ACER Chemistry Test Item Collection. ACER Chemtic Year 12.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The chemistry test item banks contains 225 multiple-choice questions suitable for diagnostic and achievement testing; a three-page teacher's guide; answer key with item facilities; an answer sheet; and a 45-item sample achievement test. Although written for the new grade 12 chemistry course in Victoria, Australia, the items are widely applicable.…

Developing Multiple Choice Tests: Tips & Techniques

ERIC Educational Resources Information Center

McCowan, Richard J.

1999-01-01

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

Psychometrics of Multiple Choice Questions with Non-Functioning Distracters: Implications to Medical Education.

PubMed

Deepak, Kishore K; Al-Umran, Khalid Umran; AI-Sheikh, Mona H; Dkoli, B V; Al-Rubaish, Abdullah

2015-01-01

The functionality of distracters in a multiple choice question plays a very important role. We examined the frequency and impact of functioning and non-functioning distracters on psychometric properties of 5-option items in clinical disciplines. We analyzed item statistics of 1115 multiple choice questions from 15 summative assessments of undergraduate medical students and classified the items into five groups by their number of non-functioning distracters. We analyzed the effect of varying degree of non-functionality ranging from 0 to 4, on test reliability, difficulty index, discrimination index and point biserial correlation. The non-functionality of distracters inversely affected the test reliability and quality of items in a predictable manner. The non-functioning distracters made the items easier and lowered the discrimination index significantly. Three non-functional distracters in a 5-option MCQ significantly affected all psychometric properties (p < 0.5). The corrected point biserial correlation revealed that the items with 3 functional options were psychometrically as effective as 5-option items. Our study reveals that a multiple choice question with 3 functional options provides lower most limit of item format that has adequate psychometric property. The test containing items with less number of functioning options have significantly lower reliability. The distracter function analysis and revision of nonfunctioning distracters can serve as important methods to improve the psychometrics and reliability of assessment.

Model Choice and Sample Size in Item Response Theory Analysis of Aphasia Tests

ERIC Educational Resources Information Center

Hula, William D.; Fergadiotis, Gerasimos; Martin, Nadine

2012-01-01

Purpose: The purpose of this study was to identify the most appropriate item response theory (IRT) measurement model for aphasia tests requiring 2-choice responses and to determine whether small samples are adequate for estimating such models. Method: Pyramids and Palm Trees (Howard & Patterson, 1992) test data that had been collected from…

Mixed-Format Test Score Equating: Effect of Item-Type Multidimensionality, Length and Composition of Common-Item Set, and Group Ability Difference

ERIC Educational Resources Information Center

Wang, Wei

2013-01-01

Mixed-format tests containing both multiple-choice (MC) items and constructed-response (CR) items are now widely used in many testing programs. Mixed-format tests often are considered to be superior to tests containing only MC items although the use of multiple item formats leads to measurement challenges in the context of equating conducted under…

Item Analysis in Introductory Economics Testing.

ERIC Educational Resources Information Center

Tinari, Frank D.

1979-01-01

Computerized analysis of multiple choice test items is explained. Examples of item analysis applications in the introductory economics course are discussed with respect to three objectives: to evaluate learning; to improve test items; and to help improve classroom instruction. Problems, costs and benefits of the procedures are identified. (JMD)

Does the Position of Response Options in Multiple-Choice Tests Matter?

ERIC Educational Resources Information Center

Hohensinn, Christine; Baghaei, Purya

2017-01-01

In large scale multiple-choice (MC) tests alternate forms of a test may be developed to prevent cheating by changing the order of items or by changing the position of the response options. The assumption is that since the content of the test forms are the same the order of items or the positions of the response options do not have any effect on…

Science Library of Test Items. Volume Nineteen. A Collection of Multiple Choice Test Items Relating Mainly to Geology.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Science Library of Test Items. Volume Seventeen. A Collection of Multiple Choice Test Items Relating Mainly to Biology.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Science Library of Test Items. Volume Eighteen. A Collection of Multiple Choice Test Items Relating Mainly to Chemistry.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Polytomous versus Dichotomous Scoring on Multiple-Choice Examinations: Development of a Rubric for Rating Partial Credit

ERIC Educational Resources Information Center

Grunert, Megan L.; Raker, Jeffrey R.; Murphy, Kristen L.; Holme, Thomas A.

2013-01-01

The concept of assigning partial credit on multiple-choice test items is considered for items from ACS Exams. Because the items on these exams, particularly the quantitative items, use common student errors to define incorrect answers, it is possible to assign partial credits to some of these incorrect responses. To do so, however, it becomes…

Fixed or mixed: a comparison of three, four and mixed-option multiple-choice tests in a Fetal Surveillance Education Program

PubMed Central

2013-01-01

Background Despite the widespread use of multiple-choice assessments in medical education assessment, current practice and published advice concerning the number of response options remains equivocal. This article describes an empirical study contrasting the quality of three 60 item multiple-choice test forms within the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) Fetal Surveillance Education Program (FSEP). The three forms are described below. Methods The first form featured four response options per item. The second form featured three response options, having removed the least functioning option from each item in the four-option counterpart. The third test form was constructed by retaining the best performing version of each item from the first two test forms. It contained both three and four option items. Results Psychometric and educational factors were taken into account in formulating an approach to test construction for the FSEP. The four-option test performed better than the three-option test overall, but some items were improved by the removal of options. The mixed-option test demonstrated better measurement properties than the fixed-option tests, and has become the preferred test format in the FSEP program. The criteria used were reliability, errors of measurement and fit to the item response model. Conclusions The position taken is that decisions about the number of response options be made at the item level, with plausible options being added to complete each item on both psychometric and educational grounds rather than complying with a uniform policy. The point is to construct the better performing item in providing the best psychometric and educational information. PMID:23453056

Fixed or mixed: a comparison of three, four and mixed-option multiple-choice tests in a Fetal Surveillance Education Program.

PubMed

Zoanetti, Nathan; Beaves, Mark; Griffin, Patrick; Wallace, Euan M

2013-03-04

Despite the widespread use of multiple-choice assessments in medical education assessment, current practice and published advice concerning the number of response options remains equivocal. This article describes an empirical study contrasting the quality of three 60 item multiple-choice test forms within the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) Fetal Surveillance Education Program (FSEP). The three forms are described below. The first form featured four response options per item. The second form featured three response options, having removed the least functioning option from each item in the four-option counterpart. The third test form was constructed by retaining the best performing version of each item from the first two test forms. It contained both three and four option items. Psychometric and educational factors were taken into account in formulating an approach to test construction for the FSEP. The four-option test performed better than the three-option test overall, but some items were improved by the removal of options. The mixed-option test demonstrated better measurement properties than the fixed-option tests, and has become the preferred test format in the FSEP program. The criteria used were reliability, errors of measurement and fit to the item response model. The position taken is that decisions about the number of response options be made at the item level, with plausible options being added to complete each item on both psychometric and educational grounds rather than complying with a uniform policy. The point is to construct the better performing item in providing the best psychometric and educational information.

Australian Chemistry Test Item Bank: Years 11 & 12. Volume 1.

ERIC Educational Resources Information Center

Commons, C., Ed.; Martin, P., Ed.

Volume 1 of the Australian Chemistry Test Item Bank, consisting of two volumes, contains nearly 2000 multiple-choice items related to the chemistry taught in Year 11 and Year 12 courses in Australia. Items which were written during 1979 and 1980 were initially published in the "ACER Chemistry Test Item Collection" and in the "ACER…

Australian Chemistry Test Item Bank: Years 11 and 12. Volume 2.

ERIC Educational Resources Information Center

Commons, C., Ed.; Martin, P., Ed.

The second volume of the Australian Chemistry Test Item Bank, consisting of two volumes, contains nearly 2000 multiple-choice items related to the chemistry taught in Year 11 and Year 12 courses in Australia. Items which were written during 1979 and 1980 were initially published in the "ACER Chemistry Test Item Collection" and in the…

Application of a Multidimensional Nested Logit Model to Multiple-Choice Test Items

ERIC Educational Resources Information Center

Bolt, Daniel M.; Wollack, James A.; Suh, Youngsuk

2012-01-01

Nested logit models have been presented as an alternative to multinomial logistic models for multiple-choice test items (Suh and Bolt in "Psychometrika" 75:454-473, 2010) and possess a mathematical structure that naturally lends itself to evaluating the incremental information provided by attending to distractor selection in scoring. One potential…

English 30, Part B: Reading. Questions Booklet. Grade 12 Diploma Examination, January 1997.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

Intended for students taking the Grade 12 Diploma Examinations in English 30, this "questions booklet" presents 70 multiple choice test items based on 8 reading selections in the accompanying readings booklet. After instructions for students, the booklet presents the multiple choice items which test students' comprehension of the poetry,…

Science Library of Test Items. Volume Twenty. A Collection of Multiple Choice Test Items Relating Mainly to Physics, 1.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Science Library of Test Items. Volume Twenty-One. A Collection of Multiple Choice Test Items Relating Mainly to Physics, 2.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Science Library of Test Items. Volume Twenty-Two. A Collection of Multiple Choice Test Items Relating Mainly to Skills.

ERIC Educational Resources Information Center

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

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

Automatic Scoring of Paper-and-Pencil Figural Responses. Research Report.

ERIC Educational Resources Information Center

Martinez, Michael E.; And Others

Large-scale testing is dominated by the multiple-choice question format. Widespread use of the format is due, in part, to the ease with which multiple-choice items can be scored automatically. This paper examines automatic scoring procedures for an alternative item type: figural response. Figural response items call for the completion or…

Models for Scoring Missing Responses to Multiple-Choice Items. Program Statistics Research Technical Report No. 94-1.

ERIC Educational Resources Information Center

Longford, Nicholas T.

This study is a critical evaluation of the roles for coding and scoring of missing responses to multiple-choice items in educational tests. The focus is on tests in which the test-takers have little or no motivation; in such tests omitting and not reaching (as classified by the currently adopted operational rules) is quite frequent. Data from the…

ACER Chemistry Test Item Collection (ACER CHEMTIC Year 12 Supplement).

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

This publication contains 317 multiple-choice chemistry test items related to topics covered in the Victorian (Australia) Year 12 chemistry course. It allows teachers access to a range of items suitable for diagnostic and achievement purposes, supplementing the ACER Chemistry Test Item Collection--Year 12 (CHEMTIC). The topics covered are: organic…

Electronics. Criterion-Referenced Test (CRT) Item Bank.

ERIC Educational Resources Information Center

Davis, Diane, Ed.

This document contains 519 criterion-referenced multiple choice and true or false test items for a course in electronics. The test item bank is designed to work with both the Vocational Instructional Management System (VIMS) and the Vocational Administrative Management System (VAMS) in Missouri. The items are grouped into 15 units covering the…

Auto Mechanics. Criterion-Referenced Test (CRT) Item Bank.

ERIC Educational Resources Information Center

Tannehill, Dana, Ed.

This document contains 546 criterion-referenced multiple choice and true or false test items for a course in auto mechanics. The test item bank is designed to work with both the Vocational Instructional Management System (VIMS) and Vocational Administrative Management System (VAMS) in Missouri. The items are grouped into 35 units covering the…

Do the Guideline Violations Influence Test Difficulty of High-Stake Test?: An Investigation on University Entrance Examination in Turkey

ERIC Educational Resources Information Center

Atalmis, Erkan Hasan

2016-01-01

Multiple-choice (MC) items are commonly used in high-stake tests. Thus, each item of such tests should be meticulously constructed to increase the accuracy of decisions based on test results. Haladyna and his colleagues (2002) addressed the valid item-writing guidelines to construct high quality MC items in order to increase test reliability and…

A Model-Based Method for Content Validation of Automatically Generated Test Items

ERIC Educational Resources Information Center

Zhang, Xinxin; Gierl, Mark

2016-01-01

The purpose of this study is to describe a methodology to recover the item model used to generate multiple-choice test items with a novel graph theory approach. Beginning with the generated test items and working backward to recover the original item model provides a model-based method for validating the content used to automatically generate test…

The role of source memory in gambling task decision making.

PubMed

Whitney, Paul; Hinson, John M

2012-01-01

The role of memory in the Iowa Gambling Task (IGT) was tested in two experiments that dissociated item memory (memory for losses obtained) from source memory (the deck that produced a given loss). In Experiment 1, participants observed 75 choices that had been made by controls or patients in previous research, followed by memory tests, and then 25 active choices from the participant. In Experiment 2, participants made choices for 75 trials, performed the memory tests, and then made 25 final choices. The data show that item and source memory can diverge within the IGT, and that source memory makes a significant contribution to IGT performance.

Assessment of item-writing flaws in multiple-choice questions.

PubMed

Nedeau-Cayo, Rosemarie; Laughlin, Deborah; Rus, Linda; Hall, John

2013-01-01

This study evaluated the quality of multiple-choice questions used in a hospital's e-learning system. Constructing well-written questions is fraught with difficulty, and item-writing flaws are common. Study results revealed that most items contained flaws and were written at the knowledge/comprehension level. Few items had linked objectives, and no association was found between the presence of objectives and flaws. Recommendations include education for writing test questions.

An Empirical Comparison of DDF Detection Methods for Understanding the Causes of DIF in Multiple-Choice Items

ERIC Educational Resources Information Center

Suh, Youngsuk; Talley, Anna E.

2015-01-01

This study compared and illustrated four differential distractor functioning (DDF) detection methods for analyzing multiple-choice items. The log-linear approach, two item response theory-model-based approaches with likelihood ratio tests, and the odds ratio approach were compared to examine the congruence among the four DDF detection methods.…

V-TECS Criterion-Referenced Test Item Bank for Radiologic Technology Occupations.

ERIC Educational Resources Information Center

Reneau, Fred; And Others

This Vocational-Technical Education Consortium of States (V-TECS) criterion-referenced test item bank provides 696 multiple-choice items and 33 matching items for radiologic technology occupations. These job titles are included: radiologic technologist, chief; radiologic technologist; nuclear medicine technologist; radiation therapy technologist;…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

The ability to correctly answer reading comprehension test items, without having read the accompanying reading passage, was compared for third grade learning disabled students and their peers from a regular classroom. In the first experiment, fourteen multiple choice items were selected from the Stanford Achievement Test. No reading passages were…

The Effect of SSM Grading on Reliability When Residual Items Have No Discriminating Power.

ERIC Educational Resources Information Center

Kane, Michael T.; Moloney, James M.

Gilman and Ferry have shown that when the student's score on a multiple choice test is the total number of responses necessary to get all items correct, substantial increases in reliability can occur. In contrast, similar procedures giving partial credit on multiple choice items have resulted in relatively small gains in reliability. The analysis…

The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework to More Accurately Assess Deeper Understanding

ERIC Educational Resources Information Center

Domyancich, John M.

2014-01-01

Multiple-choice questions are an important part of large-scale summative assessments, such as the advanced placement (AP) chemistry exam. However, past AP chemistry exam items often lacked the ability to test conceptual understanding and higher-order cognitive skills. The redesigned AP chemistry exam shows a distinctive shift in item types toward…

The Effects of Item Preview on Video-Based Multiple-Choice Listening Assessments

ERIC Educational Resources Information Center

Koyama, Dennis; Sun, Angela; Ockey, Gary J.

2016-01-01

Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the…

Does Linking Mixed-Format Tests Using a Multiple-Choice Anchor Produce Comparable Results for Male and Female Subgroups? Research Report. ETS RR-11-44

ERIC Educational Resources Information Center

Kim, Sooyeon; Walker, Michael E.

2011-01-01

This study examines the use of subpopulation invariance indices to evaluate the appropriateness of using a multiple-choice (MC) item anchor in mixed-format tests, which include both MC and constructed-response (CR) items. Linking functions were derived in the nonequivalent groups with anchor test (NEAT) design using an MC-only anchor set for 4…

Test Design Project: Studies in Test Bias. Annual Report.

ERIC Educational Resources Information Center

McArthur, David

Item bias in a multiple-choice test can be detected by appropriate analyses of the persons x items scoring matrix. This permits comparison of groups of examinees tested with the same instrument. The test may be biased if it is not measuring the same thing in comparable groups, if groups are responding to different aspects of the test items, or if…

There’s more to food store choice than proximity: a questionnaire development study

PubMed Central

2013-01-01

Background Proximity of food stores is associated with dietary intake and obesity; however, individuals frequently shop at stores that are not the most proximal. Little is known about other factors that influence food store choice. The current research describes the development of the Food Store Selection Questionnaire (FSSQ) and describes preliminary results of field testing the questionnaire. Methods Development of the FSSQ involved a multidisciplinary literature review, qualitative analysis of focus group transcripts, and expert and community reviews. Field testing consisted of 100 primary household food shoppers (93% female, 64% African American), in rural and urban Arkansas communities, rating FSSQ items as to their importance in store choice and indicating their top two reasons. After eliminating 14 items due to low mean importance scores and high correlations with other items, the final FSSQ questionnaire consists of 49 items. Results Items rated highest in importance were: meat freshness; store maintenance; store cleanliness; meat varieties; and store safety. Items most commonly rated as top reasons were: low prices; proximity to home; fruit/vegetable freshness; fruit/vegetable variety; and store cleanliness. Conclusions The FSSQ is a comprehensive questionnaire for detailing key reasons in food store choice. Although proximity to home was a consideration for participants, there were clearly other key factors in their choice of a food store. Understanding the relative importance of these different dimensions driving food store choice in specific communities may be beneficial in informing policies and programs designed to support healthy dietary intake and obesity prevention. PMID:23773428

There's more to food store choice than proximity: a questionnaire development study.

PubMed

Krukowski, Rebecca A; Sparks, Carla; DiCarlo, Marisha; McSweeney, Jean; West, Delia Smith

2013-06-17

Proximity of food stores is associated with dietary intake and obesity; however, individuals frequently shop at stores that are not the most proximal. Little is known about other factors that influence food store choice. The current research describes the development of the Food Store Selection Questionnaire (FSSQ) and describes preliminary results of field testing the questionnaire. Development of the FSSQ involved a multidisciplinary literature review, qualitative analysis of focus group transcripts, and expert and community reviews. Field testing consisted of 100 primary household food shoppers (93% female, 64% African American), in rural and urban Arkansas communities, rating FSSQ items as to their importance in store choice and indicating their top two reasons. After eliminating 14 items due to low mean importance scores and high correlations with other items, the final FSSQ questionnaire consists of 49 items. Items rated highest in importance were: meat freshness; store maintenance; store cleanliness; meat varieties; and store safety. Items most commonly rated as top reasons were: low prices; proximity to home; fruit/vegetable freshness; fruit/vegetable variety; and store cleanliness. The FSSQ is a comprehensive questionnaire for detailing key reasons in food store choice. Although proximity to home was a consideration for participants, there were clearly other key factors in their choice of a food store. Understanding the relative importance of these different dimensions driving food store choice in specific communities may be beneficial in informing policies and programs designed to support healthy dietary intake and obesity prevention.

Missouri Assessment Program (MAP), Spring 2000: Elementary Health/Physical Education, Released Items, Grade 5.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This document presents 10 released items from the Health/Physical Education Missouri Assessment Program (MAP) test given in the spring of 2000 to fifth graders. Items from the test sessions include: selected-response (multiple choice), constructed-response, and a performance event. The selected-response items consist of individual questions…

Measures of Partial Knowledge and Unexpected Responses in Multiple-Choice Tests

ERIC Educational Resources Information Center

Chang, Shao-Hua; Lin, Pei-Chun; Lin, Zih-Chuan

2007-01-01

This study investigates differences in the partial scoring performance of examinees in elimination testing and conventional dichotomous scoring of multiple-choice tests implemented on a computer-based system. Elimination testing that uses the same set of multiple-choice items rewards examinees with partial knowledge over those who are simply…

An Explanatory Item Response Theory Approach for a Computer-Based Case Simulation Test

ERIC Educational Resources Information Center

Kahraman, Nilüfer

2014-01-01

Problem: Practitioners working with multiple-choice tests have long utilized Item Response Theory (IRT) models to evaluate the performance of test items for quality assurance. The use of similar applications for performance tests, however, is often encumbered due to the challenges encountered in working with complicated data sets in which local…

The Impact Analysis of Psychological Reliability of Population Pilot Study for Selection of Particular Reliable Multi-Choice Item Test in Foreign Language Research Work

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2010-01-01

The purpose of research described in the current study is the psychological reliability, its importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work. The population for subject…

An assessment of functioning and non-functioning distractors in multiple-choice questions: a descriptive analysis.

PubMed

Tarrant, Marie; Ware, James; Mohammed, Ahmed M

2009-07-07

Four- or five-option multiple choice questions (MCQs) are the standard in health-science disciplines, both on certification-level examinations and on in-house developed tests. Previous research has shown, however, that few MCQs have three or four functioning distractors. The purpose of this study was to investigate non-functioning distractors in teacher-developed tests in one nursing program in an English-language university in Hong Kong. Using item-analysis data, we assessed the proportion of non-functioning distractors on a sample of seven test papers administered to undergraduate nursing students. A total of 514 items were reviewed, including 2056 options (1542 distractors and 514 correct responses). Non-functioning options were defined as ones that were chosen by fewer than 5% of examinees and those with a positive option discrimination statistic. The proportion of items containing 0, 1, 2, and 3 functioning distractors was 12.3%, 34.8%, 39.1%, and 13.8% respectively. Overall, items contained an average of 1.54 (SD = 0.88) functioning distractors. Only 52.2% (n = 805) of all distractors were functioning effectively and 10.2% (n = 158) had a choice frequency of 0. Items with more functioning distractors were more difficult and more discriminating. The low frequency of items with three functioning distractors in the four-option items in this study suggests that teachers have difficulty developing plausible distractors for most MCQs. Test items should consist of as many options as is feasible given the item content and the number of plausible distractors; in most cases this would be three. Item analysis results can be used to identify and remove non-functioning distractors from MCQs that have been used in previous tests.

Missouri Assessment Program (MAP), Spring 2000: High School Health/Physical Education, Released Items, Grade 9.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This document presents 10 released items from the Health/Physical Education Missouri Assessment Program (MAP) test given in the spring of 2000 to ninth graders. Items from the test sessions include: selected-response (multiple choice), constructed-response, and a performance event. The selected-response items consist of individual questions…

Development of multiple choice pictorial test for measuring the dimensions of knowledge

NASA Astrophysics Data System (ADS)

Nahadi, Siswaningsih, Wiwi; Erna

2017-05-01

This study aims to develop a multiple choice pictorial test as a tool to measure dimension of knowledge in chemical equilibrium subject. The method used is Research and Development and validation that was conducted in the preliminary studies and model development. The product is multiple choice pictorial test. The test was developed by 22 items and tested to 64 high school students in XII grade. The quality of test was determined by value of validity, reliability, difficulty index, discrimination power, and distractor effectiveness. The validity of test was determined by CVR calculation using 8 validators (4 university teachers and 4 high school teachers) with average CVR value 0,89. The reliability of test has very high category with value 0,87. Discrimination power of items with a very good category is 32%, 59% as good category, and 20% as sufficient category. This test has a varying level of difficulty, item with difficult category is 23%, the medium category is 50%, and the easy category is 27%. The distractor effectiveness of items with a very poor category is 1%, poor category is 1%, medium category is 4%, good category is 39%, and very good category is 55%. The dimension of knowledge that was measured consist of factual knowledge, conceptual knowledge, and procedural knowledge. Based on the questionnaire, students responded quite well to the developed test and most of the students like this kind of multiple choice pictorial test that include picture as evaluation tool compared to the naration tests was dominated by text.

The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.

