1977; McBride & Wise, 1976; Reckase, 1976; 2003; van der Linden, Ariel, & Veldkamp, 2006; Veldkamp & van der Linden, 2000; Xing & Hambleton, 2004). However, studies are…

A hierarchical Bayesian approach to adaptive vision testing: A case study with the contrast sensitivity function.

PubMed

Gu, Hairong; Kim, Woojae; Hou, Fang; Lesmes, Luis Andres; Pitt, Mark A; Lu, Zhong-Lin; Myung, Jay I

2016-01-01

Measurement efficiency is of concern when a large number of observations are required to obtain reliable estimates for parametric models of vision. The standard entropy-based Bayesian adaptive testing procedures addressed the issue by selecting the most informative stimulus in sequential experimental trials. Noninformative, diffuse priors were commonly used in those tests. Hierarchical adaptive design optimization (HADO; Kim, Pitt, Lu, Steyvers, & Myung, 2014) further improves the efficiency of the standard Bayesian adaptive testing procedures by constructing an informative prior using data from observers who have already participated in the experiment. The present study represents an empirical validation of HADO in estimating the human contrast sensitivity function. The results show that HADO significantly improves the accuracy and precision of parameter estimates, and therefore requires many fewer observations to obtain reliable inference about contrast sensitivity, compared to the method of quick contrast sensitivity function (Lesmes, Lu, Baek, & Albright, 2010), which uses the standard Bayesian procedure. The improvement with HADO was maintained even when the prior was constructed from heterogeneous populations or a relatively small number of observers. These results of this case study support the conclusion that HADO can be used in Bayesian adaptive testing by replacing noninformative, diffuse priors with statistically justified informative priors without introducing unwanted bias.

A hierarchical Bayesian approach to adaptive vision testing: A case study with the contrast sensitivity function

PubMed Central

Gu, Hairong; Kim, Woojae; Hou, Fang; Lesmes, Luis Andres; Pitt, Mark A.; Lu, Zhong-Lin; Myung, Jay I.

2016-01-01

Measurement efficiency is of concern when a large number of observations are required to obtain reliable estimates for parametric models of vision. The standard entropy-based Bayesian adaptive testing procedures addressed the issue by selecting the most informative stimulus in sequential experimental trials. Noninformative, diffuse priors were commonly used in those tests. Hierarchical adaptive design optimization (HADO; Kim, Pitt, Lu, Steyvers, & Myung, 2014) further improves the efficiency of the standard Bayesian adaptive testing procedures by constructing an informative prior using data from observers who have already participated in the experiment. The present study represents an empirical validation of HADO in estimating the human contrast sensitivity function. The results show that HADO significantly improves the accuracy and precision of parameter estimates, and therefore requires many fewer observations to obtain reliable inference about contrast sensitivity, compared to the method of quick contrast sensitivity function (Lesmes, Lu, Baek, & Albright, 2010), which uses the standard Bayesian procedure. The improvement with HADO was maintained even when the prior was constructed from heterogeneous populations or a relatively small number of observers. These results of this case study support the conclusion that HADO can be used in Bayesian adaptive testing by replacing noninformative, diffuse priors with statistically justified informative priors without introducing unwanted bias. PMID:27105061

Application of Computerized Adaptive Testing to Entrance Examination for Graduate Studies in Turkey

ERIC Educational Resources Information Center

Bulut, Okan; Kan, Adnan

2012-01-01

Problem Statement: Computerized adaptive testing (CAT) is a sophisticated and efficient way of delivering examinations. In CAT, items for each examinee are selected from an item bank based on the examinee's responses to the items. In this way, the difficulty level of the test is adjusted based on the examinee's ability level. Instead of…

Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Wyse, Adam E.; Albano, Anthony D.

2015-01-01

This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for…

The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report

ERIC Educational Resources Information Center

Amsberry, Gianna; McLaughlin, T. F.; Derby, K. Mark; Waco, Teresa

2012-01-01

The purpose of this study was to determine the effectiveness of using the Davis Symbol Mastery Procedure for Words (Davis, 1994) for improving spelling skills. The participant was a fourth-grade male diagnosed with a significant learning disability. The intervention consisted of having the participant write each word, its definition, the word in a…

The Validity of the Major Field Test in Psychology as a Programme Assessment Tool

ERIC Educational Resources Information Center

Gallagher, Shawn P.; Cook, Shaun P.

2013-01-01

The Major Field Test in Psychology (MFT) is a standardised test designed to assess subject mastery at the conclusion of an undergraduate career. Eighty-one graduating majors completed the MFT and 56 of them also took a multiple-choice exam of questions drawn randomly from an introductory psychology test bank. Like the MFT, the constructed exam was…