PubMed

Tarrant, Marie; Knierim, Aimee; Hayes, Sasha K; Ware, James

2006-12-01

Multiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teacher-generated questions were more likely to be written at higher cognitive levels (p<0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions.

Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English Language Learners and mainstream monolinguals

NASA Astrophysics Data System (ADS)

Kachchaf, Rachel Rae

The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items. Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items. The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students.

The Testing Methods and Gender Differences in Multiple-Choice Assessment

NASA Astrophysics Data System (ADS)

Ng, Annie W. Y.; Chan, Alan H. S.

2009-10-01

This paper provides a comprehensive review of the multiple-choice assessment in the past two decades for facilitating people to conduct effective testing in various subject areas. It was revealed that a variety of multiple-choice test methods viz. conventional multiple-choice, liberal multiple-choice, elimination testing, confidence marking, probability testing, and order-of-preference scheme are available for use in assessing subjects' knowledge and decision ability. However, the best multiple-choice test method for use has not yet been identified. The review also indicated that the existence of gender differences in multiple-choice task performance might be due to the test area, instruction/scoring condition, and item difficulty.

Evaluation of five guidelines for option development in multiple-choice item-writing.

PubMed

Martínez, Rafael J; Moreno, Rafael; Martín, Irene; Trigo, M Eva

2009-05-01

This paper evaluates certain guidelines for writing multiple-choice test items. The analysis of the responses of 5013 subjects to 630 items from 21 university classroom achievement tests suggests that an option should not differ in terms of heterogeneous content because such error has a slight but harmful effect on item discrimination. This also occurs with the "None of the above" option when it is the correct one. In contrast, results do not show the supposedly negative effects of a different-length option, the use of specific determiners, or the use of the "All of the above" option, which not only decreases difficulty but also improves discrimination when it is the correct option.

Reducing the Need for Guesswork in Multiple-Choice Tests

ERIC Educational Resources Information Center

Bush, Martin

2015-01-01

The humble multiple-choice test is very widely used within education at all levels, but its susceptibility to guesswork makes it a suboptimal assessment tool. The reliability of a multiple-choice test is partly governed by the number of items it contains; however, longer tests are more time consuming to take, and for some subject areas, it can be…

Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes?

ERIC Educational Resources Information Center

Smith, Mark D.

2017-01-01

Cognitive validity examines the relationship between what an assessment aims to measure and what it actually elicits from test takers. The present study examined whether multiple-choice items from the National Assessment of Educational Progress (NAEP) grade 12 U.S. history exam elicited the historical thinking processes they were designed to…

Item Order, Response Format, and Examinee Sex and Handedness and Performance on a Multiple-Choice Test.

ERIC Educational Resources Information Center

Kleinke, David J.

Four forms of a 36-item adaptation of the Stanford Achievement Test were administered to 484 fourth graders. External factors potentially influencing test performance were examined, namely: (1) item order (easy-to-difficult vs. uniform); (2) response location (left column vs. right column); (3) handedness which may interact with response location;…

Meatcutting Testbook, Part 2.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Publications.

This document contains objective tests for each topic in the Meatcutting Workbook, Part 2, which is designed for apprenticeship meatcutting programs in California. Each of the 30 tests consists of from 5 to 65 multiple-choice items with most tests containing approximately 10 items. The tests are grouped according to the eight units of the…

Handbook for Driving Knowledge Testing.

ERIC Educational Resources Information Center

Pollock, William T.; McDole, Thomas L.

Materials intended for driving knowledge test development for use by operational licensing and education agencies are presented. A pool of 1,313 multiple choice test items is included, consisting of sets of specially developed and tested items covering principles of safe driving, legal regulations, and traffic control device knowledge pertinent to…

The Australian Science Item Bank Project

ERIC Educational Resources Information Center

Kings, Clive B.; Cropley, Murray C.

1974-01-01

Describes the development of multiple-choice test item bank for grade ten science by the Australian Council for Educational Research. Other item banks are also being developed at the grade ten level in mathematics and social science. (RH)

Analysis Test of Understanding of Vectors with the Three-Parameter Logistic Model of Item Response Theory and Item Response Curves Technique

ERIC Educational Resources Information Center

Rakkapao, Suttida; Prasitpong, Singha; Arayathanitkul, Kwan

2016-01-01

This study investigated the multiple-choice test of understanding of vectors (TUV), by applying item response theory (IRT). The difficulty, discriminatory, and guessing parameters of the TUV items were fit with the three-parameter logistic model of IRT, using the parscale program. The TUV ability is an ability parameter, here estimated assuming…

The Relationship of Item-Level Response Times with Test-Taker and Item Variables in an Operational CAT Environment. LSAC Research Report Series.

ERIC Educational Resources Information Center

Swygert, Kimberly A.

In this study, data from an operational computerized adaptive test (CAT) were examined in order to gather information concerning item response times in a CAT environment. The CAT under study included multiple-choice items measuring verbal, quantitative, and analytical reasoning. The analyses included the fitting of regression models describing the…

Using Tests as Learning Opportunities.

ERIC Educational Resources Information Center

Foos, Paul W.; Fisher, Ronald P.

1988-01-01

A study involving 105 undergraduates assessed the value of testing as a means of increasing, rather than simply monitoring, learning. Results indicate that fill-in-the-blank and items requiring student inferences were more effective, respectively, than multiple-choice tests and verbatim items in furthering student learning. (TJH)

Item Response Models for Examinee-Selected Items

ERIC Educational Resources Information Center

Wang, Wen-Chung; Jin, Kuan-Yu; Qiu, Xue-Lan; Wang, Lei

2012-01-01

In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser choices. In this study, we developed a new class of item response models to account for the choice…

Item Estimates under Low-Stakes Conditions: How Should Omits Be Treated?

ERIC Educational Resources Information Center

DeMars, Christine

Using data from a pilot test of science and math from students in 30 high schools, item difficulties were estimated with a one-parameter model (partial-credit model for the multi-point items). Some items were multiple-choice items, and others were constructed-response items (open-ended). Four sets of estimates were obtained: estimates for males…

To Show or Not to Show: The Effects of Item Stems and Answer Options on Performance on a Multiple-Choice Listening Comprehension Test

ERIC Educational Resources Information Center

Yanagawa, Kozo; Green, Anthony

2008-01-01

The purpose of this study is to examine whether the choice between three multiple-choice listening comprehension test formats results in any difference in listening comprehension test performance. The three formats entail (a) allowing test takers to preview both the question stem and answer options prior to listening; (b) allowing test takers to…

Effects of Repeated Testing on Short- and Long-Term Memory Performance across Different Test Formats

ERIC Educational Resources Information Center

Stenlund, Tova; Sundström, Anna; Jonsson, Bert

2016-01-01

This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of "retrieval effort" and "transfer appropriate processing" by comparing retention…

Pick-N Multiple Choice-Exams: A Comparison of Scoring Algorithms

ERIC Educational Resources Information Center

Bauer, Daniel; Holzer, Matthias; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To compare different scoring algorithms for Pick-N multiple correct answer multiple-choice (MC) exams regarding test reliability, student performance, total item discrimination and item difficulty. Data from six 3rd year medical students' end of term exams in internal medicine from 2005 to 2008 at Munich University were analysed (1,255 students,…

The Effect of Images on Item Statistics in Multiple Choice Anatomy Examinations

ERIC Educational Resources Information Center

Notebaert, Andrew J.

2017-01-01

Although multiple choice examinations are often used to test anatomical knowledge, these often forgo the use of images in favor of text-based questions and answers. Because anatomy is reliant on visual resources, examinations using images should be used when appropriate. This study was a retrospective analysis of examination items that were text…

On the Equivalence of Constructed-Response and Multiple-Choice Tests.

ERIC Educational Resources Information Center

Traub, Ross E.; Fisher, Charles W.

Two sets of mathematical reasoning and two sets of verbal comprehension items were cast into each of three formats--constructed response, standard multiple-choice, and Coombs multiple-choice--in order to assess whether tests with indentical content but different formats measure the same attribute, except for possible differences in error variance…

Test-Wiseness Cues in the Options of Mathematics Items.

ERIC Educational Resources Information Center

Kuntz, Patricia

The quality of mathematics multiple choice items and their susceptibility to test wiseness were examined. Test wiseness was defined as "a subject's capacity to utilize the characteristics and formats of the test and/or test taking situation to receive a high score." The study used results of the Graduate Record Examinations Aptitude Test (GRE) and…

Detecting a Gender-Related Differential Item Functioning Using Transformed Item Difficulty

ERIC Educational Resources Information Center

Abedalaziz, Nabeel; Leng, Chin Hai; Alahmadi, Ahlam

2014-01-01

The purpose of the study was to examine gender differences in performance on multiple-choice mathematical ability test, administered within the context of high school graduation test that was designed to match eleventh grade curriculum. The transformed item difficulty (TID) was used to detect a gender related DIF. A random sample of 1400 eleventh…

Taking the Test Taker's Perspective: Response Process and Test Motivation in Multidimensional Forced-Choice Versus Rating Scale Instruments.

PubMed

Sass, Rachelle; Frick, Susanne; Reips, Ulf-Dietrich; Wetzel, Eunike

2018-03-01

The multidimensional forced-choice (MFC) format has been proposed as an alternative to the rating scale (RS) response format. However, it is unclear how changing the response format may affect the response process and test motivation of participants. In Study 1, we investigated the MFC response process using the think-aloud technique. In Study 2, we compared test motivation between the RS format and different versions of the MFC format (presenting 2, 3, 4, and 5 items simultaneously). The response process to MFC item blocks was similar to the RS response process but involved an additional step of weighing the items within a block against each other. The RS and MFC response format groups did not differ in their test motivation. Thus, from the test taker's perspective, the MFC format is somewhat more demanding to respond to, but this does not appear to decrease test motivation.

Test item linguistic complexity and assessments for deaf students.

PubMed

Cawthon, Stephanie

2011-01-01

Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students.

Testing to the Top: Everything But the Kitchen Sink?

ERIC Educational Resources Information Center

Dietel, Ron

2011-01-01

Two tests intended to measure student achievement of the Common Core State Standards will face intense scrutiny, but the test makers say they will include performance assessments and other items that are not multiple-choice questions. Incorporating performance items on this tests will bring up issues over scoring, costs, and validity.

The Effects of Judgment-Based Stratum Classifications on the Efficiency of Stratum Scored CATs.

ERIC Educational Resources Information Center

Finney, Sara J.; Smith, Russell W.; Wise, Steven L.

Two operational item pools were used to investigate the performance of stratum computerized adaptive tests (CATs) when items were assigned to strata based on empirical estimates of item difficulty or human judgments of item difficulty. Items from the first data set consisted of 54 5-option multiple choice items from a form of the ACT mathematics…

Food Service Supervisor. Dietetic Support Personnel Achievement Test.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food service supervisor component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; nutrient…

Food Production Worker. Dietetic Support Personnel Achievement Test.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food production worker component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; hygiene and…

Food Service Worker. Dietetic Support Personnel Achievement Test.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food service worker component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; personal…

The Performance of IRT Model Selection Methods with Mixed-Format Tests

ERIC Educational Resources Information Center

Whittaker, Tiffany A.; Chang, Wanchen; Dodd, Barbara G.

2012-01-01

When tests consist of multiple-choice and constructed-response items, researchers are confronted with the question of which item response theory (IRT) model combination will appropriately represent the data collected from these mixed-format tests. This simulation study examined the performance of six model selection criteria, including the…

Validation and Structural Analysis of the Kinematics Concept Test

ERIC Educational Resources Information Center

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stem, E.; Vaterlaus, A.

2017-01-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part…

Multiple-Choice Test Bias Due to Answering Strategy Variation.

ERIC Educational Resources Information Center

Frary, Robert B.; Giles, Mary B.

This paper describes the development and investigation of a new approach to determining the existence of bias in multiple-choice test scores. Previous work in this area has concentrated almost exclusively on bias attributable to specific test items or to differences in test score distributions across racial or ethnic groups. In contrast, the…

[Development of critical thinking skill evaluation scale for nursing students].

PubMed

You, So Young; Kim, Nam Cho

2014-04-01

To develop a Critical Thinking Skill Test for Nursing Students. The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.

Informed choice: understanding knowledge in the context of screening uptake.

PubMed

Michie, Susan; Dormandy, Elizabeth; Marteau, Theresa M

2003-07-01

This study evaluates a scale measuring knowledge about a screening test and investigates the association between knowledge, uptake and attitudes towards screening. One thousand four hundred ninety-nine pregnant women completed the knowledge scale of the multidimensional measure of informed choice (MMIC). Three hundred forty-five of these women and 152 professionals providing antenatal care also rated the importance of the knowledge items. Item characteristic curves show that, with one exception, the knowledge items reflect a spread of difficulty and are able to discriminate between people. All items were seen as essential or helpful by both women and health professionals, with two items seen as particularly important and one as unimportant. There were some differences between health professionals, women with low risk results and women with high risk results. Knowledge was not associated with uptake, attitude, or the extent to which uptake was consistent with women's attitudes towards undergoing the test.

Multiple choice questions can be designed or revised to challenge learners' critical thinking.

PubMed

Tractenberg, Rochelle E; Gushta, Matthew M; Mulroney, Susan E; Weissinger, Peggy A

2013-12-01

Multiple choice (MC) questions from a graduate physiology course were evaluated by cognitive-psychology (but not physiology) experts, and analyzed statistically, in order to test the independence of content expertise and cognitive complexity ratings of MC items. Integration of higher order thinking into MC exams is important, but widely known to be challenging-perhaps especially when content experts must think like novices. Expertise in the domain (content) may actually impede the creation of higher-complexity items. Three cognitive psychology experts independently rated cognitive complexity for 252 multiple-choice physiology items using a six-level cognitive complexity matrix that was synthesized from the literature. Rasch modeling estimated item difficulties. The complexity ratings and difficulty estimates were then analyzed together to determine the relative contributions (and independence) of complexity and difficulty to the likelihood of correct answers on each item. Cognitive complexity was found to be statistically independent of difficulty estimates for 88 % of items. Using the complexity matrix, modifications were identified to increase some item complexities by one level, without affecting the item's difficulty. Cognitive complexity can effectively be rated by non-content experts. The six-level complexity matrix, if applied by faculty peer groups trained in cognitive complexity and without domain-specific expertise, could lead to improvements in the complexity targeted with item writing and revision. Targeting higher order thinking with MC questions can be achieved without changing item difficulties or other test characteristics, but this may be less likely if the content expert is left to assess items within their domain of expertise.

Aligning Items and Achievement Levels: A Study Comparing Expert Judgments

ERIC Educational Resources Information Center

Kaliski, Pamela; Huff, Kristen; Barry, Carol

2011-01-01

For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design…

Lower-fat menu items in restaurants satisfy customers.

PubMed

Fitzpatrick, M P; Chapman, G E; Barr, S I

1997-05-01

To evaluate a restaurant-based nutrition program by measuring customer satisfaction with lower-fat menu items and assessing patrons' reactions to the program. Questionnaires to assess satisfaction with menu items were administered to patrons in eight of the nine restaurants that volunteered to participate in the nutrition program. One patron from each participating restaurant was randomly selected for a semistructured interview about nutrition programming in restaurants. Persons dining in eight participating restaurants over a 1-week period (n = 686). Independent samples t tests were used to compare respondents' satisfaction with lower-fat and regular menu items. Two-way analysis of variance tests were completed using overall satisfaction as the dependent variable and menu-item classification (ie, lower fat or regular) and one of eight other menu item and respondent characteristics as independent variables. Qualitative methods were used to analyze interview transcripts. Of 1,127 menu items rated for satisfaction, 205 were lower fat, 878 were regular, and 44 were of unknown classification. Customers were significantly more satisfied with lower-fat than with regular menu items (P < .001). Overall satisfaction did not vary by any of the other independent variables. Interview results indicate the importance of restaurant during as an indulgent experience. High satisfaction with lower-fat menu items suggests that customers will support restaurant providing such choices. Dietitians can use these findings to encourage restaurateurs to include lower-fat choices on their menus, and to assure clients that their expectations of being indulged are not incompatible with these choices.

Effect of response format on cognitive reflection: Validating a two- and four-option multiple choice question version of the Cognitive Reflection Test.

PubMed

Sirota, Miroslav; Juanchich, Marie

2018-03-27

The Cognitive Reflection Test, measuring intuition inhibition and cognitive reflection, has become extremely popular because it reliably predicts reasoning performance, decision-making, and beliefs. Across studies, the response format of CRT items sometimes differs, based on the assumed construct equivalence of tests with open-ended versus multiple-choice items (the equivalence hypothesis). Evidence and theoretical reasons, however, suggest that the cognitive processes measured by these response formats and their associated performances might differ (the nonequivalence hypothesis). We tested the two hypotheses experimentally by assessing the performance in tests with different response formats and by comparing their predictive and construct validity. In a between-subjects experiment (n = 452), participants answered stem-equivalent CRT items in an open-ended, a two-option, or a four-option response format and then completed tasks on belief bias, denominator neglect, and paranormal beliefs (benchmark indicators of predictive validity), as well as on actively open-minded thinking and numeracy (benchmark indicators of construct validity). We found no significant differences between the three response formats in the numbers of correct responses, the numbers of intuitive responses (with the exception of the two-option version, which had a higher number than the other tests), and the correlational patterns of the indicators of predictive and construct validity. All three test versions were similarly reliable, but the multiple-choice formats were completed more quickly. We speculate that the specific nature of the CRT items helps build construct equivalence among the different response formats. We recommend using the validated multiple-choice version of the CRT presented here, particularly the four-option CRT, for practical and methodological reasons. Supplementary materials and data are available at https://osf.io/mzhyc/ .

Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory

ERIC Educational Resources Information Center

Eleje, Lydia I.; Esomonu, Nkechi P. M.

2018-01-01

A Test to measure achievement in quantitative economics among secondary school students was developed and validated in this study. The test is made up 20 multiple choice test items constructed based on quantitative economics sub-skills. Six research questions guided the study. Preliminary validation was done by two experienced teachers in…

Appropriateness Measurement with Polychotomous Item Response Models and Standardized Indices. Measurement Series, 84-1.

ERIC Educational Resources Information Center

Drasgow, Fritz; And Others

The test scores of some examinees on a multiple-choice test may not provide adequate measures of their abilities. The goal of appropriateness measurement is to identify such individuals. Earlier theoretical and experimental work considered examinees answering all, or almost all, test items. This article reports research that extends…

The Effects of Item by Item Feedback Given during an Ability Test.

ERIC Educational Resources Information Center

Whetton, C.; Childs, R.

1981-01-01

Answer-until-correct (AUC) is a procedure for providing feedback during a multiple-choice test, giving an increased range of scores. The performance of secondary students on a verbal ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity.…

An Instrument to Predict Job Performance of Home Health Aides--Testing the Reliability and Validity.

ERIC Educational Resources Information Center

Sturges, Jack; Quina, Patricia

The development of four paper-and-pencil tests, useful in assessing the effectiveness of inservice training provided to either nurses aides or home health aides, was described. These tests were designed for utilization in employment selection and case assignment. Two tests of 37 multiple-choice items and two tests of 10 matching items were…

Two systems drive attention to rewards.

PubMed

Kovach, Christopher K; Sutterer, Matthew J; Rushia, Sara N; Teriakidis, Adrianna; Jenison, Rick L

2014-01-01

How options are framed can dramatically influence choice preference. While salience of information plays a central role in this effect, precisely how it is mediated by attentional processes remains unknown. Current models assume a simple relationship between attention and choice, according to which preference should be uniformly biased towards the attended item over the whole time-course of a decision between similarly valued items. To test this prediction we considered how framing alters the orienting of gaze during a simple choice between two options, using eye movements as a sensitive online measure of attention. In one condition participants selected the less preferred item to discard and in the other, the more preferred item to keep. We found that gaze gravitates towards the item ultimately selected, but did not observe the effect to be uniform over time. Instead, we found evidence for distinct early and late processes that guide attention according to preference in the first case and task demands in the second. We conclude that multiple time-dependent processes govern attention during choice, and that these may contribute to framing effects in different ways.

Two systems drive attention to rewards

PubMed Central

Kovach, Christopher K.; Sutterer, Matthew J.; Rushia, Sara N.; Teriakidis, Adrianna; Jenison, Rick L.

2014-01-01

How options are framed can dramatically influence choice preference. While salience of information plays a central role in this effect, precisely how it is mediated by attentional processes remains unknown. Current models assume a simple relationship between attention and choice, according to which preference should be uniformly biased towards the attended item over the whole time-course of a decision between similarly valued items. To test this prediction we considered how framing alters the orienting of gaze during a simple choice between two options, using eye movements as a sensitive online measure of attention. In one condition participants selected the less preferred item to discard and in the other, the more preferred item to keep. We found that gaze gravitates towards the item ultimately selected, but did not observe the effect to be uniform over time. Instead, we found evidence for distinct early and late processes that guide attention according to preference in the first case and task demands in the second. We conclude that multiple time-dependent processes govern attention during choice, and that these may contribute to framing effects in different ways. PMID:24550868

The memorial consequences of multiple-choice testing.

PubMed

Marsh, Elizabeth J; Roediger, Henry L; Bjork, Robert A; Bjork, Elizabeth L

2007-04-01

The present article addresses whether multiple-choice tests may change knowledge even as they attempt to measure it. Overall, taking a multiple-choice test boosts performance on later tests, as compared with non-tested control conditions. This benefit is not limited to simple definitional questions, but holds true for SAT II questions and for items designed to tap concepts at a higher level in Bloom's (1956) taxonomy of educational objectives. Students, however, can also learn false facts from multiple-choice tests; testing leads to persistence of some multiple-choice lures on later general knowledge tests. Such persistence appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false facts from multiple-choice tests, the positive effects of testing outweigh this cost.

Some Effects of Changes in Question Structure and Sequence on Performance in a Multiple Choice Chemistry Test.

ERIC Educational Resources Information Center

Hodson, D.

1984-01-01

Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)

Project Physics Tests 1, Concepts of Motion.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 1 are presented in this booklet, consisting of 70 multiple-choice and 20 problem-and-essay questions. Concepts of motion are examined with respect to velocities, acceleration, forces, vectors, Newton's laws, and circular motion. Suggestions are made for time consumption in answering some items. Besides…

Fundamentals of Marketing Core Curriculum. Test Items and Assessment Techniques.

ERIC Educational Resources Information Center

Smith, Clifton L.; And Others

This document contains multiple choice test items and assessment techniques for Missouri's fundamentals of marketing core curriculum. The core curriculum is divided into these nine occupational duties: (1) communications in marketing; (2) economics and marketing; (3) employment and advancement; (4) human relations in marketing; (5) marketing…

Practical Implications of Test Dimensionality for Item Response Theory Calibration of the Medical College Admission Test. MCAT Monograph.

ERIC Educational Resources Information Center

Childs, Ruth A.; Oppler, Scott H.

The use of item response theory (IRT) in the Medical College Admission Test (MCAT) testing program has been limited. This study provides a basis for future IRT analyses of the MCAT by exploring the dimensionality of each of the MCAT's three multiple-choice test sections (Verbal Reasoning, Physical Sciences, and Biological Sciences) and the…

Developing Achievement Test: A Research for Assessment of 5th Grade Biology Subject

ERIC Educational Resources Information Center

Sener, Nilay; Tas, Erol

2017-01-01

The purpose of this study is to prepare a multiple-choice achievement test with high reliability and validity for the "Let's Solve the Puzzle of Our Body" unit. For this purpose, a multiple choice achievement test consisting of 46 items was applied to 178 fifth grade students in total. As a result of the test and material analysis…

Multiple-Choice versus Constructed-Response Tests in the Assessment of Mathematics Computation Skills.

ERIC Educational Resources Information Center

Gadalla, Tahany M.

The equivalence of multiple-choice (MC) and constructed response (discrete) (CR-D) response formats as applied to mathematics computation at grade levels two to six was tested. The difference between total scores from the two response formats was tested for statistical significance, and the factor structure of items in both response formats was…

Measurement of ethical food choice motives.

PubMed

Lindeman, M; Väänänen, M

2000-02-01

The two studies describe the development of three complementary scales to the Food Choice Questionnaire developed by Steptoe, Pollard & Wardle (1995). The new items address various ethical food choice motives and were derived from previous studies on vegetarianism and ethical food choice. The items were factor analysed in Study 1 (N=281) and the factor solution was confirmed in Study 2 (N=125), in which simple validity criteria were also included. Furthermore, test-retest reliability was assessed with a separate sample of subjects (N=36). The results indicated that the three new scales, Ecological Welfare (including subscales for Animal Welfare and Environment Protection), Political Values and Religion, are reliable and valid instruments for a brief screening of ethical food choice reasons. Copyright 2000 Academic Press.

Prueba de Ciencia Primer Grado (Science Test for the First Grade). [In Spanish

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey.

This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement…

Attention! Can choices for low value food over high value food be trained?

PubMed

Zoltak, Michael J; Veling, Harm; Chen, Zhang; Holland, Rob W

2018-05-01

People choose high value food items over low value food items, because food choices are guided by the comparison of values placed upon choice alternatives. This value comparison process is also influenced by the amount of attention people allocate to different items. Recent research shows that choices for food items can be increased by training attention toward these items, with a paradigm named cued-approach training (CAT). However, previous work till now has only examined the influence of CAT on choices between two equally valued items. It has remained unclear whether CAT can increase choices for low value items when people choose between a low and high value food item. To address this question in the current study participants were cued to make rapid responses in CAT to certain low and high value items. Next, they made binary choices between low and high value items, where we systematically varied whether the low and high value items were cued or uncued. In two experiments, we found that participants overall preferred high over low value food items for real consumption. More important, their choices for low value items increased when only the low value item had been cued in CAT compared to when both low and high value items had not been cued. Exploratory analyses revealed that this effect was more pronounced for participants with a relatively small value difference between low and high value items. The present research thus suggests that CAT may be used to boost the choice and consumption of low value items via enhanced attention toward these items, as long as the value difference is not too large. Implications for facilitating choices for healthy food are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Performance of Certification and Recertification Examinees on Multiple Choice Test Items: Does Physician Age Have an Impact?

PubMed

Shen, Linjun; Juul, Dorthea; Faulkner, Larry R

2016-01-01

The development of recertification programs (now referred to as Maintenance of Certification or MOC) by the members of the American Board of Medical Specialties provides the opportunity to study knowledge base across the professional lifespan of physicians. Research results to date are mixed with some studies finding negative associations between age and various measures of competency and others finding no or minimal relationships. Four groups of multiple choice test items that were independently developed for certification and MOC examinations in psychiatry and neurology were administered to certification and MOC examinees within each specialty. Percent correct scores were calculated for each examinee. Differences between certification and MOC examinees were compared using unpaired t tests, and logistic regression was used to compare MOC and certification examinee performance on the common test items. Except for the neurology certification test items that addressed basic neurology concepts, the performance of the certification and MOC examinees was similar. The differences in performance on individual test items did not consistently favor one group or the other and could not be attributed to any distinguishable content or format characteristics of those items. The findings of this study are encouraging in that physicians who had recently completed residency training possessed clinical knowledge that was comparable to that of experienced physicians, and the experienced physicians' clinical knowledge was equivalent to that of recent residency graduates. The role testing can play in enhancing expertise is described.

Advanced Marketing Core Curriculum. Test Items and Assessment Techniques.

ERIC Educational Resources Information Center

Smith, Clifton L.; And Others

This document contains duties and tasks, multiple-choice test items, and other assessment techniques for Missouri's advanced marketing core curriculum. The core curriculum begins with a list of 13 suggested textbook resources. Next, nine duties with their associated tasks are given. Under each task appears one or more citations to appropriate…

An Investigation of the Impact of Guessing on Coefficient α and Reliability

PubMed Central

2014-01-01

Guessing is known to influence the test reliability of multiple-choice tests. Although there are many studies that have examined the impact of guessing, they used rather restrictive assumptions (e.g., parallel test assumptions, homogeneous inter-item correlations, homogeneous item difficulty, and homogeneous guessing levels across items) to evaluate the relation between guessing and test reliability. Based on the item response theory (IRT) framework, this study investigated the extent of the impact of guessing on reliability under more realistic conditions where item difficulty, item discrimination, and guessing levels actually vary across items with three different test lengths (TL). By accommodating multiple item characteristics simultaneously, this study also focused on examining interaction effects between guessing and other variables entered in the simulation to be more realistic. The simulation of the more realistic conditions and calculations of reliability and classical test theory (CTT) item statistics were facilitated by expressing CTT item statistics, coefficient α, and reliability in terms of IRT model parameters. In addition to the general negative impact of guessing on reliability, results showed interaction effects between TL and guessing and between guessing and test difficulty.

A Two-Parameter Latent Trait Model. Methodology Project.

ERIC Educational Resources Information Center

Choppin, Bruce

On well-constructed multiple-choice tests, the most serious threat to measurement is not variation in item discrimination, but the guessing behavior that may be adopted by some students. Ways of ameliorating the effects of guessing are discussed, especially for problems in latent trait models. A new item response model, including an item parameter…

Of Small Beauties and Large Beasts: The Quality of Distractors on Multiple-Choice Tests Is More Important than Their Quantity

ERIC Educational Resources Information Center

Papenberg, Martin; Musch, Jochen

2017-01-01

In multiple-choice tests, the quality of distractors may be more important than their number. We therefore examined the joint influence of distractor quality and quantity on test functioning by providing a sample of 5,793 participants with five parallel test sets consisting of items that differed in the number and quality of distractors.…

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.

Confidence in Forced-Choice Recognition: What Underlies the Ratings?

ERIC Educational Resources Information Center

Zawadzka, Katarzyna; Higham, Philip A.; Hanczakowski, Maciej

2017-01-01

Two-alternative forced-choice recognition tests are commonly used to assess recognition accuracy that is uncontaminated by changes in bias. In such tests, participants are asked to endorse the studied item out of 2 presented alternatives. Participants may be further asked to provide confidence judgments for their recognition decisions. It is often…

Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study.

PubMed

Vegada, Bhavisha; Shukla, Apexa; Khilnani, Ajeetkumar; Charan, Jaykaran; Desai, Chetna

2016-01-01

Most of the academic teachers use four or five options per item of multiple choice question (MCQ) test as formative and summative assessment. Optimal number of options in MCQ item is a matter of considerable debate among academic teachers of various educational fields. There is a scarcity of the published literature regarding the optimum number of option in each item of MCQ in the field of medical education. To compare three options, four options, and five options MCQs test for the quality parameters - reliability, validity, item analysis, distracter analysis, and time analysis. Participants were 3 rd semester M.B.B.S. students. Students were divided randomly into three groups. Each group was given one set of MCQ test out of three options, four options, and five option randomly. Following the marking of the multiple choice tests, the participants' option selections were analyzed and comparisons were conducted of the mean marks, mean time, validity, reliability and facility value, discrimination index, point biserial value, distracter analysis of three different option formats. Students score more ( P = 0.000) and took less time ( P = 0.009) for the completion of three options as compared to four options and five options groups. Facility value was more ( P = 0.004) in three options group as compared to four and five options groups. There was no significant difference between three groups for the validity, reliability, and item discrimination. Nonfunctioning distracters were more in the four and five options group as compared to three option group. Assessment based on three option MCQs is can be preferred over four option and five option MCQs.

Analysis test of understanding of vectors with the three-parameter logistic model of item response theory and item response curves technique

NASA Astrophysics Data System (ADS)

Rakkapao, Suttida; Prasitpong, Singha; Arayathanitkul, Kwan

2016-12-01

This study investigated the multiple-choice test of understanding of vectors (TUV), by applying item response theory (IRT). The difficulty, discriminatory, and guessing parameters of the TUV items were fit with the three-parameter logistic model of IRT, using the parscale program. The TUV ability is an ability parameter, here estimated assuming unidimensionality and local independence. Moreover, all distractors of the TUV were analyzed from item response curves (IRC) that represent simplified IRT. Data were gathered on 2392 science and engineering freshmen, from three universities in Thailand. The results revealed IRT analysis to be useful in assessing the test since its item parameters are independent of the ability parameters. The IRT framework reveals item-level information, and indicates appropriate ability ranges for the test. Moreover, the IRC analysis can be used to assess the effectiveness of the test's distractors. Both IRT and IRC approaches reveal test characteristics beyond those revealed by the classical analysis methods of tests. Test developers can apply these methods to diagnose and evaluate the features of items at various ability levels of test takers.

Endogenous Formation of Preferences: Choices Systematically Change Willingness-to-Pay for Goods

ERIC Educational Resources Information Center

Voigt, Katharina; Murawski, Carsten; Bode, Stefan

2017-01-01

Standard decision theory assumes that choices result from stable preferences. This position has been challenged by claims that the act of choosing between goods may alter preferences. To test this claim, we investigated in three experiments whether choices between equally valued snack food items can systematically shape preferences. We directly…

Developing Form Assembly Specifications for Exams with Multiple Choice and Constructed Response Items: Balancing Reliability and Validity Concerns

ERIC Educational Resources Information Center

Hendrickson, Amy; Patterson, Brian; Ewing, Maureen

2010-01-01

The psychometric considerations and challenges associated with including constructed response items on tests are discussed along with how these issues affect the form assembly specifications for mixed-format exams. Reliability and validity, security and fairness, pretesting, content and skills coverage, test length and timing, weights, statistical…

Effects of Test Format, Self Concept and Anxiety on Item Response Changing Behaviour

ERIC Educational Resources Information Center

Afolabi, E. R. I.

2007-01-01

The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

A Comparison of Alternate-Choice and True-False Item Forms Used in Classroom Examinations.

ERIC Educational Resources Information Center

Maihoff, N. A.; Mehrens, Wm. A.

A comparison is presented of alternate-choice and true-false item forms used in an undergraduate natural science course. The alternate-choice item is a modified two-choice multiple-choice item in which the two responses are included within the question stem. This study (1) compared the difficulty level, discrimination level, reliability, and…

Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

NASA Astrophysics Data System (ADS)

Beggrow, Elizabeth P.; Ha, Minsu; Nehm, Ross H.; Pearl, Dennis; Boone, William J.

2014-02-01

The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students' written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students' normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding than the multiple-choice assessment. These findings demonstrate the great potential of machine-learning tools for assessing key scientific practices highlighted in the new Framework for Science Education.

Examining Two Strategies to Link Mixed-Format Tests Using Multiple-Choice Anchors. Research Report. ETS RR-10-18

ERIC Educational Resources Information Center

Walker, Michael E.; Kim, Sooyeon

2010-01-01

This study examined the use of an all multiple-choice (MC) anchor for linking mixed format tests containing both MC and constructed-response (CR) items, in a nonequivalent groups design. An MC-only anchor could effectively link two such test forms if either (a) the MC and CR portions of the test measured the same construct, so that the MC anchor…

Accommodations for Multiple Choice Tests

ERIC Educational Resources Information Center

Trammell, Jack

2011-01-01

Students with learning or learning-related disabilities frequently struggle with multiple choice assessments due to difficulty discriminating between items, filtering out distracters, and framing a mental best answer. This Practice Brief suggests accommodations and strategies that disability service providers can utilize in conjunction with…

The "None of the Above" Option in Multiple-Choice Testing: An Experimental Study

ERIC Educational Resources Information Center

DiBattista, David; Sinnige-Egger, Jo-Anne; Fortuna, Glenda

2014-01-01

The authors assessed the effects of using "none of the above" as an option in a 40-item, general-knowledge multiple-choice test administered to undergraduate students. Examinees who selected "none of the above" were given an incentive to write the correct answer to the question posed. Using "none of the above" as the…

The promise and challenge of including multimedia items in medical licensure examinations: some insights from an empirical trial.

PubMed

Shen, Linjun; Li, Feiming; Wattleworth, Roberta; Filipetto, Frank

2010-10-01

The Comprehensive Osteopathic Medical Licensing Examination conducted a trial of multimedia items in the 2008-2009 Level 3 testing cycle to determine (1) if multimedia items were able to test additional elements of medical knowledge and skills and (2) how to develop effective multimedia items. Forty-four content-matched multimedia and text multiple-choice items were randomly delivered to Level 3 candidates. Logistic regression and paired-samples t tests were used for pairwise and group-level comparisons, respectively. Nine pairs showed significant differences in either difficulty or/and discrimination. Content analysis found that, if text narrations were less direct, multimedia materials could make items easier. When textbook terminologies were replaced by multimedia presentations, multimedia items could become more difficult. Moreover, a multimedia item was found not uniformly difficult for candidates at different ability levels, possibly because multimedia and text items tested different elements of a same concept. Multimedia items may be capable of measuring some constructs different from what text items can measure. Effective multimedia items with reasonable psychometric properties can be intentionally developed.

Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test

ERIC Educational Resources Information Center

Davison, Mark L.; Biancarosa, Gina; Carlson, Sarah E.; Seipel, Ben; Liu, Bowen

2018-01-01

The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues…

Can Item Analysis of MCQs Accomplish the Need of a Proper Assessment Strategy for Curriculum Improvement in Medical Education?

ERIC Educational Resources Information Center

Pawade, Yogesh R.; Diwase, Dipti S.

2016-01-01

Item analysis of Multiple Choice Questions (MCQs) is the process of collecting, summarizing and utilizing information from students' responses to evaluate the quality of test items. Difficulty Index (p-value), Discrimination Index (DI) and Distractor Efficiency (DE) are the parameters which help to evaluate the quality of MCQs used in an…

Use of Jackknifing to Evaluate Effects of Anchor Item Selection on Equating with the Nonequivalent Groups with Anchor Test (NEAT) Design. Research Report. ETS RR-15-10

ERIC Educational Resources Information Center

Lu, Ru; Haberman, Shelby; Guo, Hongwen; Liu, Jinghua

2015-01-01

In this study, we apply jackknifing to anchor items to evaluate the impact of anchor selection on equating stability. In an ideal world, the choice of anchor items should have little impact on equating results. When this ideal does not correspond to reality, selection of anchor items can strongly influence equating results. This influence does not…

Physics 300 Provincial Examination.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This document consists of the physics 300 provincial examination (English version), a separate "provincial summary report" on the results of giving the test, and a separate French language version of the examination. This physics examination contains a 53-item multiple choice section and an 12 item free response section. Subsections of…

Marine Education Knowledge Inventory.

ERIC Educational Resources Information Center

Hounshell, Paul B.; Hampton, Carolyn

This 35-item, multiple-choice Marine Education Knowledge Inventory was developed for use in upper elementary/middle schools to measure a student's knowledge of marine science. Content of test items is drawn from oceanography, ecology, earth science, navigation, and the biological sciences (focusing on marine animals). Steps in the construction of…

Changing value through cued approach: An automatic mechanism of behavior change

PubMed Central

Schonberg, Tom; Bakkour, Akram; Hover, Ashleigh M.; Mumford, Jeanette A.; Nagar, Lakshya; Perez, Jacob; Poldrack, Russell A.

2014-01-01

It is believed that choice behavior reveals the underlying value of goods. The subjective values of stimuli can be changed through reward-based learning mechanisms as well as by modifying the description of the decision problem, but it has yet to be shown that preferences can be manipulated by perturbing intrinsic values of individual items. Here we show that the value of food items can be modulated by the concurrent presentation of an irrelevant auditory cue to which subjects must make a simple motor response (i.e. cue-approach training). Follow-up tests show that the effects of this pairing on choice lasted at least two months after prolonged training. Eye-tracking during choice confirmed that cue-approach training increased attention to the cued items. Neuroimaging revealed the neural signature of a value change in the form of amplified preference-related activity in ventromedial prefrontal cortex. PMID:24609465

Food Choices of Minority and Low-Income Employees

PubMed Central

Levy, Douglas E.; Riis, Jason; Sonnenberg, Lillian M.; Barraclough, Susan J.; Thorndike, Anne N.

2012-01-01

Background Effective strategies are needed to address obesity, particularly among minority and low-income individuals. Purpose To test whether a two-phase point-of-purchase intervention improved food choices across racial, socioeconomic (job type) groups. Design A 9-month longitudinal study from 2009 to 2010 assessing person-level changes in purchases of healthy and unhealthy foods following sequentially introduced interventions. Data were analyzed in 2011. Setting/participants Participants were 4642 employees of a large hospital in Boston MA who were regular cafeteria patrons. Interventions The first intervention was a traffic light–style color-coded labeling system encouraging patrons to purchase healthy items (labeled green) and avoid unhealthy items (labeled red). The second intervention manipulated “choice architecture” by physically rearranging certain cafeteria items, making green-labeled items more accessible, red-labeled items less accessible. Main outcome measures Proportion of green- (or red-) labeled items purchased by an employee. Subanalyses tracked beverage purchases, including calories and price per beverage. Results Employees self-identified as white (73%), black (10%), Latino (7%), and Asian (10%). Compared to white employees, Latino and black employees purchased a higher proportion of red items at baseline (18%, 28%, and 33%, respectively, p<0.001) and a lower proportion of green (48%, 38%, and 33%, p<0.001). Labeling decreased all employees’ red item purchases (−11.2% [95% CI= −13.6%, −8.9%]) and increased green purchases (6.6% [95% CI=5.2%, 7.9%]). Red beverage purchases decreased most (−23.8% [95% CI= −28.1%, −19.6%]). The choice architecture intervention further decreased red purchases after the labeling. Intervention effects were similar across all race/ethnicity and job types (p>0.05 for interaction between race or job type and intervention). Mean calories per beverage decreased similarly over the study period for all racial groups and job types, with no increase in per-beverage spending. Conclusions Despite baseline differences in healthy food purchases, a simple color-coded labeling and choice architecture intervention improved food and beverage choices among employees from all racial and socioeconomic backgrounds. PMID:22898116

Food choices of minority and low-income employees: a cafeteria intervention.

PubMed

Levy, Douglas E; Riis, Jason; Sonnenberg, Lillian M; Barraclough, Susan J; Thorndike, Anne N

2012-09-01

Effective strategies are needed to address obesity, particularly among minority and low-income individuals. To test whether a two-phase point-of-purchase intervention improved food choices across racial, socioeconomic (job type) groups. A 9-month longitudinal study from 2009 to 2010 assessing person-level changes in purchases of healthy and unhealthy foods following sequentially introduced interventions. Data were analyzed in 2011. Participants were 4642 employees of a large hospital in Boston MA who were regular cafeteria patrons. The first intervention was a traffic light-style color-coded labeling system encouraging patrons to purchase healthy items (labeled green) and avoid unhealthy items (labeled red). The second intervention manipulated "choice architecture" by physically rearranging certain cafeteria items, making green-labeled items more accessible and red-labeled items less accessible. Proportion of green- (or red-) labeled items purchased by an employee. Subanalyses tracked beverage purchases, including calories and price per beverage. Employees self-identified as white (73%); black (10%); Latino (7%); and Asian (10%). Compared to white employees, Latino and black employees purchased a higher percentage of red items at baseline (18%, 28%, and 33%, respectively, p<0.001) and a lower percentage of green (48%, 38%, and 33%, p<0.001). Labeling decreased all employees' red item purchases (-11.2%, 95% CI= -13.6%, -8.9%) and increased green purchases (6.6%, 95% CI=5.2%, 7.9%). Red beverage purchases decreased most (-23.8%, 95% CI= -28.1%, -19.6%). The choice architecture intervention further decreased red purchases after the labeling. Intervention effects were similar across all race/ethnicity and job types (p>0.05 for interaction between race or job type and intervention). Mean calories per beverage decreased similarly over the study period for all racial groups and job types, with no increase in per-beverage spending. Despite baseline differences in healthy food purchases, a simple color-coded labeling and choice architecture intervention improved food and beverage choices among employees from all racial and socioeconomic backgrounds. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Welch Science Process Inventory, Form D. Revised.

ERIC Educational Resources Information Center

Welch, Wayne W.

This inventory, developed for use with the Harvard Project Physics curriculum, consists of 135 two-choice (agree-disagree) items. Items cover perceptions of the role of scientists, the nature and functions of theories, underlying assumptions made by scientists, and other aspects of the scientific process. The test is suitable for high school…

Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Ardiansah; Masykuri, M.; Rahardjo, S. B.

2018-04-01

Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

Intertemporal choice in lemurs.

PubMed

Stevens, Jeffrey R; Mühlhoff, Nelly

2012-02-01

Different species vary in their ability to wait for delayed rewards in intertemporal choice tasks. Models of rate maximization account for part of this variation, but other factors such as social structure and feeding ecology seem to underly some species differences. Though studies have evaluated intertemporal choice in several primate species, including Old World monkeys, New World monkeys, and apes, prosimians have not been tested. This study investigated intertemporal choices in three species of lemur (black-and-white ruffed lemurs, Varecia variegata, red ruffed lemurs, Varecia rubra, and black lemurs, Eulemur macaco) to assess how they compare to other primate species and whether their choices are consistent with rate maximization. We offered lemurs a choice between two food items available immediately and six food items available after a delay. We found that by adjusting the delay to the larger reward, the lemurs were indifferent between the two options at a mean delay of 17 s, ranging from 9 to 25 s. These data are comparable to data collected from common marmosets (Callithrix jacchus). The lemur data were not consistent with models of rate maximization. The addition of lemurs to the list of species tested in these tasks will help uncover the role of life history and socio-ecological factors influencing intertemporal choices. Copyright © 2011 Elsevier B.V. All rights reserved.

High School Students' Concepts of Acids and Bases.

ERIC Educational Resources Information Center

Ross, Bertram H. B.

An investigation of Ontario high school students' understanding of acids and bases with quantitative and qualitative methods revealed misconceptions. A concept map, based on the objectives of the Chemistry Curriculum Guideline, generated multiple-choice items and interview questions. The multiple-choice test was administered to 34 grade 12…

Optimal foraging by birds: feeder-based experiments for secondary and post-secondary students

USDA-ARS?s Scientific Manuscript database

Optimal foraging theory attempts to explain the foraging patterns observed in animals, including their choice of particular food items and foraging locations. Here, we describe three exercises designed to test hypotheses about food choice and foraging habitat preference using bird feeders. These e...

Is It Working? Distractor Analysis Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

NASA Astrophysics Data System (ADS)

Slater, Stephanie

2009-05-01

The Test Of Astronomy STandards (TOAST) assessment instrument is a multiple-choice survey tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) have been conducting a question-by-question distractor analysis procedure to determine the sensitivity and effectiveness of each item. In brief, the frequency each possible answer choice, known as a foil or distractor on a multiple-choice test, is determined and compared to the existing literature on the teaching and learning of astronomy. In addition to having statistical difficulty and discrimination values, a well functioning assessment item will show students selecting distractors in the relative proportions to how we expect them to respond based on known misconceptions and reasoning difficulties. In all cases, our distractor analysis suggests that all items are functioning as expected. These results add weight to the validity of the Test Of Astronomy STandards (TOAST) assessment instrument, which is designed to help instructors and researchers measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

Configural Frequency Analysis as a Statistical Tool for Developmental Research.

ERIC Educational Resources Information Center

Lienert, Gustav A.; Oeveste, Hans Zur

1985-01-01

Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in developmental psychology. Stability and change in answers to multiple choice and yes-no item patterns obtained with repeated measurements are identified by CFA and illustrated by developmental analysis of an item from Gorham's Proverb Test. (Author/DWH)

Modeling Polytomous Item Responses Using Simultaneously Estimated Multinomial Logistic Regression Models

ERIC Educational Resources Information Center

Anderson, Carolyn J.; Verkuilen, Jay; Peyton, Buddy L.

2010-01-01

Survey items with multiple response categories and multiple-choice test questions are ubiquitous in psychological and educational research. We illustrate the use of log-multiplicative association (LMA) models that are extensions of the well-known multinomial logistic regression model for multiple dependent outcome variables to reanalyze a set of…

A Study of the Homogeneity of Items Produced From Item Forms Across Different Taxonomic Levels.

ERIC Educational Resources Information Center

Weber, Margaret B.; Argo, Jana K.

This study determined whether item forms ( rules for constructing items related to a domain or set of tasks) would enable naive item writers to generate multiple-choice items at three taxonomic levels--knowledge, comprehension, and application. Students wrote 120 multiple-choice items from 20 item forms, corresponding to educational objectives…

Optimal Foraging by Birds: Experiments for Secondary & Postsecondary Students

ERIC Educational Resources Information Center

Pecor, Keith W.; Lake, Ellen C.; Wund, Matthew A.

2015-01-01

Optimal foraging theory attempts to explain the foraging patterns observed in animals, including their choice of particular food items and foraging locations. We describe three experiments designed to test hypotheses about food choice and foraging habitat preference using bird feeders. These experiments can be used alone or in combination and can…

When Listening Is Better Than Reading: Performance Gains on Cardiac Auscultation Test Questions.

PubMed

Short, Kathleen; Bucak, S Deniz; Rosenthal, Francine; Raymond, Mark R

2018-05-01

In 2007, the United States Medical Licensing Examination embedded multimedia simulations of heart sounds into multiple-choice questions. This study investigated changes in item difficulty as determined by examinee performance over time. The data reflect outcomes obtained following initial use of multimedia items from 2007 through 2012, after which an interface change occurred. A total of 233,157 examinees responded to 1,306 cardiology test items over the six-year period; 138 items included multimedia simulations of heart sounds, while 1,168 text-based items without multimedia served as controls. The authors compared changes in difficulty of multimedia items over time with changes in difficulty of text-based cardiology items over time. Further, they compared changes in item difficulty for both groups of items between graduates of Liaison Committee on Medical Education (LCME)-accredited and non-LCME-accredited (i.e., international) medical schools. Examinee performance on cardiology test items with multimedia heart sounds improved by 12.4% over the six-year period, while performance on text-based cardiology items improved by approximately 1.4%. These results were similar for graduates of LCME-accredited and non-LCME-accredited medical schools. Examinees' ability to interpret auscultation findings in test items that include multimedia presentations increased from 2007 to 2012.

Training impulsive choices for healthy and sustainable food.

PubMed

Veling, Harm; Chen, Zhang; Tombrock, Merel C; Verpaalen, Iris A M; Schmitz, Laura I; Dijksterhuis, Ap; Holland, Rob W

2017-06-01

Many people find it hard to change their dietary choices. Food choice often occurs impulsively, without deliberation, and it has been unclear whether impulsive food choice can be experimentally created. Across 3 exploratory and 2 confirmatory preregistered experiments we examined whether impulsive food choice can be trained. Participants were cued to make motor responses upon the presentation of, among others, healthy and sustainable food items. They subsequently selected these food items more often for actual consumption when they needed to make their choices impulsively as a result of time pressure. This effect disappeared when participants were asked to think about their choices, merely received more time to make their choices, or when choosing required attention to alternatives. Participants preferred high to low valued food items under time pressure and without time pressure, suggesting that the impulsive choices reflect valid preferences. These findings demonstrate that it is possible to train impulsive choices for food items while leaving deliberative choices for these items unaffected, and connect research on attention training to dual-process theories of decision making. The present research suggests that attention training may lead to behavioral change only when people behave impulsively. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Investigating High School Students' Understanding of Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Treagust, David F.; Mocerino, Mauro; Won, Mihye; Chandrasegaran, A. L.

2015-01-01

This study investigated the year 12 students' (N = 56) understanding of chemical equilibrium concepts after instruction using two conceptual tests, the "Chemical Equilibrium Conceptual Test 1" ("CECT-1") consisting of nine two-tier multiple-choice items and the "Chemical Equilibrium Conceptual Test 2"…

An item response curves analysis of the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Morris, Gary A.; Harshman, Nathan; Branum-Martin, Lee; Mazur, Eric; Mzoughi, Taha; Baker, Stephen D.

2012-09-01

Several years ago, we introduced the idea of item response curves (IRC), a simplistic form of item response theory (IRT), to the physics education research community as a way to examine item performance on diagnostic instruments such as the Force Concept Inventory (FCI). We noted that a full-blown analysis using IRT would be a next logical step, which several authors have since taken. In this paper, we show that our simple approach not only yields similar conclusions in the analysis of the performance of items on the FCI to the more sophisticated and complex IRT analyses but also permits additional insights by characterizing both the correct and incorrect answer choices. Our IRC approach can be applied to a variety of multiple-choice assessments but, as applied to a carefully designed instrument such as the FCI, allows us to probe student understanding as a function of ability level through an examination of each answer choice. We imagine that physics teachers could use IRC analysis to identify prominent misconceptions and tailor their instruction to combat those misconceptions, fulfilling the FCI authors' original intentions for its use. Furthermore, the IRC analysis can assist test designers to improve their assessments by identifying nonfunctioning distractors that can be replaced with distractors attractive to students at various ability levels.

Examining Gender DIF on a Multiple-Choice Test of Mathematics: A Confirmatory Approach.

ERIC Educational Resources Information Center

Ryan, Katherine E.; Fan, Meichu

1996-01-01

Results for 3,244 female and 3,033 male junior high school students from the Second International Mathematics Study show that applied items in algebra, geometry, and computation were easier for males but arithmetic items were differentially easier for females. Implications of these findings for assessment and instruction are discussed. (SLD)

The Impact of Kentucky's Educational Reform Act on Writing throughout the Commonwealth.

ERIC Educational Resources Information Center

Harnack, Andrew; And Others

1994-01-01

The central role of writing in Kentucky's Education Reform Act is most evident in Kentucky's new assessment system, which employs writing on all levels. Even tests that have recently included multiple-choice items may be replaced by response items that require students to apply knowledge, concepts, and skills in a writing format. Writing itself is…

Crows spontaneously exhibit analogical reasoning.

PubMed

Smirnova, Anna; Zorina, Zoya; Obozova, Tanya; Wasserman, Edward

2015-01-19

Analogical reasoning is vital to advanced cognition and behavioral adaptation. Many theorists deem analogical thinking to be uniquely human and to be foundational to categorization, creative problem solving, and scientific discovery. Comparative psychologists have long been interested in the species generality of analogical reasoning, but they initially found it difficult to obtain empirical support for such thinking in nonhuman animals (for pioneering efforts, see [2, 3]). Researchers have since mustered considerable evidence and argument that relational matching-to-sample (RMTS) effectively captures the essence of analogy, in which the relevant logical arguments are presented visually. In RMTS, choice of test pair BB would be correct if the sample pair were AA, whereas choice of test pair EF would be correct if the sample pair were CD. Critically, no items in the correct test pair physically match items in the sample pair, thus demanding that only relational sameness or differentness is available to support accurate choice responding. Initial evidence suggested that only humans and apes can successfully learn RMTS with pairs of sample and test items; however, monkeys have subsequently done so. Here, we report that crows too exhibit relational matching behavior. Even more importantly, crows spontaneously display relational responding without ever having been trained on RMTS; they had only been trained on identity matching-to-sample (IMTS). Such robust and uninstructed relational matching behavior represents the most convincing evidence yet of analogical reasoning in a nonprimate species, as apes alone have spontaneously exhibited RMTS behavior after only IMTS training. Copyright © 2015 Elsevier Ltd. All rights reserved.

Cognitive dissonance resolution is related to episodic memory.

PubMed

Salti, Moti; El Karoui, Imen; Maillet, Mathurin; Naccache, Lionel

2014-01-01

The notion that our past choices affect our future behavior is certainly one of the most influential concepts of social psychology since its first experimental report in the 50 s, and its initial theorization by Festinger within the "cognitive dissonance" framework. Using the free choice paradigm (FCP), it was shown that choosing between two similarly rated items made subjects reevaluate the chosen items as more attractive and the rejected items as less attractive. However, in 2010 a major work by Chen and Risen revealed a severe statistical flaw casting doubt on most previous studies. Izuma and colleagues (2010) supplemented the traditional FCP with original control conditions and concluded that the effect observed could not be solely attributed to this methodological flaw. In the present work we aimed at establishing the existence of genuine choice-induced preference change and characterizing this effect. To do so, we replicated Izuma et al.' study and added a new important control condition which was absent from the original study. Moreover, we added a memory test in order to measure the possible relation between episodic memory of choices and observed behavioral effects. In two experiments we provide experimental evidence supporting genuine choice-induced preference change obtained with FCP. We also contribute to the understanding of the phenomenon by showing that choice-induced preference change effects are strongly correlated with episodic memory.

Cognitive Dissonance Resolution Is Related to Episodic Memory

PubMed Central

Maillet, Mathurin; Naccache, Lionel

2014-01-01

The notion that our past choices affect our future behavior is certainly one of the most influential concepts of social psychology since its first experimental report in the 50 s, and its initial theorization by Festinger within the “cognitive dissonance” framework. Using the free choice paradigm (FCP), it was shown that choosing between two similarly rated items made subjects reevaluate the chosen items as more attractive and the rejected items as less attractive. However, in 2010 a major work by Chen and Risen revealed a severe statistical flaw casting doubt on most previous studies. Izuma and colleagues (2010) supplemented the traditional FCP with original control conditions and concluded that the effect observed could not be solely attributed to this methodological flaw. In the present work we aimed at establishing the existence of genuine choice-induced preference change and characterizing this effect. To do so, we replicated Izuma et al.’ study and added a new important control condition which was absent from the original study. Moreover, we added a memory test in order to measure the possible relation between episodic memory of choices and observed behavioral effects. In two experiments we provide experimental evidence supporting genuine choice-induced preference change obtained with FCP. We also contribute to the understanding of the phenomenon by showing that choice-induced preference change effects are strongly correlated with episodic memory. PMID:25264950

Pursuing the Qualities of a "Good" Test

ERIC Educational Resources Information Center

Coniam, David

2014-01-01

This article examines the issue of the quality of teacher-produced tests, limiting itself in the current context to objective, multiple-choice tests. The article investigates a short, two-part 20-item English language test. After a brief overview of the key test qualities of reliability and validity, the article examines the two subtests in terms…

Physics Achievement Test.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

This document is an evaluation instrument developed as a part of Harvard Project Physics (HPP). It consists of a 36-item, multiple choice (five options) Physics Achievement Test (PAT) designed to measure general knowledge of physics as well as the material emphasized in HPP. (PEB)

Multiple Choice Questions Can Be Designed or Revised to Challenge Learners' Critical Thinking

ERIC Educational Resources Information Center

Tractenberg, Rochelle E.; Gushta, Matthew M.; Mulroney, Susan E.; Weissinger, Peggy A.

2013-01-01

Multiple choice (MC) questions from a graduate physiology course were evaluated by cognitive-psychology (but not physiology) experts, and analyzed statistically, in order to test the independence of content expertise and cognitive complexity ratings of MC items. Integration of higher order thinking into MC exams is important, but widely known to…

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

PubMed

Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

Preference index supported by motivation tests in Nile tilapia

PubMed Central

2017-01-01

The identification of animal preferences is assumed to provide better rearing environments for the animals in question. Preference tests focus on the frequency of approaches or the time an animal spends in proximity to each item of the investigated resource during a multiple-choice trial. Recently, a preference index (PI) was proposed to differentiate animal preferences from momentary responses (Sci Rep, 2016, 6:28328, DOI: 10.1038/srep28328). This index also quantifies the degree of preference for each item. Each choice response is also weighted, with the most recent responses weighted more heavily, but the index includes the entire bank of tests, and thus represents a history-based approach. In this study, we compared this PI to motivation tests, which consider how much effort is expended to access a resource. We performed choice tests over 7 consecutive days for 34 Nile tilapia fish that presented with different colored compartments in each test. We first detected the preferred and non-preferred colors of each fish using the PI and then tested their motivation to reach these compartments. We found that fish preferences varied individually, but the results were consistent with the motivation profiles, as individual fish were more motivated (the number of touches made on transparent, hinged doors that prevented access to the resource) to access their preferred items. On average, most of the 34 fish avoided the color yellow and showed less motivation to reach yellow and red colors. The fish also exhibited greater motivation to access blue and green colors (the most preferred colors). These results corroborate the PI as a reliable tool for the identification of animal preferences. We recommend this index to animal keepers and researchers to identify an animal’s preferred conditions. PMID:28426689

Preference index supported by motivation tests in Nile tilapia.

PubMed

Maia, Caroline Marques; Volpato, Gilson Luiz

2017-01-01

The identification of animal preferences is assumed to provide better rearing environments for the animals in question. Preference tests focus on the frequency of approaches or the time an animal spends in proximity to each item of the investigated resource during a multiple-choice trial. Recently, a preference index (PI) was proposed to differentiate animal preferences from momentary responses (Sci Rep, 2016, 6:28328, DOI: 10.1038/srep28328). This index also quantifies the degree of preference for each item. Each choice response is also weighted, with the most recent responses weighted more heavily, but the index includes the entire bank of tests, and thus represents a history-based approach. In this study, we compared this PI to motivation tests, which consider how much effort is expended to access a resource. We performed choice tests over 7 consecutive days for 34 Nile tilapia fish that presented with different colored compartments in each test. We first detected the preferred and non-preferred colors of each fish using the PI and then tested their motivation to reach these compartments. We found that fish preferences varied individually, but the results were consistent with the motivation profiles, as individual fish were more motivated (the number of touches made on transparent, hinged doors that prevented access to the resource) to access their preferred items. On average, most of the 34 fish avoided the color yellow and showed less motivation to reach yellow and red colors. The fish also exhibited greater motivation to access blue and green colors (the most preferred colors). These results corroborate the PI as a reliable tool for the identification of animal preferences. We recommend this index to animal keepers and researchers to identify an animal's preferred conditions.

Set-fit effects in choice.

PubMed

Evers, Ellen R K; Inbar, Yoel; Zeelenberg, Marcel

2014-04-01

In 4 experiments, we investigate how the "fit" of an item with a set of similar items affects choice. We find that people have a notion of a set that "fits" together--one where all items are the same, or all items differ, on salient attributes. One consequence of this notion is that in addition to preferences over the set's individual items, choice reflects set-fit. This leads to predictable shifts in preferences, sometimes even resulting in people choosing normatively inferior options over superior ones.

Nested Logit Models for Multiple-Choice Item Response Data

ERIC Educational Resources Information Center

Suh, Youngsuk; Bolt, Daniel M.

2010-01-01

Nested logit item response models for multiple-choice data are presented. Relative to previous models, the new models are suggested to provide a better approximation to multiple-choice items where the application of a solution strategy precedes consideration of response options. In practice, the models also accommodate collapsibility across all…

Development and psychometric testing of an instrument to compare career choice influences and perceptions of nursing among healthcare students.

PubMed

Liaw, Sok Ying; Wu, Ling Ting; Lopez, Violeta; Chow, Yeow Leng; Lim, Siriwan; Holroyd, Eleanor; Tan, Khoon Kiat; Wang, Wenru

2017-04-27

With the availability of more healthcare courses and an increased intake of nursing students, education institutions are facing challenges to attract school leavers to enter nursing courses. The comparison of career choice influences and perception of nursing among healthcare students can provide information for recruitment strategies. An instrument to compare the influences of healthcare career choice is lacking. The purpose of this study is to develop and evaluate the psychometric properties of an instrument to compare the influences of healthcare career choice with perceptions of nursing as a career choice. The study was conducted in two phases. In phase one, two sets of scales with parallel items that measure the influences of healthcare career choice and perceptions of nursing as a career choice were developed through an earlier qualitative study, literature review, and expert validation. Phase two involved testing the construct validity, concurrent validity and reliability with a convenience sample of 283 first year healthcare students who were recruited at two education institutions in Singapore. An exploratory factor analysis revealed 35-parallel items in a six-factor solution (personal interest, prior healthcare exposure, self-efficacy, perceived nature of work, job prospects, and social influences) that explained 59 and 64% of the variance for healthcare career choice and nursing as a career choice respectively. A high correlation (r = 0.76, p < 0.001) was obtained with an existing tool, confirming the concurrent validity. The internal consistency was sufficient with Cronbach's alpha of 0.93 for healthcare career choice and 0.94 for nursing as a career choice. The test-retest reliability was acceptable with an Intraclass Correlation Coefficient of 0.63 for healthcare career choice and 0.60 for nursing as a career choice. The instrument provides opportunities for understanding the differences between influences of healthcare career choice and perceptions of nursing as a career choice. This comparative understanding of career choice influences can guide educator and policy-makers on nursing recruitment.

Decision making under internal uncertainty: the case of multiple-choice tests with different scoring rules.

PubMed

Bereby-Meyer, Yoella; Meyer, Joachim; Budescu, David V

2003-02-01

This paper assesses framing effects on decision making with internal uncertainty, i.e., partial knowledge, by focusing on examinees' behavior in multiple-choice (MC) tests with different scoring rules. In two experiments participants answered a general-knowledge MC test that consisted of 34 solvable and 6 unsolvable items. Experiment 1 studied two scoring rules involving Positive (only gains) and Negative (only losses) scores. Although answering all items was the dominating strategy for both rules, the results revealed a greater tendency to answer under the Negative scoring rule. These results are in line with the predictions derived from Prospect Theory (PT) [Econometrica 47 (1979) 263]. The second experiment studied two scoring rules, which allowed respondents to exhibit partial knowledge. Under the Inclusion-scoring rule the respondents mark all answers that could be correct, and under the Exclusion-scoring rule they exclude all answers that might be incorrect. As predicted by PT, respondents took more risks under the Inclusion rule than under the Exclusion rule. The results illustrate that the basic process that underlies choice behavior under internal uncertainty and especially the effect of framing is similar to the process of choice under external uncertainty and can be described quite accurately by PT. Copyright 2002 Elsevier Science B.V.

High time for a change: psychometric analysis of multiple-choice questions in nursing.

PubMed

Redmond, Sandra P; Hartigan-Rogers, Jackie A; Cobbett, Shelley

2012-11-26

Nurse educators teach students to develop an informed nursing practice but can educators claim the same grounding in the available evidence when formulating multiple-choice assessment tools to evaluate student learning? Multiple-choice questions are a popular assessment format within nursing education. While widely accepted as a credible format to assess student knowledge across disciplines, debate exists among educators regarding the number of options necessary to adequately test cognitive reasoning and optimal discrimination between student abilities. The purpose of this quasi-experimental between groups study was to examine the psychometric properties of three option multiple-choice questions when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or the mean examination scores when multiple-choice test questions were administered with three versus four option answer choices. This study provides additional guidance for nurse educators to assist in improving multiple-choice question writing and test design.

Discrete-Slots Models of Visual Working-Memory Response Times

PubMed Central

Donkin, Christopher; Nosofsky, Robert M.; Gold, Jason M.; Shiffrin, Richard M.

2014-01-01

Much recent research has aimed to establish whether visual working memory (WM) is better characterized by a limited number of discrete all-or-none slots or by a continuous sharing of memory resources. To date, however, researchers have not considered the response-time (RT) predictions of discrete-slots versus shared-resources models. To complement the past research in this field, we formalize a family of mixed-state, discrete-slots models for explaining choice and RTs in tasks of visual WM change detection. In the tasks under investigation, a small set of visual items is presented, followed by a test item in 1 of the studied positions for which a change judgment must be made. According to the models, if the studied item in that position is retained in 1 of the discrete slots, then a memory-based evidence-accumulation process determines the choice and the RT; if the studied item in that position is missing, then a guessing-based accumulation process operates. Observed RT distributions are therefore theorized to arise as probabilistic mixtures of the memory-based and guessing distributions. We formalize an analogous set of continuous shared-resources models. The model classes are tested on individual subjects with both qualitative contrasts and quantitative fits to RT-distribution data. The discrete-slots models provide much better qualitative and quantitative accounts of the RT and choice data than do the shared-resources models, although there is some evidence for “slots plus resources” when memory set size is very small. PMID:24015956

Meatcutting Testbook, Part I.

ERIC Educational Resources Information Center

Strazicich, Mirko, Ed.

This document contains objective tests for each lesson in the Meatcutting Workbook, Part I (see note), which is designed for apprenticeship programs in meatcutting in California. Each of the 36 tests contains from 10 to 45 multiple-choice items. The tests are grouped according to the eight units of the workbook: the apprentice meatcutter; applied…

Using Likert-type and ipsative/forced choice items in sequence to generate a preference.

PubMed

Ried, L Douglas

2014-01-01

Collaboration and implementation of a minimum, standardized set of core global educational and professional competencies seems appropriate given the expanding international evolution of pharmacy practice. However, winnowing down hundreds of competencies from a plethora of local, national and international competency frameworks to select the most highly preferred to be included in the core set is a daunting task. The objective of this paper is to describe a combination of strategies used to ascertain the most highly preferred items among a large number of disparate items. In this case, the items were >100 educational and professional competencies that might be incorporated as the core components of new and existing competency frameworks. Panelists (n = 30) from the European Union (EU) and United States (USA) were chosen to reflect a variety of practice settings. Each panelist completed two electronic surveys. The first survey presented competencies in a Likert-type format and the second survey presented many of the same competencies in an ipsative/forced choice format. Item mean scores were calculated for each competency, the competencies were ranked, and non-parametric statistical tests were used to ascertain the consistency in the rankings achieved by the two strategies. This exploratory study presented over 100 competencies to the panelists in the beginning. The two methods provided similar results, as indicated by the significant correlation between the rankings (Spearman's rho = 0.30, P < 0.09). A two-step strategy using Likert-type and ipsative/forced choice formats in sequence, appears to be useful in a situation where a clear preference is required from among a large number of choices. The ipsative/forced choice format resulted in some differences in the competency preferences because the panelists could not rate them equally by design. While this strategy was used for the selection of professional educational competencies in this exploratory study, it is applicable in other situations where a smaller set of highly preferred items might be selected from a large list of choices in other areas of inquiry (e.g., patient reported outcomes). Copyright © 2014 Elsevier Inc. All rights reserved.

An Investigation of the Accuracy of Alternative Methods of True Score Estimation in High-Stakes Mixed-Format Examinations.

ERIC Educational Resources Information Center

Klinger, Don A.; Rogers, W. Todd

2003-01-01

The estimation accuracy of procedures based on classical test score theory and item response theory (generalized partial credit model) were compared for examinations consisting of multiple-choice and extended-response items. Analysis of British Columbia Scholarship Examination results found an error rate of about 10 percent for both methods, with…

Attainment of Selected Earth Science Concepts by Texas High School Seniors.

ERIC Educational Resources Information Center

Rollins, Mavis M.; And Others

The purpose of this study was to determine whether high school seniors (N=492) had attained each of five selected earth science concepts and if said attainment was influenced by the number of science courses completed. A 72-item, multiple-choice format test (12 items for each concept) was developed and piloted previous to this study to measure…

An Alternative to the 3PL: Using Asymmetric Item Characteristic Curves to Address Guessing Effects

ERIC Educational Resources Information Center

Lee, Sora; Bolt, Daniel M.

2018-01-01

Both the statistical and interpretational shortcomings of the three-parameter logistic (3PL) model in accommodating guessing effects on multiple-choice items are well documented. We consider the use of a residual heteroscedasticity (RH) model as an alternative, and compare its performance to the 3PL with real test data sets and through simulation…

Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

ERIC Educational Resources Information Center

Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

On the Role of Individual Items in Recognition Memory and Metacognition: Challenges for Signal Detection Theory

ERIC Educational Resources Information Center

Busey, Thomas A.; Arici, Anne

2009-01-01

The authors tested the role of individual items in recognition memory using a forced-choice paradigm with face stimuli. They constructed distractor stimuli using morphing procedures that were similar to two parent faces and then compared a studied morph against an unstudied morph that was similar to two studied parents. The similarity of the…

Item analysis of university-wide multiple choice objective examinations: the experience of a Nigerian private university.

PubMed

Odukoya, Jonathan A; Adekeye, Olajide; Igbinoba, Angie O; Afolabi, A

2018-01-01

Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for 'doing it rightly' is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112-1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized.

Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C.

2011-01-01

This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item…

Multiple Choice Items: How to Gain the Most out of Them.

ERIC Educational Resources Information Center

Talmir, Pinchas

1991-01-01

Describes how multiple-choice items can be designed and used as an effective diagnostic tool by avoiding their pitfalls and by taking advantage of their potential benefits. The following issues are discussed: correct' versus best answers; construction of diagnostic multiple-choice items; the problem of guessing; the use of justifications of…

Instrument Formatting with Computer Data Entry in Mind.

ERIC Educational Resources Information Center

Boser, Judith A.; And Others

Different formats for four types of research items were studied for ease of computer data entry. The types were: (1) numeric response items; (2) individual multiple choice items; (3) multiple choice items with the same response items; and (4) card column indicator placement. Each of the 13 experienced staff members of a major university's Data…

Using Multigroup Confirmatory Factor Analysis to Test Measurement Invariance in Raters: A Clinical Skills Examination Application

ERIC Educational Resources Information Center

Kahraman, Nilufer; Brown, Crystal B.

2015-01-01

Psychometric models based on structural equation modeling framework are commonly used in many multiple-choice test settings to assess measurement invariance of test items across examinee subpopulations. The premise of the current article is that they may also be useful in the context of performance assessment tests to test measurement invariance…

Defining value through quantity and quality-Chimpanzees (Pan troglodytes) undervalue food quantities when items are broken.

PubMed

Parrish, Audrey E; Evans, Theodore A; Beran, Michael J

2015-02-01

Decision-making largely is influenced by the relative value of choice options, and the value of such options can be determined by a combination of different factors (e.g., the quantity, size, or quality of a stimulus). In this study, we examined the competing influences of quantity (i.e., the number of food items in a set) and quality (i.e., the original state of a food item) of choice items on chimpanzees' food preferences in a two-option natural choice paradigm. In Experiment 1, chimpanzees chose between sets of food items that were either entirely whole or included items that were broken into pieces before being shown to the chimpanzees. Chimpanzees exhibited a bias for whole food items even when such choice options consisted of a smaller overall quantity of food than the sets containing broken items. In Experiment 2, chimpanzees chose between sets of entirely whole food items and sets of initially whole items that were subsequently broken in view of the chimpanzees just before choice time. Chimpanzees continued to exhibit a bias for sets of whole items. In Experiment 3, chimpanzees chose between sets of new food items that were initially discrete but were subsequently transformed into a larger cohesive unit. Here, chimpanzees were biased to choose the discrete sets that retained their original qualitative state rather than toward the cohesive or clumped sets. These results demonstrate that beyond a food set's quantity (i.e., the value dimension that accounts for maximization in terms of caloric intake), other seemingly non-relevant features (i.e., quality in terms of a set's original state) affect how chimpanzees assign value to their choice options. Copyright © 2014 Elsevier B.V. All rights reserved.

Rotation Criteria and Hypothesis Testing for Exploratory Factor Analysis: Implications for Factor Pattern Loadings and Interfactor Correlations

ERIC Educational Resources Information Center

Schmitt, Thomas A.; Sass, Daniel A.

2011-01-01

Exploratory factor analysis (EFA) has long been used in the social sciences to depict the relationships between variables/items and latent traits. Researchers face many choices when using EFA, including the choice of rotation criterion, which can be difficult given that few research articles have discussed and/or demonstrated their differences.…

Application of a Utility Analysis to Evaluate a Novel Assessment Tool for Clinically Oriented Physiology and Pharmacology

ERIC Educational Resources Information Center

Cramer, Nicholas; Asmar, Abdo; Gorman, Laurel; Gros, Bernard; Harris, David; Howard, Thomas; Hussain, Mujtaba; Salazar, Sergio; Kibble, Jonathan D.

2016-01-01

Multiple-choice questions are a gold-standard tool in medical school for assessment of knowledge and are the mainstay of licensing examinations. However, multiple-choice questions items can be criticized for lacking the ability to test higher-order learning or integrative thinking across multiple disciplines. Our objective was to develop a novel…

Asymmetry in Student Achievement on Multiple-Choice and Constructed-Response Items in Reversible Mathematics Processes

ERIC Educational Resources Information Center

Sangwin, Christopher J.; Jones, Ian

2017-01-01

In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation.…

Measuring ability to assess claims about treatment effects: a latent trait analysis of items from the ‘Claim Evaluation Tools’ database using Rasch modelling

PubMed Central

Austvoll-Dahlgren, Astrid; Guttersrud, Øystein; Nsangi, Allen; Semakula, Daniel; Oxman, Andrew D

2017-01-01

Background The Claim Evaluation Tools database contains multiple-choice items for measuring people’s ability to apply the key concepts they need to know to be able to assess treatment claims. We assessed items from the database using Rasch analysis to develop an outcome measure to be used in two randomised trials in Uganda. Rasch analysis is a form of psychometric testing relying on Item Response Theory. It is a dynamic way of developing outcome measures that are valid and reliable. Objectives To assess the validity, reliability and responsiveness of 88 items addressing 22 key concepts using Rasch analysis. Participants We administrated four sets of multiple-choice items in English to 1114 people in Uganda and Norway, of which 685 were children and 429 were adults (including 171 health professionals). We scored all items dichotomously. We explored summary and individual fit statistics using the RUMM2030 analysis package. We used SPSS to perform distractor analysis. Results Most items conformed well to the Rasch model, but some items needed revision. Overall, the four item sets had satisfactory reliability. We did not identify significant response dependence between any pairs of items and, overall, the magnitude of multidimensionality in the data was acceptable. The items had a high level of difficulty. Conclusion Most of the items conformed well to the Rasch model’s expectations. Following revision of some items, we concluded that most of the items were suitable for use in an outcome measure for evaluating the ability of children or adults to assess treatment claims. PMID:28550019

Identification of technical item flaws leads to improvement of the quality of single best Multiple Choice Questions.

PubMed

Fayyaz Khan, Humaira; Farooq Danish, Khalid; Saeed Awan, Azra; Anwar, Masood

2013-05-01

The purpose of the study was to identify technical item flaws in the multiple choice questions submitted for the final exams for the years 2009, 2010 and 2011. This descriptive analytical study was carried out in Islamic International Medical College (IIMC). The Data was collected from the MCQ's submitted by the faculty for the final exams for the year 2009, 2010 and 2011. The data was compiled and evaluated by a three member assessment committee. The data was analyzed for frequency and percentages the categorical data was analyzed by chi-square test. Overall percentage of flawed item was 67% for the year 2009 of which 21% were for testwiseness and 40% were for irrelevant difficulty. In year 2010 the total item flaws were 36% and 11% testwiseness and 22% were for irrelevant difficulty. The year 2011 data showed decreased overall flaws of 21%. The flaws of testwisness were 7%, irrelevant difficulty were 11%. Technical item flaws are frequently encountered during MCQ construction, and the identification of flaws leads to improved quality of the single best MCQ's.

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

ERIC Educational Resources Information Center

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

Application of Item Analysis to Assess Multiple-Choice Examinations in the Mississippi Master Cattle Producer Program

ERIC Educational Resources Information Center

Parish, Jane A.; Karisch, Brandi B.

2013-01-01

Item analysis can serve as a useful tool in improving multiple-choice questions used in Extension programming. It can identify gaps between instruction and assessment. An item analysis of Mississippi Master Cattle Producer program multiple-choice examination responses was performed to determine the difficulty of individual examinations, assess the…

Science Library of Test Items. Volume Three. Mastery Testing Programme. Introduction and Manual.

ERIC Educational Resources Information Center

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

A set of short tests aimed at measuring student mastery of specific skills in the natural sciences are presented with a description of the mastery program's purposes, development, and methods. Mastery learning, criterion-referenced testing, and the scope of skills to be tested are defined. Each of the multiple choice tests for grades 7 through 10…

When what we need influences what we see: choice of energetic replenishment is linked with perceived steepness.

PubMed

Taylor-Covill, Guy A H; Eves, Frank F

2014-06-01

The apparent steepness of the locomotor challenge presented by hills and staircases is overestimated in explicit awareness. Experimental evidence suggests the visual system may rescale our conscious experience of steepness in line with available energy resources. Skeptics of this "embodied" view argue that such findings reflect experimental demand. This article tested whether perceived steepness was related to resource choices in the built environment. Travelers in a station estimated the slant angle of a 6.45 m staircase (23.4°) either before (N = 302) or after (N = 109) choosing from a selection of consumable items containing differing levels of energetic resources. Participants unknowingly allocated themselves to a quasi-experimental group based on the energetic resources provided by the item they chose. Consistent with a resource based model, individuals that chose items with a greater energy density, or more rapidly available energy, estimated the staircase as steeper than those opting for items that provided less energetic resources. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Fundamental Fraction Knowledge of Preservice Elementary Teachers: A Cross-National Study in the United States and Taiwan

ERIC Educational Resources Information Center

Luo, Fenqjen; Lo, Jane-Jane; Leu, Yuh-Chyn

2011-01-01

The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States (N = 89) and Taiwan (N = 85). To this end, we examined and compared their performance on an instrument including 15 multiple-choice test items. The items were categorized…

Developing Information Skills Test for Malaysian Youth Students Using Rasch Analysis

ERIC Educational Resources Information Center

Karim, Aidah Abdul; Shah, Parilah M.; Din, Rosseni; Ahmad, Mazalah; Lubis, Maimun Aqhsa

2014-01-01

This study explored the psychometric properties of a locally developed information skills test for youth students in Malaysia using Rasch analysis. The test was a combination of 24 structured and multiple choice items with a 4-point grading scale. The test was administered to 72 technical college students and 139 secondary school students. The…

Construction of Valid and Reliable Test for Assessment of Students

ERIC Educational Resources Information Center

Osadebe, P. U.

2015-01-01

The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…

Construction of Economics Achievement Test for Assessment of Students

ERIC Educational Resources Information Center

Osadebe, P. U.

2014-01-01

The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…

American Sign Language Comprehension Test: A Tool for Sign Language Researchers

ERIC Educational Resources Information Center

Hauser, Peter C.; Paludneviciene, Raylene; Riddle, Wanda; Kurz, Kim B.; Emmorey, Karen; Contreras, Jessica

2016-01-01

The American Sign Language Comprehension Test (ASL-CT) is a 30-item multiple-choice test that measures ASL receptive skills and is administered through a website. This article describes the development and psychometric properties of the test based on a sample of 80 college students including deaf native signers, hearing native signers, deaf…

Development of a State-Wide Competency Test for Marketing Education. Final Report.

ERIC Educational Resources Information Center

Smith, Clifton L.

A project was conducted to develop a valid, competency-referenced test on the core competencies identified for the Missouri Fundamentals of Marketing curriculum. During the project: (1) multiple-choice test items based on the core competencies in the Fundamentals of Marketing curriculum were developed; (2) instructions for onsite administration of…

Cognitive dissonance resolution depends on episodic memory.

PubMed

Chammat, Mariam; Karoui, Imen El; Allali, Sébastien; Hagège, Joshua; Lehongre, Katia; Hasboun, Dominique; Baulac, Michel; Epelbaum, Stéphane; Michon, Agnès; Dubois, Bruno; Navarro, Vincent; Salti, Moti; Naccache, Lionel

2017-01-23

The notion that past choices affect preferences is one of the most influential concepts of social psychology since its first report in the 50 s, and its theorization within the cognitive dissonance framework. In the free-choice paradigm (FCP) after choosing between two similarly rated items, subjects reevaluate chosen items as more attractive and rejected items as less attractive. However the relations prevailing between episodic memory and choice-induced preference change (CIPC) remain highly debated: is this phenomenon dependent or independent from memory of past choices? We solve this theoretical debate by demonstrating that CIPC occurs exclusively for items which were correctly remembered as chosen or rejected during the choice stage. We used a combination of fMRI and intra-cranial electrophysiological recordings to reveal a modulation of left hippocampus activity, a hub of episodic memory retrieval, immediately before the occurrence of CIPC during item reevaluation. Finally, we show that contrarily to a previous influential report flawed by a statistical artifact, this phenomenon is absent in amnesic patients for forgotten items. These results demonstrate the dependence of cognitive dissonance on conscious episodic memory. This link between current preferences and previous choices suggests a homeostatic function of this regulative process, aiming at preserving subjective coherence.

Cognitive dissonance resolution depends on episodic memory

PubMed Central

Chammat, Mariam; Karoui, Imen El; Allali, Sébastien; Hagège, Joshua; Lehongre, Katia; Hasboun, Dominique; Baulac, Michel; Epelbaum, Stéphane; Michon, Agnès; Dubois, Bruno; Navarro, Vincent; Salti, Moti; Naccache, Lionel

2017-01-01

The notion that past choices affect preferences is one of the most influential concepts of social psychology since its first report in the 50 s, and its theorization within the cognitive dissonance framework. In the free-choice paradigm (FCP) after choosing between two similarly rated items, subjects reevaluate chosen items as more attractive and rejected items as less attractive. However the relations prevailing between episodic memory and choice-induced preference change (CIPC) remain highly debated: is this phenomenon dependent or independent from memory of past choices? We solve this theoretical debate by demonstrating that CIPC occurs exclusively for items which were correctly remembered as chosen or rejected during the choice stage. We used a combination of fMRI and intra-cranial electrophysiological recordings to reveal a modulation of left hippocampus activity, a hub of episodic memory retrieval, immediately before the occurrence of CIPC during item reevaluation. Finally, we show that contrarily to a previous influential report flawed by a statistical artifact, this phenomenon is absent in amnesic patients for forgotten items. These results demonstrate the dependence of cognitive dissonance on conscious episodic memory. This link between current preferences and previous choices suggests a homeostatic function of this regulative process, aiming at preserving subjective coherence. PMID:28112261

Grade 9 Pilot Test. Mathematics. June 1988 = 9e Annee Test Pilote. Mathematiques. Juin 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This pilot test for ninth grade mathematics is written in both French and English. The test consists of 75 multiple-choice items. Students are given 90 minutes to complete the examination and the use of a calculator is highly recommended. The test content covers a wide range of mathematical topics including: decimals; exponents; arithmetic word…

Qualitative modeling of the decision-making process using electrooculography.

PubMed

Zargari Marandi, Ramtin; Sabzpoushan, S H

2015-12-01

A novel method based on electrooculography (EOG) has been introduced in this work to study the decision-making process. An experiment was designed and implemented wherein subjects were asked to choose between two items from the same category that were presented within a limited time. The EOG and voice signals of the subjects were recorded during the experiment. A calibration task was performed to map the EOG signals to their corresponding gaze positions on the screen by using an artificial neural network. To analyze the data, 16 parameters were extracted from the response time and EOG signals of the subjects. Evaluation and comparison of the parameters, together with subjects' choices, revealed functional information. On the basis of this information, subjects switched their eye gazes between items about three times on average. We also found, according to statistical hypothesis testing-that is, a t test, t(10) = 71.62, SE = 1.25, p < .0001-that the correspondence rate of a subjects' gaze at the moment of selection with the selected item was significant. Ultimately, on the basis of these results, we propose a qualitative choice model for the decision-making task.

Memory evaluation in mild cognitive impairment using recall and recognition tests.

PubMed

Bennett, Ilana J; Golob, Edward J; Parker, Elizabeth S; Starr, Arnold

2006-11-01

Amnestic mild cognitive impairment (MCI) is a selective episodic memory deficit that often indicates early Alzheimer's disease. Episodic memory function in MCI is typically defined by deficits in free recall, but can also be tested using recognition procedures. To assess both recall and recognition in MCI, MCI (n = 21) and older comparison (n = 30) groups completed the USC-Repeatable Episodic Memory Test. Subjects memorized two verbally presented 15-item lists. One list was used for three free recall trials, immediately followed by yes/no recognition. The second list was used for three-alternative forced-choice recognition. Relative to the comparison group, MCI had significantly fewer hits and more false alarms in yes/no recognition, and were less accurate in forced-choice recognition. Signal detection analysis showed that group differences were not due to response bias. Discriminant function analysis showed that yes/no recognition was a better predictor of group membership than free recall or forced-choice measures. MCI subjects recalled fewer items than comparison subjects, with no group differences in repetitions, intrusions, serial position effects, or measures of recall strategy (subjective organization, recall consistency). Performance deficits on free recall and recognition in MCI suggest a combination of both tests may be useful for defining episodic memory impairment associated with MCI and early Alzheimer's disease.

Project Physics Tests 6, The Nucleus.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 6 are presented in this booklet. Included are 70 multiple-choice and 24 problem-and-essay questions. Nuclear physics fundamentals are examined with respect to the shell model, isotopes, neutrons, protons, nuclides, charge-to-mass ratios, alpha particles, Becquerel's discovery, gamma rays, cyclotrons,…

Project Physics Tests 5, Models of the Atom.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 5 are presented in this booklet. Included are 70 multiple-choice and 23 problem-and-essay questions. Concepts of atomic model are examined on aspects of relativistic corrections, electron emission, photoelectric effects, Compton effect, quantum theories, electrolysis experiments, atomic number and mass,…

Project Physics Tests 4, Light and Electromagnetism.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 4 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of light and electromagnetism are examined on charges, reflection, electrostatic forces, electric potential, speed of light, electromagnetic waves and radiations, Oersted's and Faraday's work,…

Project Physics Tests 3, The Triumph of Mechanics.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 3 are presented in this booklet. Included are 70 multiple-choice and 20 problem-and-essay questions. Concepts of mechanics are examined on energy, momentum, kinetic theory of gases, pulse analyses, "heat death," water waves, power, conservation laws, normal distribution, thermodynamic laws, and…

Quantity judgments of sequentially presented food items by capuchin monkeys (Cebus apella).

PubMed

Evans, Theodore A; Beran, Michael J; Harris, Emily H; Rice, Daniel F

2009-01-01

Recent assessments have shown that capuchin monkeys, like chimpanzees and other Old World primate species, are sensitive to quantitative differences between sets of visible stimuli. In the present study, we examined capuchins' performance in a more sophisticated quantity judgment task that required the ability to form representations of food quantities while viewing the quantities only one piece at a time. In three experiments, we presented monkeys with the choice between two sets of discrete homogeneous food items and allowed the monkeys to consume the set of their choice. In Experiments 1 and 2, monkeys compared an entirely visible food set to a second set, presented item-by-item into an opaque container. All monkeys exhibited high accuracy in choosing the larger set, even when the entirely visible set was presented last, preventing the use of one-to-one item correspondence to compare quantities. In Experiment 3, monkeys compared two sets that were each presented item-by-item into opaque containers, but at different rates to control for temporal cues. Some monkeys performed well in this experiment, though others exhibited near-chance performance, suggesting that this species' ability to form representations of food quantities may be limited compared to previously tested species such as chimpanzees. Overall, these findings support the analog magnitude model of quantity representation as an explanation for capuchin monkeys' quantification of sequentially presented food items.

Measuring ability to assess claims about treatment effects: a latent trait analysis of items from the 'Claim Evaluation Tools' database using Rasch modelling.

PubMed

Austvoll-Dahlgren, Astrid; Guttersrud, Øystein; Nsangi, Allen; Semakula, Daniel; Oxman, Andrew D

2017-05-25

The Claim Evaluation Tools database contains multiple-choice items for measuring people's ability to apply the key concepts they need to know to be able to assess treatment claims. We assessed items from the database using Rasch analysis to develop an outcome measure to be used in two randomised trials in Uganda. Rasch analysis is a form of psychometric testing relying on Item Response Theory. It is a dynamic way of developing outcome measures that are valid and reliable. To assess the validity, reliability and responsiveness of 88 items addressing 22 key concepts using Rasch analysis. We administrated four sets of multiple-choice items in English to 1114 people in Uganda and Norway, of which 685 were children and 429 were adults (including 171 health professionals). We scored all items dichotomously. We explored summary and individual fit statistics using the RUMM2030 analysis package. We used SPSS to perform distractor analysis. Most items conformed well to the Rasch model, but some items needed revision. Overall, the four item sets had satisfactory reliability. We did not identify significant response dependence between any pairs of items and, overall, the magnitude of multidimensionality in the data was acceptable. The items had a high level of difficulty. Most of the items conformed well to the Rasch model's expectations. Following revision of some items, we concluded that most of the items were suitable for use in an outcome measure for evaluating the ability of children or adults to assess treatment claims. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Effects of Mental Practice on Tank Gunnery Performance

DTIC Science & Technology

1990-02-01

psychometrically sound measures of imagery vividness. The original 150-item inventory was shortened by Sheehan (1967), who found correlations in excess of .90...Vocational Aptitude Battery (ASVAB), which was retrieved from unit records. GT consists of three ASVAB components (Word Knowledge , Paragraph Comprehension...perceive outcomes as being dependent upon their behavior. The version of the I/E inventory used here was the 2g-item, two-alternative, forced choice test

Measuring sexual orientation in adolescent health surveys: evaluation of eight school-based surveys.

PubMed

Saewyc, Elizabeth M; Bauer, Greta R; Skay, Carol L; Bearinger, Linda H; Resnick, Michael D; Reis, Elizabeth; Murphy, Aileen

2004-10-01

To examine the performance of various items measuring sexual orientation within 8 school-based adolescent health surveys in the United States and Canada from 1986 through 1999. Analyses examined nonresponse and unsure responses to sexual orientation items compared with other survey items, demographic differences in responses, tests for response set bias, and congruence of responses to multiple orientation items; analytical methods included frequencies, contingency tables with Chi-square, and ANOVA with least significant differences (LSD)post hoc tests; all analyses were conducted separately by gender. In all surveys, nonresponse rates for orientation questions were similar to other sexual questions, but not higher; younger students, immigrants, and students with learning disabilities were more likely to skip items or select "unsure." Sexual behavior items had the lowest nonresponse, but fewer than half of all students reported sexual behavior, limiting its usefulness for indicating orientation. Item placement in the survey, wording, and response set bias all appeared to influence nonresponse and unsure rates. Specific recommendations include standardizing wording across future surveys, and pilot testing items with diverse ages and ethnic groups of teens before use. All three dimensions of orientation should be assessed where possible; when limited to single items, sexual attraction may be the best choice. Specific wording suggestions are offered for future surveys.

Understanding Test-Takers' Perceptions of Difficulty in EAP Vocabulary Tests: The Role of Experiential Factors

ERIC Educational Resources Information Center

Oruç Ertürk, Nesrin; Mumford, Simon E.

2017-01-01

This study, conducted by two researchers who were also multiple-choice question (MCQ) test item writers at a private English-medium university in an English as a foreign language (EFL) context, was designed to shed light on the factors that influence test-takers' perceptions of difficulty in English for academic purposes (EAP) vocabulary, with the…

Forced-Choice Assessment of Work-Related Maladaptive Personality Traits: Preliminary Evidence From an Application of Thurstonian Item Response Modeling.

PubMed

Guenole, Nigel; Brown, Anna A; Cooper, Andrew J

2018-06-01

This article describes an investigation of whether Thurstonian item response modeling is a viable method for assessment of maladaptive traits. Forced-choice responses from 420 working adults to a broad-range personality inventory assessing six maladaptive traits were considered. The Thurstonian item response model's fit to the forced-choice data was adequate, while the fit of a counterpart item response model to responses to the same items but arranged in a single-stimulus design was poor. Monotrait heteromethod correlations indicated corresponding traits in the two formats overlapped substantially, although they did not measure equivalent constructs. A better goodness of fit and higher factor loadings for the Thurstonian item response model, coupled with a clearer conceptual alignment to the theoretical trait definitions, suggested that the single-stimulus item responses were influenced by biases that the independent clusters measurement model did not account for. Researchers may wish to consider forced-choice designs and appropriate item response modeling techniques such as Thurstonian item response modeling for personality questionnaire applications in industrial psychology, especially when assessing maladaptive traits. We recommend further investigation of this approach in actual selection situations and with different assessment instruments.

Preference of Students on the Format of Options in a Multiple-Choice Test

ERIC Educational Resources Information Center

Oyzon, Voltaire Q.; Bendulo, Hermabeth O.; Tibus, Erlinda D.; Bande, Rhodora A.; Macalinao, Myrna L.

2016-01-01

Schools in the Philippines, especially those that are offering teacher education programs, are advised to construct examinations that are Licensure Examination for Teachers (LET)-like test items. This is because "if any aspect of a test is unfamiliar to candidates, they are likely to perform less well than they would do otherwise on…

Validation of a Standardized Multiple-Choice Multicultural Competence Test: Implications for Training, Assessment, and Practice

ERIC Educational Resources Information Center

Gillem, Angela R.; Bartoli, Eleonora; Bertsch, Kristin N.; McCarthy, Maureen A.; Constant, Kerra; Marrero-Meisky, Sheila; Robbins, Steven J.; Bellamy, Scarlett

2016-01-01

The Multicultural Counseling and Psychotherapy Test (MCPT), a measure of multicultural counseling competence (MCC), was validated in 2 phases. In Phase 1, the authors administered 451 test items derived from multicultural guidelines in counseling and psychology to 32 multicultural experts and 30 nonexperts. In Phase 2, the authors administered the…

Correction for Guessing in the Framework of the 3PL Item Response Theory

ERIC Educational Resources Information Center

Chiu, Ting-Wei

2010-01-01

Guessing behavior is an important topic with regard to assessing proficiency on multiple choice tests, particularly for examinees at lower levels of proficiency due to greater the potential for systematic error or bias which that inflates observed test scores. Methods that incorporate a correction for guessing on high-stakes tests generally rely…

The Potential Use of the Discouraging Random Guessing (DRG) Approach in Multiple-Choice Exams in Medical Education.

ERIC Educational Resources Information Center

Friedman, Miriam; And Others

1987-01-01

Test performances of sophomore medical students on a pretest and final exam (under guessing and no-guessing instructions) were compared. Discouraging random guessing produced test information with improved test reliability and less distortion of item difficulty. More able examinees were less compliant than less able examinees. (Author/RH)

A Comparison of Domain-Referenced and Classic Psychometric Test Construction Methods.

ERIC Educational Resources Information Center

Willoughby, Lee; And Others

This study compared a domain referenced approach with a traditional psychometric approach in the construction of a test. Results of the December, 1975 Quarterly Profile Exam (QPE) administered to 400 examinees at a university were the source of data. The 400 item QPE is a five alternative multiple choice test of information a "safe"…

The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses

ERIC Educational Resources Information Center

Walstad, William B.; Wagner, Jamie

2016-01-01

This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…

Looking Closer at the Effects of Framing on Risky Choice: An Item Response Theory Analysis.

PubMed

Sickar; Highhouse

1998-07-01

Item response theory (IRT) methodology allowed an in-depth examination of several issues that would be difficult to explore using traditional methodology. IRT models were estimated for 4 risky-choice items, answered by students under either a gain or loss frame. Results supported the typical framing finding of risk-aversion for gains and risk-seeking for losses but also suggested that a latent construct we label preference for risk was influential in predicting risky choice. Also, the Asian Disease item, most often used in framing research, was found to have anomalous statistical properties when compared to other framing items. Copyright 1998 Academic Press.

The development and validation of a test of science critical thinking for fifth graders.

PubMed

Mapeala, Ruslan; Siew, Nyet Moi

2015-01-01

The paper described the development and validation of the Test of Science Critical Thinking (TSCT) to measure the three critical thinking skill constructs: comparing and contrasting, sequencing, and identifying cause and effect. The initial TSCT consisted of 55 multiple choice test items, each of which required participants to select a correct response and a correct choice of critical thinking used for their response. Data were obtained from a purposive sampling of 30 fifth graders in a pilot study carried out in a primary school in Sabah, Malaysia. Students underwent the sessions of teaching and learning activities for 9 weeks using the Thinking Maps-aided Problem-Based Learning Module before they answered the TSCT test. Analyses were conducted to check on difficulty index (p) and discrimination index (d), internal consistency reliability, content validity, and face validity. Analysis of the test-retest reliability data was conducted separately for a group of fifth graders with similar ability. Findings of the pilot study showed that out of initial 55 administered items, only 30 items with relatively good difficulty index (p) ranged from 0.40 to 0.60 and with good discrimination index (d) ranged within 0.20-1.00 were selected. The Kuder-Richardson reliability value was found to be appropriate and relatively high with 0.70, 0.73 and 0.92 for identifying cause and effect, sequencing, and comparing and contrasting respectively. The content validity index obtained from three expert judgments equalled or exceeded 0.95. In addition, test-retest reliability showed good, statistically significant correlations ([Formula: see text]). From the above results, the selected 30-item TSCT was found to have sufficient reliability and validity and would therefore represent a useful tool for measuring critical thinking ability among fifth graders in primary science.

Modeling the dynamics of recognition memory testing with an integrated model of retrieval and decision making.

PubMed

Osth, Adam F; Jansson, Anna; Dennis, Simon; Heathcote, Andrew

2018-08-01

A robust finding in recognition memory is that performance declines monotonically across test trials. Despite the prevalence of this decline, there is a lack of consensus on the mechanism responsible. Three hypotheses have been put forward: (1) interference is caused by learning of test items (2) the test items cause a shift in the context representation used to cue memory and (3) participants change their speed-accuracy thresholds through the course of testing. We implemented all three possibilities in a combined model of recognition memory and decision making, which inherits the memory retrieval elements of the Osth and Dennis (2015) model and uses the diffusion decision model (DDM: Ratcliff, 1978) to generate choice and response times. We applied the model to four datasets that represent three challenges, the findings that: (1) the number of test items plays a larger role in determining performance than the number of studied items, (2) performance decreases less for strong items than weak items in pure lists but not in mixed lists, and (3) lexical decision trials interspersed between recognition test trials do not increase the rate at which performance declines. Analysis of the model's parameter estimates suggests that item interference plays a weak role in explaining the effects of recognition testing, while context drift plays a very large role. These results are consistent with prior work showing a weak role for item noise in recognition memory and that retrieval is a strong cause of context change in episodic memory. Copyright © 2018 Elsevier Inc. All rights reserved.

Bilingual Test as a Test Accommodation to Determine the Mathematics Achievement of Mainstream Students with Limited English Proficiency

ERIC Educational Resources Information Center

Shanmugam, S. Kanageswari Suppiah; Lan, Ong Saw

2013-01-01

Purpose: This study aims to investigate the validity of using bilingual test to measure the mathematics achievement of students who have limited English proficiency (LEP). The bilingual test and the English-only test consist of 20 computation and 20 word problem multiple-choice questions (from TIMSS 2003 and 2007 released items. The bilingual test…

Constructing objective tests

NASA Astrophysics Data System (ADS)

Aubrecht, Gordon J.; Aubrecht, Judith D.

1983-07-01

True-false or multiple-choice tests can be useful instruments for evaluating student progress. We examine strategies for planning objective tests which serve to test the material covered in science (physics) courses. We also examine strategies for writing questions for tests within a test blueprint. The statistical basis for judging the quality of test items are discussed. Reliability, difficulty, and discrimination indices are defined and examples presented. Our recommendation are rather easily put into practice.

Effect of price and information on the food choices of women university students in Saudi Arabia: An experimental study.

PubMed

Halimic, Aida; Gage, Heather; Raats, Monique; Williams, Peter

2018-04-01

To explore the impact of price manipulation and healthy eating information on intended food choices. Health information was provided to a random half of subjects (vs. information on Saudi agriculture). Each subject chose from the same lunch menu, containing two healthy and two unhealthy entrees, deserts and beverages, on five occasions. Reference case prices were 5, 3 and 2 Saudi Arabian Reals (SARs). Prices of healthy and unhealthy items were manipulated up (taxed) and down (subsidized) by 1 SAR in four menu variations (random order); subjects were given a budget enabling full choice within any menu. The number of healthy food choices were compared with different price combinations, and between information groups. Linear regression modelling explored the effect of relative prices of healthy/unhealthy options and information on number of healthy choices controlling for dietary behaviours and hunger levels. University campus, Saudi Arabia, 2013. 99 women students. In the reference case, 49.5% of choices were for healthy items. When the price of healthy items was reduced, 58.5% of selections were healthy; 57.2% when the price of unhealthy items rose. In regression modelling, reducing the price of healthy items and increasing the price of unhealthy items increased the number of healthy choices by 5% and 6% respectively. Students reporting a less healthy usual diet selected significantly fewer healthy items. Providing healthy eating information was not a significant influence. Price manipulation offers potential for altering behaviours to combat rising youth obesity in Saudi Arabia. Copyright © 2018 Elsevier Ltd. All rights reserved.

An Item Response Theory Analysis of Palmore's Facts on Aging Quiz (FAQ) Using the Three Parameter Model.

ERIC Educational Resources Information Center

Obiekwe, Jerry C.

Palmore's Facts on Aging Quiz (FAQ) (E. Palmore, 1977) is an instrument that is used to educate, to measure learning, to test knowledge, to measure attitudes toward aging, and in research. A comparative analysis was performed between the FAQ I and its multiple choice version and the FAQ II and its multiple choice version in terms of their item…

Development and evaluation of a thermochemistry concept inventory for college-level general chemistry

NASA Astrophysics Data System (ADS)

Wren, David A.

The research presented in this dissertation culminated in a 10-item Thermochemistry Concept Inventory (TCI). The development of the TCI can be divided into two main phases: qualitative studies and quantitative studies. Both phases focused on the primary stakeholders of the TCI, college-level general chemistry instructors and students. Each phase was designed to collect evidence for the validity of the interpretations and uses of TCI testing data. A central use of TCI testing data is to identify student conceptual misunderstandings, which are represented as incorrect options of multiple-choice TCI items. Therefore, quantitative and qualitative studies focused heavily on collecting evidence at the item-level, where important interpretations may be made by TCI users. Qualitative studies included student interviews (N = 28) and online expert surveys (N = 30). Think-aloud student interviews (N = 12) were used to identify conceptual misunderstandings used by students. Novice response process validity interviews (N = 16) helped provide information on how students interpreted and answered TCI items and were the basis of item revisions. Practicing general chemistry instructors (N = 18), or experts, defined boundaries of thermochemistry content included on the TCI. Once TCI items were in the later stages of development, an online version of the TCI was used in expert response process validity survey (N = 12), to provide expert feedback on item content, format and consensus of the correct answer for each item. Quantitative studies included three phases: beta testing of TCI items (N = 280), pilot testing of the a 12-item TCI (N = 485), and a large data collection using a 10-item TCI ( N = 1331). In addition to traditional classical test theory analysis, Rasch model analysis was also used for evaluation of testing data at the test and item level. The TCI was administered in both formative assessment (beta and pilot testing) and summative assessment (large data collection), with items performing well in both. One item, item K, did not have acceptable psychometric properties when the TCI was used as a quiz (summative assessment), but was retained in the final version of the TCI based on the acceptable psychometric properties displayed in pilot testing (formative assessment).

Calibrating the Medical Council of Canada's Qualifying Examination Part I using an integrated item response theory framework: a comparison of models and designs.

PubMed

De Champlain, Andre F; Boulais, Andre-Philippe; Dallas, Andrew

2016-01-01

The aim of this research was to compare different methods of calibrating multiple choice question (MCQ) and clinical decision making (CDM) components for the Medical Council of Canada's Qualifying Examination Part I (MCCQEI) based on item response theory. Our data consisted of test results from 8,213 first time applicants to MCCQEI in spring and fall 2010 and 2011 test administrations. The data set contained several thousand multiple choice items and several hundred CDM cases. Four dichotomous calibrations were run using BILOG-MG 3.0. All 3 mixed item format (dichotomous MCQ responses and polytomous CDM case scores) calibrations were conducted using PARSCALE 4. The 2-PL model had identical numbers of items with chi-square values at or below a Type I error rate of 0.01 (83/3,499 or 0.02). In all 3 polytomous models, whether the MCQs were either anchored or concurrently run with the CDM cases, results suggest very poor fit. All IRT abilities estimated from dichotomous calibration designs correlated very highly with each other. IRT-based pass-fail rates were extremely similar, not only across calibration designs and methods, but also with regard to the actual reported decision to candidates. The largest difference noted in pass rates was 4.78%, which occurred between the mixed format concurrent 2-PL graded response model (pass rate= 80.43%) and the dichotomous anchored 1-PL calibrations (pass rate= 85.21%). Simpler calibration designs with dichotomized items should be implemented. The dichotomous calibrations provided better fit of the item response matrix than more complex, polytomous calibrations.

Importance-satisfaction analysis of street food sanitation and choice factor in Korea and Taiwan.

PubMed

Joo, Nami; Park, Sanghyun; Lee, Bohee; Yoon, Jiyoung

2015-06-01

The present study investigated Korean and Taiwan adults on the importance of and the satisfaction with street food sanitation and street food choice factor, in order to present management and improvement measures for street foods. The present study conducted a survey on 400 randomly chosen adults (200 Korean, 200 Taiwanese). General characteristics, eating habits, street food intake frequency, and preference by type of street food of respondents were checked. Respondents' importance and satisfaction of street food hygiene and selection attributes were also measured. In order to test for the difference between groups, χ(2)-test and t-test were performed. ISA was also performed to analyze importance and satisfaction. Results showed that the importance of sanitation was significantly higher than satisfaction on all items in both Korea and Taiwan, and the satisfaction with sanitation was higher in Taiwan than in Korea. According to ISA results with street food sanitation, satisfaction was low while importance was high in both Korea and Taiwan. In terms of street food choice factor, importance scores were significantly higher than satisfaction scores on all items. In addition, satisfaction scores on all items except 'taste' were significantly higher in Taiwan than in Korea. A manual on sanitation management of street foods should be developed to change the knowledge and attitude toward sanitation by putting into practice a regularly conducted education. Considering the popularity of street foods and its potential as a tourism resource to easily publicize our food culture, thorough management measures should be prepared on sanitation so that safe street food culture should be created.

Selected Test Items in American History. Bulletin Number 6, Fifth Edition.

ERIC Educational Resources Information Center

Anderson, Howard R.; Lindquist, E. F.

Designed for high school students, this bulletin provides an extensive file of 1,062 multiple-choice questions in American history. Taken largely from the Iowa Every-Pupil Program and the Cooperative Test Service standardized examinations, the questions are chronologically divided into 16 topic areas. They include exploration and discovery;…

The None-of-the-Above Option: An Empirical Study.

ERIC Educational Resources Information Center

Frary, Robert B.

1991-01-01

The use of the "none-of-the-above" option (NOTA) in 20 college-level multiple-choice tests was evaluated for classes with 100 or more students. Eight academic disciplines were represented, and 295 NOTA and 724 regular test items were used. It appears that the NOTA can be compatible with good classroom measurement. (TJH)

Project Physics Tests 2, Motion in the Heavens.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 2 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of motion in the heavens are examined for planetary motions, heliocentric theory, forces exerted on the planets, Kepler's laws, gravitational force, Galileo's work, satellite orbits, Jupiter's…

Constructing a Criterion Reference Test to Measure the Research and Statistical Competencies of Graduate Students at the Jordanian Governmental Universities

ERIC Educational Resources Information Center

Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

2017-01-01

This study aimed at constructing a criterion-reference test to measure the research and statistical competencies of graduate students at the Jordanian governmental universities, the test has to be in its first form of (50) multiple choice items, then the test was introduced to (5) arbitrators with competence in measurement and evaluation to…

The development of a science process assessment for fourth-grade students

NASA Astrophysics Data System (ADS)

Smith, Kathleen A.; Welliver, Paul W.

In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.

The Effects of Item Format and Cognitive Domain on Students' Science Performance in TIMSS 2011

NASA Astrophysics Data System (ADS)

Liou, Pey-Yan; Bulut, Okan

2017-12-01

The purpose of this study was to examine eighth-grade students' science performance in terms of two test design components, item format, and cognitive domain. The portion of Taiwanese data came from the 2011 administration of the Trends in International Mathematics and Science Study (TIMSS), one of the major international large-scale assessments in science. The item difficulty analysis was initially applied to show the proportion of correct items. A regression-based cumulative link mixed modeling (CLMM) approach was further utilized to estimate the impact of item format, cognitive domain, and their interaction on the students' science scores. The results of the proportion-correct statistics showed that constructed-response items were more difficult than multiple-choice items, and that the reasoning cognitive domain items were more difficult compared to the items in the applying and knowing domains. In terms of the CLMM results, students tended to obtain higher scores when answering constructed-response items as well as items in the applying cognitive domain. When the two predictors and the interaction term were included together, the directions and magnitudes of the predictors on student science performance changed substantially. Plausible explanations for the complex nature of the effects of the two test-design predictors on student science performance are discussed. The results provide practical, empirical-based evidence for test developers, teachers, and stakeholders to be aware of the differential function of item format, cognitive domain, and their interaction in students' science performance.

Force, Velocity, and Work: The Effects of Different Contexts on Students' Understanding of Vector Concepts Using Isomorphic Problems

ERIC Educational Resources Information Center

Barniol, Pablo; Zavala, Genaro

2014-01-01

In this article we compare students' understanding of vector concepts in problems with no physical context, and with three mechanics contexts: force, velocity, and work. Based on our "Test of Understanding of Vectors," a multiple-choice test presented elsewhere, we designed two isomorphic shorter versions of 12 items each: a test with no…

Applied Reading Test--Forms A and B, Interim Manual, and Answer Sheets.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

Designed for use in the selection of apprentices, trainees, technical and trade personnel, and any other persons who need to read and understand text of a technical nature, this Applied Reading Test specimen set contains six passages and 32 items, has a 30-minute time limit, and is presented in a reusable multiple choice test booklet. The specimen…

Immediate vs. Delayed Feedback in a Computer-Managed Test: Effects on Long-Term Retention. Technical Report, March 1976-August 1976.

ERIC Educational Resources Information Center

Sturges, Persis T.

This experiment was designed to test the effect of immediate and delayed feedback on retention of learning in an educational situation. Four groups of college undergraduates took a multiple-choice computer-managed test. Three of these groups received informative feedback (the entire item with the correct answer identified) either: (1) immediately…

Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items

ERIC Educational Resources Information Center

Herrmann-Abell, Cari F.; DeBoer, George E.

2011-01-01

Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…

Memory for Items and Relationships among Items Embedded in Realistic Scenes: Disproportionate Relational Memory Impairments in Amnesia

PubMed Central

Hannula, Deborah E.; Tranel, Daniel; Allen, John S.; Kirchhoff, Brenda A.; Nickel, Allison E.; Cohen, Neal J.

2014-01-01

Objective The objective of this study was to examine the dependence of item memory and relational memory on medial temporal lobe (MTL) structures. Patients with amnesia, who either had extensive MTL damage or damage that was relatively restricted to the hippocampus, were tested, as was a matched comparison group. Disproportionate relational memory impairments were predicted for both patient groups, and those with extensive MTL damage were also expected to have impaired item memory. Method Participants studied scenes, and were tested with interleaved two-alternative forced-choice probe trials. Probe trials were either presented immediately after the corresponding study trial (lag 1), five trials later (lag 5), or nine trials later (lag 9) and consisted of the studied scene along with a manipulated version of that scene in which one item was replaced with a different exemplar (item memory test) or was moved to a new location (relational memory test). Participants were to identify the exact match of the studied scene. Results As predicted, patients were disproportionately impaired on the test of relational memory. Item memory performance was marginally poorer among patients with extensive MTL damage, but both groups were impaired relative to matched comparison participants. Impaired performance was evident at all lags, including the shortest possible lag (lag 1). Conclusions The results are consistent with the proposed role of the hippocampus in relational memory binding and representation, even at short delays, and suggest that the hippocampus may also contribute to successful item memory when items are embedded in complex scenes. PMID:25068665

The Vitamin D Endocrine System.

ERIC Educational Resources Information Center

Norman, Anthony W.

1985-01-01

Discusses the physiology and biochemistry of the vitamin D endocrine system, including role of biological calcium and phosphorus, vitamin D metabolism, and related diseases. A 10-item, multiple-choice test which can be used to obtain continuing medical education credit is included. (JN)

The development of a computer assisted instruction and assessment system in pharmacology.

PubMed

Madsen, B W; Bell, R C

1977-01-01

We describe the construction of a computer based system for instruction and assessment in pharmacology, utilizing a large bank of multiple choice questions. Items were collected from many sources, edited and coded for student suitability, topic, taxonomy and difficulty and text references. Students reserve a time during the day, specify the type of test desired and questions are presented randomly from the subset satisfying their criteria. Answers are scored after each question and a summary given at the end of every test; details on item performance are recorded automatically. The biggest hurdle in implementation was the assembly, review, classification and editing of items, while the programming was relatively straight-forward. A number of modifications had to be made to the initial plans and changes will undoubtedly continue with further experience. When fully operational the system will possess a number of advantages including: elimination of test preparation, editing and marking; facilitated item review opportunities; increased objectivity, feedback, flexibility and descreased anxiety in students.

Comedy workshop: an enjoyable way to develop multiple-choice questions.

PubMed

Droegemueller, William; Gant, Norman; Brekken, Alvin; Webb, Lynn

2005-01-01

To describe an innovative method of developing multiple-choice items for a board certification examination. The development of appropriate multiple-choice items is definitely more of an art, rather than a science. The comedy workshop format for developing questions for a certification examination is similar to the process used by comedy writers composing scripts for television shows. This group format dramatically diminishes the frustrations faced by an individual question writer attempting to create items. The vast majority of our comedy workshop participants enjoy and prefer the comedy workshop format. It provides an ideal environment in which to teach and blend the talents of inexperienced and experienced question writers. This is a descriptive article, in which we suggest an innovative process in the art of creating multiple-choice items for a high-stakes examination.

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

PubMed Central

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

PubMed

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

Do large-scale assessments measure students' ability to integrate scientific knowledge?

NASA Astrophysics Data System (ADS)

Lee, Hee-Sun

2010-03-01

Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability.

The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

NASA Astrophysics Data System (ADS)

Soros, P.; Ponkham, K.; Ekkapim, S.

2018-01-01

This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

Calorie-labelling in catering outlets: acceptability and impacts on food sales.

PubMed

Nikolaou, Charoula K; Lean, Michael E J; Hankey, Catherine R

2014-10-01

Obesity is the biggest challenge facing preventive medicine. Calorie-labelling has been suggested as a way of changing the architecture of an 'obesogenic' environment without limiting consumer choice. This study examined the effect of calorie-labelling on sales of food items at catering outlets on a city-centre university campus. Sales data were collected for two consecutive months in 2013 on three UK university sites (two with calorie-labelling during second month, one control) and analysed with chi-square 'Goodness-of-Fit' tests. A questionnaire seeking consumers' views and use of the calorie-labelling was administered and analysed at group-level with chi-square tests. In intervention vs control sites, total sales of all labelled items fell significantly (-17% vs -2%, p<0.001) for the month with calorie-labelling. Calorie-labelling was associated with substantially reduced sales of high-calorie labelled items, without any compensatory changes in unlabelled alternative items. Among 1166 student- and 646 staff-respondents, 56% reported using the calorie-labels, 97% of them to make lower-calorie choices. More females (63%) than males (40%) reported being influenced by calorie-labels when choosing foods (p=0.01). This study provides evidence, beyond that from single-meal exposures, for the acceptability of meal calorie-labelling and its potential as an effective low-cost anti-obesity measure. Copyright © 2014 Elsevier Inc. All rights reserved.

Choosing healthier foods in recreational sports settings: a mixed methods investigation of the impact of nudging and an economic incentive

PubMed Central

2014-01-01

Background Nudging is an approach to environmental change that alters social and physical environments to shift behaviors in positive, self-interested directions. Evidence indicates that eating is largely an automatic behavior governed by environmental cues, suggesting that it might be possible to nudge healthier dietary behaviors. This study assessed the comparative and additive efficacy of two nudges and an economic incentive in supporting healthy food purchases by patrons at a recreational swimming pool. Methods An initial pre-intervention period was followed by three successive and additive interventions that promoted sales of healthy items through: signage, taste testing, and 30% price reductions; concluding with a return to baseline conditions. Each period was 8 days in length. The primary outcome was the change in the proportion of healthy items sold in the intervention periods relative to pre- and post-intervention in the full sample, and in a subsample of patrons whose purchases were directly observed. Secondary outcomes included change in the caloric value of purchases, change in revenues and gross profits, and qualitative process observations. Data were analyzed using analysis of covariance, chi-square tests and thematic content analysis. Results Healthy items represented 41% of sales and were significantly lower than sales of unhealthy items (p < 0.0001). In the full sample, sales of healthy items did not differ across periods, whereas in the subsample, sales of healthy items increased by 30% when a signage + taste testing intervention was implemented (p < 0.01). This increase was maintained when prices of healthy items were reduced by 30%, and when all interventions were removed. When adults were alone they purchased more healthy items compared to when children were present during food purchases (p < 0.001), however parental choices were not substantially better than choices made by children alone. Conclusions This study found mixed evidence for the efficacy of nudging in cueing healthier dietary behaviors. Moreover, price reductions appeared ineffectual in this setting. Our findings point to complex, context-specific patterns of effectiveness and suggest that nudging should not supplant the use of other strategies that have proven to promote healthier dietary behaviors. PMID:24450763

Choosing healthier foods in recreational sports settings: a mixed methods investigation of the impact of nudging and an economic incentive.

PubMed

Olstad, Dana Lee; Goonewardene, Laksiri A; McCargar, Linda J; Raine, Kim D

2014-01-22

Nudging is an approach to environmental change that alters social and physical environments to shift behaviors in positive, self-interested directions. Evidence indicates that eating is largely an automatic behavior governed by environmental cues, suggesting that it might be possible to nudge healthier dietary behaviors. This study assessed the comparative and additive efficacy of two nudges and an economic incentive in supporting healthy food purchases by patrons at a recreational swimming pool. An initial pre-intervention period was followed by three successive and additive interventions that promoted sales of healthy items through: signage, taste testing, and 30% price reductions; concluding with a return to baseline conditions. Each period was 8 days in length. The primary outcome was the change in the proportion of healthy items sold in the intervention periods relative to pre- and post-intervention in the full sample, and in a subsample of patrons whose purchases were directly observed. Secondary outcomes included change in the caloric value of purchases, change in revenues and gross profits, and qualitative process observations. Data were analyzed using analysis of covariance, chi-square tests and thematic content analysis. Healthy items represented 41% of sales and were significantly lower than sales of unhealthy items (p < 0.0001). In the full sample, sales of healthy items did not differ across periods, whereas in the subsample, sales of healthy items increased by 30% when a signage + taste testing intervention was implemented (p < 0.01). This increase was maintained when prices of healthy items were reduced by 30%, and when all interventions were removed. When adults were alone they purchased more healthy items compared to when children were present during food purchases (p < 0.001), however parental choices were not substantially better than choices made by children alone. This study found mixed evidence for the efficacy of nudging in cueing healthier dietary behaviors. Moreover, price reductions appeared ineffectual in this setting. Our findings point to complex, context-specific patterns of effectiveness and suggest that nudging should not supplant the use of other strategies that have proven to promote healthier dietary behaviors.

Development of knowledge tests for multi-disciplinary emergency training: a review and an example.

PubMed

Sørensen, J L; Thellesen, L; Strandbygaard, J; Svendsen, K D; Christensen, K B; Johansen, M; Langhoff-Roos, P; Ekelund, K; Ottesen, B; Van Der Vleuten, C

2015-01-01

The literature is sparse on written test development in a post-graduate multi-disciplinary setting. Developing and evaluating knowledge tests for use in multi-disciplinary post-graduate training is challenging. The objective of this study was to describe the process of developing and evaluating a multiple-choice question (MCQ) test for use in a multi-disciplinary training program in obstetric-anesthesia emergencies. A multi-disciplinary working committee with 12 members representing six professional healthcare groups and another 28 participants were involved. Recurrent revisions of the MCQ items were undertaken followed by a statistical analysis. The MCQ items were developed stepwise, including decisions on aims and content, followed by testing for face and content validity, construct validity, item-total correlation, and reliability. To obtain acceptable content validity, 40 out of originally 50 items were included in the final MCQ test. The MCQ test was able to distinguish between levels of competence, and good construct validity was indicated by a significant difference in the mean score between consultants and first-year trainees, as well as between first-year trainees and medical and midwifery students. Evaluation of the item-total correlation analysis in the 40 items set revealed that 11 items needed re-evaluation, four of which addressed content issues in local clinical guidelines. A Cronbach's alpha of 0.83 for reliability was found, which is acceptable. Content and construct validity and reliability were acceptable. The presented template for the development of this MCQ test could be useful to others when developing knowledge tests and may enhance the overall quality of test development. © 2014 The Acta Anaesthesiologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

Industrial Arts Test Development, Book III. Resource Items for Graphics Technology, Power Technology, Production Technology.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This booklet is designed to assist teachers in developing examinations for classroom use. It is a collection of 955 objective test questions, mostly multiple choice, for industrial arts students in the three areas of graphics technology, power technology, and production technology. Scoring keys are provided. There are no copyright restrictions,…

How IRT Can Solve Problems of Ipsative Data in Forced-Choice Questionnaires

ERIC Educational Resources Information Center

Brown, Anna; Maydeu-Olivares, Alberto

2013-01-01

In multidimensional forced-choice (MFC) questionnaires, items measuring different attributes are presented in blocks, and participants have to rank order the items within each block (fully or partially). Such comparative formats can reduce the impact of numerous response biases often affecting single-stimulus items (aka rating or Likert scales).…

Developing a prelicensure exam for Canada: an international collaboration.

PubMed

Hobbins, Bonnie; Bradley, Pat

2013-01-01

Nine previously conducted studies indicate that Elsevier's HESI Exit Exam (E(2)) is 96.36%-99.16% accurate in predicting success on the National Council Licensure Examination for Registered Nurses. No similar standardized exam is available in Canada to predict Canadian Registered Nurse Examination (CRNE) success. Like the E(2), such an exam could be used to evaluate Canadian nursing students' preparedness for the CRNE, and scores on the numerous subject matter categories could be used to guide students' remediation efforts so that, ultimately, they are successful on their first attempt at taking the CRNE. The international collaboration between a HESI test construction expert and a nursing faculty member from Canada, who served as the content expert, resulted in the development of a 180-item, multiple-choice/single-answer prelicensure exam (PLE) that was pilot tested with Canadian nursing students (N = 175). Item analysis data obtained from this pilot testing were used to develop a 160-item PLE, which includes an additional 20 pilot test items. The estimated reliability of this exam is 0.91, and it exhibits congruent validity with the CRNE because the PLE test blueprint mimics the CRNE test blueprint. Copyright © 2013 Elsevier Inc. All rights reserved.

Force, velocity, and work: The effects of different contexts on students' understanding of vector concepts using isomorphic problems

NASA Astrophysics Data System (ADS)

Barniol, Pablo; Zavala, Genaro

2014-12-01

In this article we compare students' understanding of vector concepts in problems with no physical context, and with three mechanics contexts: force, velocity, and work. Based on our "Test of Understanding of Vectors," a multiple-choice test presented elsewhere, we designed two isomorphic shorter versions of 12 items each: a test with no physical context, and a test with mechanics contexts. For this study, we administered the items twice to students who were finishing an introductory mechanics course at a large private university in Mexico. The first time, we administered the two 12-item tests to 608 students. In the second, we only tested the items for which we had found differences in students' performances that were difficult to explain, and in this case, we asked them to show their reasoning in written form. In the first administration, we detected no significant difference between the medians obtained in the tests; however, we did identify significant differences in some of the items. For each item we analyze the type of difference found between the tests in the selection of the correct answer, the most common error on each of the tests, and the differences in the selection of incorrect answers. We also investigate the causes of the different context effects. Based on these analyses, we establish specific recommendations for the instruction of vector concepts in an introductory mechanics course. In the Supplemental Material we include both tests for other researchers studying vector learning, and for physics teachers who teach this material.

CHoice of Outcome In Cbt for psychosEs (CHOICE): The Development of a New Service User–Led Outcome Measure of CBT for Psychosis

PubMed Central

Greenwood, Kathryn E.; Sweeney, Angela; Williams, Sally; Garety, Philippa; Kuipers, Elizabeth; Scott, Jan; Peters, Emmanuelle

2010-01-01

Outcome measures for cognitive behavior therapy for psychosis (CBTp) have been derived from pharmacological studies, focusing on symptom change rather than outcomes such as distress or fulfilment. This study presents the development and psychometric properties of a new outcome measure (CHoice of Outcome In Cbt for psychosEs [CHOICE]), which reflects more strongly the aims of CBTp and the priorities of service users. Service users who had received CBTp participated in focus groups to discuss their outcome priorities, using a topic guide generated by a panel of experts in CBTp. A qualitative thematic analysis was undertaken to reach consensus on themes and generate items. Response scales were constructed for 3 dimensions: severity, satisfaction, and importance. The resulting questionnaire was piloted with service users who had not received CBTp, stratified by service type, ethnicity, and first language to ensure that it was user friendly and applicable prior to CBTp. The psychometric properties of the measure were then examined in a sample of 152 service users. Twenty-four items, and 2 of the dimensions (severity and satisfaction), were retained in the final measure. A factor analysis revealed a single psychological recovery factor interspersed throughout with both CBTp and recovery items. Test-retest reliability, construct validity, and sensitivity to change following CBTp were confirmed. The CHOICE measure is unique in being the first psychometrically adequate service user–led outcome measure of CBTp. It provides the opportunity to examine the evidence base for CBTp with an assessment approach that prioritizes service user definitions of recovery and CBT aims. PMID:19880823

Importance-satisfaction analysis of street food sanitation and choice factor in Korea and Taiwan

PubMed Central

Joo, Nami; Park, Sanghyun; Lee, Bohee

2015-01-01

BACKGROUND/OBJECTIVES The present study investigated Korean and Taiwan adults on the importance of and the satisfaction with street food sanitation and street food choice factor, in order to present management and improvement measures for street foods. SUBJECTS/METHODS The present study conducted a survey on 400 randomly chosen adults (200 Korean, 200 Taiwanese). General characteristics, eating habits, street food intake frequency, and preference by type of street food of respondents were checked. Respondents' importance and satisfaction of street food hygiene and selection attributes were also measured. In order to test for the difference between groups, χ2-test and t-test were performed. ISA was also performed to analyze importance and satisfaction. RESULTS Results showed that the importance of sanitation was significantly higher than satisfaction on all items in both Korea and Taiwan, and the satisfaction with sanitation was higher in Taiwan than in Korea. According to ISA results with street food sanitation, satisfaction was low while importance was high in both Korea and Taiwan. In terms of street food choice factor, importance scores were significantly higher than satisfaction scores on all items. In addition, satisfaction scores on all items except 'taste' were significantly higher in Taiwan than in Korea. CONCLUSIONS A manual on sanitation management of street foods should be developed to change the knowledge and attitude toward sanitation by putting into practice a regularly conducted education. Considering the popularity of street foods and its potential as a tourism resource to easily publicize our food culture, thorough management measures should be prepared on sanitation so that safe street food culture should be created. PMID:26060542

Advertising influences on young children's food choices and parental influence.

PubMed

Ferguson, Christopher J; Muñoz, Monica E; Medrano, Maria R

2012-03-01

To evaluate whether advertising for food influences choices made by children, the strength of these influences, and whether they might be easily undone by parental influences. Children between 3 and 8 years of age (n=75) were randomized to watch a series of programs with embedded commercials. Some children watched a commercial for a relatively healthy food item, the other children watched a commercial for a less healthy item, both from the same fast-food company. Children were also randomized either to receive parental encouragement to choose the healthy item or to choose whichever item they preferred. Results indicated that children were more likely to choose the advertised item, despite parental input. Parental input only slightly moderated this influence. Although advertising impact on children's food choices is moderate in size, it appears resilient to parental efforts to intervene. Food advertisements directed at children may have a small but meaningful effect on their healthy food choices. Copyright © 2012 Mosby, Inc. All rights reserved.

Mechanisms of Choice Behavior Shift Using Cue-approach Training.

PubMed

Bakkour, Akram; Leuker, Christina; Hover, Ashleigh M; Giles, Nathan; Poldrack, Russell A; Schonberg, Tom

2016-01-01

Cue-approach training has been shown to effectively shift choices for snack food items by associating a cued button-press motor response to particular food items. Furthermore, attention was biased toward previously cued items, even when the cued item is not chosen for real consumption during a choice phase. However, the exact mechanism by which preferences shift during cue-approach training is not entirely clear. In three experiments, we shed light on the possible underlying mechanisms at play during this novel paradigm: (1) Uncued, wholly predictable motor responses paired with particular food items were not sufficient to elicit a preference shift; (2) Cueing motor responses early - concurrently with food item onset - and thus eliminating the need for heightened top-down attention to the food stimulus in preparation for a motor response also eliminated the shift in food preferences. This finding reinforces our hypothesis that heightened attention at behaviorally relevant points in time is key to changing choice behavior in the cue-approach task; (3) Crucially, indicating choice using eye movements rather than manual button presses preserves the effect, thus demonstrating that the shift in preferences is not governed by a learned motor response but more likely via modulation of subjective value in higher associative regions, consistent with previous neuroimaging results. Cue-approach training drives attention at behaviorally relevant points in time to modulate the subjective value of individual items, providing a mechanism for behavior change that does not rely on external reinforcement and that holds great promise for developing real world behavioral interventions.

Action and Valence Modulate Choice and Choice-Induced Preference Change

PubMed Central

Koster, Raphael; Duzel, Emrah; Dolan, Raymond J.

2015-01-01

Choices are not only communicated via explicit actions but also passively through inaction. In this study we investigated how active or passive choice impacts upon the choice process itself as well as a preference change induced by choice. Subjects were tasked to select a preference for unfamiliar photographs by action or inaction, before and after they gave valuation ratings for all photographs. We replicate a finding that valuation increases for chosen items and decreases for unchosen items compared to a control condition in which the choice was made post re-evaluation. Whether choice was expressed actively or passively affected the dynamics of revaluation differently for positive and negatively valenced items. Additionally, the choice itself was biased towards action such that subjects tended to choose a photograph obtained by action more often than a photographed obtained through inaction. These results highlight intrinsic biases consistent with a tight coupling of action and reward and add to an emerging understanding of how the mode of action itself, and not just an associated outcome, modulates the decision making process. PMID:25747703

High confidence in falsely recognizing prototypical faces.

PubMed

Sampaio, Cristina; Reinke, Victoria; Mathews, Jeffrey; Swart, Alexandra; Wallinger, Stephen

2018-06-01

We applied a metacognitive approach to investigate confidence in recognition of prototypical faces. Participants were presented with sets of faces constructed digitally as deviations from prototype/base faces. Participants were then tested with a simple recognition task (Experiment 1) or a multiple-choice task (Experiment 2) for old and new items plus new prototypes, and they showed a high rate of confident false alarms to the prototypes. Confidence and accuracy relationship in this face recognition paradigm was found to be positive for standard items but negative for the prototypes; thus, it was contingent on the nature of the items used. The data have implications for lineups that employ match-to-suspect strategies.

An Empirical Comparison of Five Linear Equating Methods for the NEAT Design

ERIC Educational Resources Information Center

Suh, Youngsuk; Mroch, Andrew A.; Kane, Michael T.; Ripkey, Douglas R.

2009-01-01

In this study, a data base containing the responses of 40,000 candidates to 90 multiple-choice questions was used to mimic data sets for 50-item tests under the "nonequivalent groups with anchor test" (NEAT) design. Using these smaller data sets, we evaluated the performance of five linear equating methods for the NEAT design with five levels of…

Using Two-Tier Test to Identify Primary Students' Conceptual Understanding and Alternative Conceptions in Acid Base

ERIC Educational Resources Information Center

Bayrak, Beyza Karadeniz

2013-01-01

The purpose of this study was to identify primary students' conceptual understanding and alternative conceptions in acid-base. For this reason, a 15 items two-tier multiple choice test administered 56 eighth grade students in spring semester 2009-2010. Data for this study were collected using a conceptual understanding scale prepared to include…

catcher: A Software Program to Detect Answer Copying in Multiple-Choice Tests Based on Nominal Response Model

ERIC Educational Resources Information Center

Kalender, Ilker

2012-01-01

catcher is a software program designed to compute the [omega] index, a common statistical index for the identification of collusions (cheating) among examinees taking an educational or psychological test. It requires (a) responses and (b) ability estimations of individuals, and (c) item parameters to make computations and outputs the results of…

Computerized Classification Testing under the One-Parameter Logistic Response Model with Ability-Based Guessing

ERIC Educational Resources Information Center

Wang, Wen-Chung; Huang, Sheng-Yun

2011-01-01

The one-parameter logistic model with ability-based guessing (1PL-AG) has been recently developed to account for effect of ability on guessing behavior in multiple-choice items. In this study, the authors developed algorithms for computerized classification testing under the 1PL-AG and conducted a series of simulations to evaluate their…

A Normalized Direct Approach for Estimating the Parameters of the Normal Ogive Three-Parameter Model for Ability Tests.

ERIC Educational Resources Information Center

Gugel, John F.

A new method for estimating the parameters of the normal ogive three-parameter model for multiple-choice test items--the normalized direct (NDIR) procedure--is examined. The procedure is compared to a more commonly used estimation procedure, Lord's LOGIST, using computer simulations. The NDIR procedure uses the normalized (mid-percentile)…

Evaluation of an Intervention Instructional Program to Facilitate Understanding of Basic Particle Concepts among Students Enrolled in Several Levels of Study

ERIC Educational Resources Information Center

Treagust, David F.; Chandrasegaran, A. L.; Zain, Ahmad N. M.; Ong, Eng Tek; Karpudewan, Mageswary; Halim, Lilia

2011-01-01

The efficacy of an intervention instructional program was evaluated to facilitate understanding of particle theory concepts among students (N = 190) using a diagnostic instrument consisting of eleven two-tier multiple-choice items in a pre-test--post-test design. The students involved were high school students, undergraduates and postgraduates…

A new item response theory model to adjust data allowing examinee choice

PubMed Central

Costa, Marcelo Azevedo; Braga Oliveira, Rivert Paulo

2018-01-01

In a typical questionnaire testing situation, examinees are not allowed to choose which items they answer because of a technical issue in obtaining satisfactory statistical estimates of examinee ability and item difficulty. This paper introduces a new item response theory (IRT) model that incorporates information from a novel representation of questionnaire data using network analysis. Three scenarios in which examinees select a subset of items were simulated. In the first scenario, the assumptions required to apply the standard Rasch model are met, thus establishing a reference for parameter accuracy. The second and third scenarios include five increasing levels of violating those assumptions. The results show substantial improvements over the standard model in item parameter recovery. Furthermore, the accuracy was closer to the reference in almost every evaluated scenario. To the best of our knowledge, this is the first proposal to obtain satisfactory IRT statistical estimates in the last two scenarios. PMID:29389996

An Examination of the Perceived Importance of Technical Competence in Acquisition Project Management

DTIC Science & Technology

1991-09-01

Develop (First Draft) Instructions Critique (Revision) Answerability Pilot Test (Second Draft) Analysis Response Mode Revision Useability Preparation...appropriate questionnaire items. Initially, the set of questions developed for the study reflected a few shortcomings. A pilot test of the first draft among...resulted. First, feedback from the pilot test indicated a need to reduce the completion time. Because the multiple choice format required several

Are Faculty Predictions or Item Taxonomies Useful for Estimating the Outcome of Multiple-Choice Examinations?

ERIC Educational Resources Information Center

Kibble, Jonathan D.; Johnson, Teresa

2011-01-01

The purpose of this study was to evaluate whether multiple-choice item difficulty could be predicted either by a subjective judgment by the question author or by applying a learning taxonomy to the items. Eight physiology faculty members teaching an upper-level undergraduate human physiology course consented to participate in the study. The…

A Method for Imputing Response Options for Missing Data on Multiple-Choice Assessments

ERIC Educational Resources Information Center

Wolkowitz, Amanda A.; Skorupski, William P.

2013-01-01

When missing values are present in item response data, there are a number of ways one might impute a correct or incorrect response to a multiple-choice item. There are significantly fewer methods for imputing the actual response option an examinee may have provided if he or she had not omitted the item either purposely or accidentally. This…

Hunger enhances consistent economic choices in non-human primates.

PubMed

Yamada, Hiroshi

2017-05-24

Hunger and thirst are fundamental biological processes that drive consumption behavior in humans and non-human animals. While the existing literature in neuroscience suggests that these satiety states change how consumable rewards are represented in the brain, it remains unclear as to how they change animal choice behavior and the underlying economic preferences. Here, I used combined techniques from experimental economics, psychology, and neuroscience to measure food preferences of marmoset monkeys (Callithrix jacchus), a recently developed primate model for neuroscience. Hunger states of animals were manipulated by scheduling feeding intervals, resulting in three different conditions: sated, non-sated, and hungry. During these hunger states, animals performed pairwise choices of food items, which included all possible pairwise combinations of five different food items except for same-food pairs. Results showed that hunger enhanced economic rationality, evident as a decrease of transitivity violations (item A was preferred to item B, and B to C, but C was preferred to A). Further analysis demonstrated that hungry monkeys chose more-preferred items over less-preferred items in a more deterministic manner, while the individual food preferences appeared to remain stable across hunger states. These results suggest that hunger enhances consistent choice behavior and shifts animals towards efficient outcome maximization.

Stage I: Development of VOICE.

ERIC Educational Resources Information Center

Echternacht, Gary J.; And Others

The initial stages of test development of the Vocational and Occupational Interest Choice Examination (VOICE), developed for Air Force recruiters, are described. Reviewed are a number of relevant occupational interest inventories from which a pool of 400 items was drawn corresponding to eight career fields: general accounting, administration,…

Value of freedom to choose encoded by the human brain

PubMed Central

Fujiwara, Juri; Usui, Nobuo; Park, Soyoung Q.; Williams, Tony; Iijima, Toshio; Taira, Masato; Tsutsui, Ken-Ichiro

2013-01-01

Humans and animals value the opportunity to choose by preferring alternatives that offer more rather than fewer choices. This preference for choice may arise not only from an increased probability of obtaining preferred outcomes but also from the freedom it provides. We used human neuroimaging to investigate the neural basis of the preference for choice as well as for the items that could be chosen. In each trial, participants chose between two options, a monetary amount option and a “choice option.” The latter consisted of a number that corresponded to the number of everyday items participants would subsequently be able to choose from. We found that the opportunity to choose from a larger number of items was equivalent to greater amounts of money, indicating that participants valued having more choice; moreover, participants varied in the degree to which they valued having the opportunity to choose, with some valuing it more than the increased probability of obtaining preferred items. Neural activations in the mid striatum increased with the value of the opportunity to choose. The same region also coded the value of the items. Conversely, activation in the dorsolateral striatum was not related to the value of the items but was elevated when participants were offered more choices, particularly in those participants who overvalued the opportunity to choose. These data suggest a functional dissociation of value representations within the striatum, with general representations in mid striatum and specific representations of the value of freedom provided by the opportunity to choose in dorsolateral striatum. PMID:23864380

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

PubMed

Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

2004-01-01

The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9.5 versus 20.6 +/- 9.1 minutes, P = 0.149). A surgical skills laboratory course on CVC, taught by the principles of cognitive task analysis and using inanimate models, improves the knowledge and technical skills of new surgical interns on this task.

Force Concept Inventory-based multiple-choice test for investigating students' representational consistency

NASA Astrophysics Data System (ADS)

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2010-07-01

This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were redesigned using various representations (such as motion map, vectorial and graphical), yielding 27 multiple-choice items concerning four central concepts underpinning the force concept: Newton’s first, second, and third laws, and gravitation. We provide some evidence for the validity and reliability of the R-FCI; this analysis is limited to the student population of one Finnish high school. The students took the R-FCI at the beginning and at the end of their first high school physics course. We found that students’ (n=168) representational consistency (whether scientifically correct or not) varied considerably depending on the concept. On average, representational consistency and scientifically correct understanding increased during the instruction, although in the post-test only a few students performed consistently both in terms of representations and scientifically correct understanding. We also compared students’ (n=87) results of the R-FCI and the FCI, and found that they correlated quite well.

Mechanisms of Choice Behavior Shift Using Cue-approach Training

PubMed Central

Bakkour, Akram; Leuker, Christina; Hover, Ashleigh M.; Giles, Nathan; Poldrack, Russell A.; Schonberg, Tom

2016-01-01

Cue-approach training has been shown to effectively shift choices for snack food items by associating a cued button-press motor response to particular food items. Furthermore, attention was biased toward previously cued items, even when the cued item is not chosen for real consumption during a choice phase. However, the exact mechanism by which preferences shift during cue-approach training is not entirely clear. In three experiments, we shed light on the possible underlying mechanisms at play during this novel paradigm: (1) Uncued, wholly predictable motor responses paired with particular food items were not sufficient to elicit a preference shift; (2) Cueing motor responses early – concurrently with food item onset – and thus eliminating the need for heightened top–down attention to the food stimulus in preparation for a motor response also eliminated the shift in food preferences. This finding reinforces our hypothesis that heightened attention at behaviorally relevant points in time is key to changing choice behavior in the cue-approach task; (3) Crucially, indicating choice using eye movements rather than manual button presses preserves the effect, thus demonstrating that the shift in preferences is not governed by a learned motor response but more likely via modulation of subjective value in higher associative regions, consistent with previous neuroimaging results. Cue-approach training drives attention at behaviorally relevant points in time to modulate the subjective value of individual items, providing a mechanism for behavior change that does not rely on external reinforcement and that holds great promise for developing real world behavioral interventions. PMID:27047435

A 2-phase labeling and choice architecture intervention to improve healthy food and beverage choices.

PubMed

Thorndike, Anne N; Sonnenberg, Lillian; Riis, Jason; Barraclough, Susan; Levy, Douglas E

2012-03-01

We assessed whether a 2-phase labeling and choice architecture intervention would increase sales of healthy food and beverages in a large hospital cafeteria. Phase 1 was a 3-month color-coded labeling intervention (red = unhealthy, yellow = less healthy, green = healthy). Phase 2 added a 3-month choice architecture intervention that increased the visibility and convenience of some green items. We compared relative changes in 3-month sales from baseline to phase 1 and from phase 1 to phase 2. At baseline (977,793 items, including 199,513 beverages), 24.9% of sales were red and 42.2% were green. Sales of red items decreased in both phases (P < .001), and green items increased in phase 1 (P < .001). The largest changes occurred among beverages. Red beverages decreased 16.5% during phase 1 (P < .001) and further decreased 11.4% in phase 2 (P < .001). Green beverages increased 9.6% in phase 1 (P < .001) and further increased 4.0% in phase 2 (P < .001). Bottled water increased 25.8% during phase 2 (P < .001) but did not increase at 2 on-site comparison cafeterias (P < .001). A color-coded labeling intervention improved sales of healthy items and was enhanced by a choice architecture intervention.

Constructing Multiple-Choice Items to Measure Higher-Order Thinking

ERIC Educational Resources Information Center

Scully, Darina

2017-01-01

Across education, certification and licensure, there are repeated calls for the development of assessments that target "higher-order thinking," as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may…

Nuclear Energy Assessment Battery. Form C.

ERIC Educational Resources Information Center

Showers, Dennis Edward

This publication consists of a nuclear energy assessment battery for secondary level students. The test contains 44 multiple choice items and is organized into four major sections. Parts include: (1) a knowledge scale; (2) attitudes toward nuclear energy; (3) a behaviors and intentions scale; and (4) an anxiety scale. Directions are provided for…

Nutrition Report Cards: An Opportunity to Improve School Lunch Selection

PubMed Central

Wansink, Brian; Just, David R.; Patterson, Richard W.; Smith, Laura E.

2013-01-01

Objective To explore the feasibility and implementation efficiency of Nutritional Report Cards(NRCs) in helping children make healthier food choices at school. Methods Pilot testing was conducted in a rural New York school district (K-12). Over a five-week period, 27 parents received a weekly e-mail containing a NRC listing how many meal components (fruits, vegetables, starches, milk), snacks, and a-la-carte foods their child selected. We analyzed choices of students in the NRC group vs. the control group, both prior to and during the intervention period. Point-of-sale system data for a-la-carte items was analyzed using Generalized Least Squares regressions with clustered standard errors. Results NRCs encouraged more home conversations about nutrition and more awareness of food selections. Despite the small sample, the NRC was associated with reduced selection of some items, such as the percentage of those selecting cookies which decreased from 14.3 to 6.5 percent. Additionally, despite requiring new keys on the check-out registers to generate the NRC, checkout times increased by only 0.16 seconds per transaction, and compiling and sending the NRCs required a total weekly investment of 30 minutes of staff time. Conclusions This test of concept suggests that NRCs are a feasible and inexpensive tool to guide children towards healthier choices. PMID:24098324

Nutrition Report Cards: an opportunity to improve school lunch selection.

PubMed

Wansink, Brian; Just, David R; Patterson, Richard W; Smith, Laura E

2013-01-01

To explore the feasibility and implementation efficiency of Nutritional Report Cards (NRCs) in helping children make healthier food choices at school. Pilot testing was conducted in a rural New York school district (K-12). Over a five-week period, 27 parents received a weekly e-mail containing a NRC listing how many meal components (fruits, vegetables, starches, milk), snacks, and a-la-carte foods their child selected. We analyzed choices of students in the NRC group vs. the control group, both prior to and during the intervention period. Point-of-sale system data for a-la-carte items was analyzed using Generalized Least Squares regressions with clustered standard errors. NRCs encouraged more home conversations about nutrition and more awareness of food selections. Despite the small sample, the NRC was associated with reduced selection of some items, such as the percentage of those selecting cookies which decreased from 14.3 to 6.5 percent. Additionally, despite requiring new keys on the check-out registers to generate the NRC, checkout times increased by only 0.16 seconds per transaction, and compiling and sending the NRCs required a total weekly investment of 30 minutes of staff time. This test of concept suggests that NRCs are a feasible and inexpensive tool to guide children towards healthier choices.

A New Family of Models for the Multiple-Choice Item.

DTIC Science & Technology

1979-12-19

analysis of the verbal scholastic aptitude test using Birnhaum’s three-parameter logistic model. Educational and Psychological Measurement, 28, 989-1020...16. [8] McBride, J. R. Some properties of a Bayesian adaptive ability testing strategy. Applied Psychological Measurement, 1, 121-140, 1977. [9...University of Michigan Ann Arbor, MI 48106 ’~KL -137- Non Govt Mon Govt 1 Dr. Earl Hunt 1 Dr. Frederick N. Lord Dept. of Psychology Educational Testing

Controlling Guessing Bias in the Dichotomous Rasch Model Applied to a Large-Scale, Vertically Scaled Testing Program

ERIC Educational Resources Information Center

Andrich, David; Marais, Ida; Humphry, Stephen Mark

2016-01-01

Recent research has shown how the statistical bias in Rasch model difficulty estimates induced by guessing in multiple-choice items can be eliminated. Using vertical scaling of a high-profile national reading test, it is shown that the dominant effect of removing such bias is a nonlinear change in the unit of scale across the continuum. The…

Definite Integral Automatic Analysis Mechanism Research and Development Using the "Find the Area by Integration" Unit as an Example

ERIC Educational Resources Information Center

Ting, Mu Yu

2017-01-01

Using the capabilities of expert knowledge structures, the researcher prepared test questions on the university calculus topic of "finding the area by integration." The quiz is divided into two types of multiple choice items (one out of four and one out of many). After the calculus course was taught and tested, the results revealed that…

Primary Teachers' Changing Attitudes and Cognition during a Two-Year Science In-Service Programme and Their Effect on Pupils. Research Report

ERIC Educational Resources Information Center

Jarvis, Tina; Pell, Anthony

2004-01-01

Changes in 70 teachers' confidence, attitudes and science understanding were tested before and after a major in-service programme. Attitudes were assessed using a 49-item Likert-scale test that probed attitudes to practical science teaching and in-service training. Multi-choice and open-ended questions measured understanding of electricity;…

Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

PubMed

Dellinges, Mark A; Curtis, Donald A

2017-08-01

Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

[Do laymen understand information about hospital quality? An empirical verification using risk-adjusted mortality rates as an example].

PubMed

Sander, Uwe; Kolb, Benjamin; Taheri, Fatemeh; Patzelt, Christiane; Emmert, Martin

2017-11-01

The effect of public reporting to improve quality in healthcare is reduced by the limited intelligibility of information about the quality of healthcare providers. This may result in worse health-related choices especially for older people and those with lower levels of education. There is, as yet, little information as to whether laymen understand the concepts behind quality comparisons and if this comprehension is correlated with hospital choices. An instrument with 20 items was developed to analyze the intelligibility of five technical terms which were used in German hospital report cards to explain risk-adjusted death rates. Two online presentations of risk-adjusted death rates for five hospitals in the style of hospital report cards were developed. An online survey of 353 volunteers tested the comprehension of the risk-adjusted mortality rates and included an experimental hospital choice. The intelligibility of five technical terms was tested: risk-adjusted, actual and expected death rate, reference range and national average. The percentages of correct answers for the five technical terms were in the range of 75.0-60.2%. Between 23.8% and 5.1% of the respondents were not able to answer the question about the technical term itself. The least comprehensible technical terms were "risk-adjusted death rate" and "reference range". The intelligibility of the 20 items that were used to test the comprehension of the risk-adjusted mortality was between 89.5% and 14.2%. The two items that proved to be least comprehensible were related to the technical terms "risk-adjusted death rate" and "reference range". For all five technical terms it was found that a better comprehension correlated significantly with better hospital choices. We found a better than average intelligibility for the technical terms "actual and expected death rate" and for "national average". The least understandable were "risk-adjusted death rate" and "reference range". Since the self-explanatory technical terms "actual and expected death rate" and "national average" are easy to understand and the comprehension is correlated with hospitals choices, we recommend using them for the presentation of measures which contain risk-adjusted mortality. The technical terms "risk-adjusted death rate" and "reference range" should stay in the background, since comprehension problems can be expected and explanations would have to be provided. Copyright © 2017. Published by Elsevier GmbH.

Food Service System Opinions, Food Preferences, and Foil Pack Food Ratings of Air Force Launch Control Facility Consumers

DTIC Science & Technology

1979-08-01

product prototypes were developed in a contract with Western Regional Research Laboratory (WRRL), USDA. All were egg -based or contained eggs as a principal...ingredient. Of these, three were chosen for the evaluation: french toast, scrambled eggs , and puffy omelet. The omelet item was modified to a ham and...charge; no other choices, such as other eggs to order or breakfast meats, were to be offered; (3) to offer the test items on their third or ’changeover

State Test Programs Mushroom as NCLB Mandate Kicks in: Nearly Half of States Are Expanding Their Testing Programs to Additional Grades This School Year to Comply with the Federal No Child Left Behind Act

ERIC Educational Resources Information Center

Olson, Lynn

2005-01-01

Twenty-three states are expanding their testing programs to additional grades this school year to comply with the federal No Child Left Behind Act. In devising the new tests, most states have defied predictions and chosen to go beyond multiple-choice items, by including questions that ask students to construct their own responses. But many state…

Exploring the effects of ownership and choice on self-memory biases.

PubMed

Cunningham, Sheila J; Brady-Van den Bos, Mirjam; Turk, David J

2011-07-01

Objects encoded in the context of temporary ownership by self enjoy a memorial advantage over objects owned by other people. This memory effect has been linked to self-referential encoding processes. The current inquiry explored the extent to which the effects of ownership are influenced by the degree of personal choice involved in assigning ownership. In three experiments pairs of participants chose objects to keep for ownership by self, and rejected objects that were given to the other participant to own. Recognition memory for the objects was then assessed. Experiment 1 showed that participants recognised more items encoded as "self-owned" than "other-owned", but only when they had been chosen by self. Experiment 2 replicated this pattern when participants' sense of choice was illusory. A source memory test in Experiment 3 showed that self-chosen items were most likely to be correctly attributed to ownership by self. These findings are discussed with reference to the link between owned objects and the self, and the routes through which self-referential operations can impact on cognition.

Metacognition for strategy selection during arithmetic problem-solving in young and older adults.

PubMed

Geurten, Marie; Lemaire, Patrick

2018-04-19

We examined participants' strategy choices and metacognitive judgments during arithmetic problem-solving. Metacognitive judgments were collected either prospectively or retrospectively. We tested whether metacognitive judgments are related to strategy choices on the current problems and on the immediately following problems, and age-related differences in relations between metacognition and strategy choices. Data showed that both young and older adults were able to make accurate retrospective, but not prospective, judgments. Moreover, the accuracy of retrospective judgments was comparable in young and older adults when participants had to select and execute the better strategy. Metacognitive accuracy was even higher in older adults when participants had to only select the better strategy. Finally, low-confidence judgments on current items were more frequently followed by better strategy selection on immediately succeeding items than high-confidence judgments in both young and older adults. Implications of these findings to further our understanding of age-related differences and similarities in adults' metacognitive monitoring and metacognitive regulation for strategy selection in the context of arithmetic problem solving are discussed.

The development of a knowledge test of depression and its treatment for patients suffering from non-psychotic depression: a psychometric assessment

PubMed Central

Gabriel, Adel; Violato, Claudio

2009-01-01

Background To develop and psychometrically assess a multiple choice question (MCQ) instrument to test knowledge of depression and its treatments in patients suffering from depression. Methods A total of 63 depressed patients and twelve psychiatric experts participated. Based on empirical evidence from an extensive review, theoretical knowledge and in consultations with experts, 27-item MCQ knowledge of depression and its treatment test was constructed. Data collected from the psychiatry experts were used to assess evidence of content validity for the instrument. Results Cronbach's alpha of the instrument was 0.68, and there was an overall 87.8% agreement (items are highly relevant) between experts about the relevance of the MCQs to test patient knowledge on depression and its treatments. There was an overall satisfactory patients' performance on the MCQs with 78.7% correct answers. Results of an item analysis indicated that most items had adequate difficulties and discriminations. Conclusion There was adequate reliability and evidence for content and convergent validity for the instrument. Future research should employ a lager and more heterogeneous sample from both psychiatrist and community samples, than did the present study. Meanwhile, the present study has resulted in psychometrically tested instruments for measuring knowledge of depression and its treatment of depressed patients. PMID:19754944

Restrictive Food Intake As A Choice – A Paradigm for Study

PubMed Central

Steinglass, Joanna; Foerde, Karin; Kostro, Katrina; Shohamy, Daphna; Timothy Walsh, B.

2014-01-01

Objective: Inadequate intake and preference for low-calorie foods are salient behavioral features of Anorexia Nervosa (AN). The neurocognitive mechanisms underlying pathological food choice have not been characterized. This study aimed to develop a new paradigm for experimentally modeling maladaptive food choice in AN. Method: Individuals with AN (n=22) and healthy controls (HC, n=20) participated in a computer-based Food Choice Task, adapted for individuals with eating disorders. Participants first rated 43 food images (including high-fat and low-fat items) for Healthiness and Tastiness; an item rated neutral on both blocks was then selected as the Reference item. On each of 42 subsequent trials participants were asked to choose between the food item presented and the Reference item. Results: The AN group was less likely to choose high-fat foods relative to HC, as evidenced both in multilevel logistic regression (z=2.59, p=0.009) and ANOVA (F(1,39)=7.80, p=0.008) analyses. Health ratings influenced choice significantly more in AN relative to HC (z=2.7, p=0.006), and were more related to Taste among AN (χ2=4.10, p=0.04). Additionally, Taste ratings declined with duration of illness(r=−0.50, p=0.02). Conclusions: The Food Choice Task captures the preference for low-fat foods among individuals with AN. The findings suggest that the experience of tastiness changes over time and may contribute to perpetuation of illness. By providing an experimental quantitative measure of food restriction, this task opens the door to new experimental investigations into the cognitive, affective and neural factors contributing to maladaptive food choices characteristic of AN. PMID:25130380

Restrictive food intake as a choice--a paradigm for study.

PubMed

Steinglass, Joanna; Foerde, Karin; Kostro, Katrina; Shohamy, Daphna; Walsh, B Timothy

2015-01-01

Inadequate intake and preference for low-calorie foods are salient behavioral features of Anorexia Nervosa (AN). The neurocognitive mechanisms underlying pathological food choice have not been characterized. This study aimed to develop a new paradigm for experimentally modeling maladaptive food choice in AN. Individuals with AN (n = 22) and healthy controls (HC, n = 20) participated in a computer-based Food Choice Task, adapted for individuals with eating disorders. Participants first rated 43 food images (including high-fat and low-fat items) for Healthiness and Tastiness; an item rated neutral on both blocks was then selected as the Reference item. On each of 42 subsequent trials participants were asked to choose between the food item presented and the Reference item. The AN group was less likely to choose high-fat foods relative to HC, as evidenced both in multilevel logistic regression (z = 2.59, p = .009) and ANOVA (F(1,39) = 7.80, p = .008) analyses. Health ratings influenced choice significantly more in AN relative to HC (z = 2.7, p = .006), and were more related to Taste among AN (χ(2) = 4.10, p = .04). Additionally, taste ratings declined with duration of illness (r = -.50, p = .02). The Food Choice Task captures the preference for low-fat foods among individuals with AN. The findings suggest that the experience of tastiness changes over time and may contribute to perpetuation of illness. By providing an experimental quantitative measure of food restriction, this task opens the door to new experimental investigations into the cognitive, affective, and neural factors contributing to maladaptive food choices characteristic of AN. © 2014 Wiley Periodicals, Inc.

A 2-Phase Labeling and Choice Architecture Intervention to Improve Healthy Food and Beverage Choices

PubMed Central

Sonnenberg, Lillian; Riis, Jason; Barraclough, Susan; Levy, Douglas E.

2012-01-01

Objectives. We assessed whether a 2-phase labeling and choice architecture intervention would increase sales of healthy food and beverages in a large hospital cafeteria. Methods. Phase 1 was a 3-month color-coded labeling intervention (red = unhealthy, yellow = less healthy, green = healthy). Phase 2 added a 3-month choice architecture intervention that increased the visibility and convenience of some green items. We compared relative changes in 3-month sales from baseline to phase 1 and from phase 1 to phase 2. Results. At baseline (977 793 items, including 199 513 beverages), 24.9% of sales were red and 42.2% were green. Sales of red items decreased in both phases (P < .001), and green items increased in phase 1 (P < .001). The largest changes occurred among beverages. Red beverages decreased 16.5% during phase 1 (P < .001) and further decreased 11.4% in phase 2 (P < .001). Green beverages increased 9.6% in phase 1 (P < .001) and further increased 4.0% in phase 2 (P < .001). Bottled water increased 25.8% during phase 2 (P < .001) but did not increase at 2 on-site comparison cafeterias (P < .001). Conclusions. A color-coded labeling intervention improved sales of healthy items and was enhanced by a choice architecture intervention. PMID:22390518

A Study of Students' Readiness to Learn Calculus

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Madison, Bernard; West, Richard D.

2015-01-01

The Calculus Concept Readiness (CCR) instrument assesses foundational understandings and reasoning abilities that have been documented to be essential for learning calculus. The CCR Taxonomy describes the understandings and reasoning abilities assessed by CCR. The CCR is a 25-item multiple-choice instrument that can be used as a placement test for…

The Influence of Distractor Strength and Response Order on MCQ Responding

ERIC Educational Resources Information Center

Kiat, John Emmanuel; Ong, Ai Rene; Ganesan, Asha

2018-01-01

Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these…

Representation Use and Strategy Choice in Physics Problem Solving

ERIC Educational Resources Information Center

De Cock, Mieke

2012-01-01

In this paper, we examine student success on three variants of a test item given in different representational formats (verbal, pictorial, and graphical), with an isomorphic problem statement. We confirm results from recent papers where it is mentioned that physics students' problem-solving competence can vary with representational format and that…

Force Concept Inventory-Based Multiple-Choice Test for Investigating Students' Representational Consistency

ERIC Educational Resources Information Center

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2010-01-01

This study investigates students' ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory…

Applying Item Response Theory Methods to Examine the Impact of Different Response Formats

ERIC Educational Resources Information Center

Hohensinn, Christine; Kubinger, Klaus D.

2011-01-01

In aptitude and achievement tests, different response formats are usually used. A fundamental distinction must be made between the class of multiple-choice formats and the constructed response formats. Previous studies have examined the impact of different response formats applying traditional statistical approaches, but these influences can also…

Soy Goes to School: Acceptance of Healthful, Vegetarian Options in Maryland Middle School Lunches

ERIC Educational Resources Information Center

Lazor, Kathleen; Chapman, Nancy; Levine, Elyse

2010-01-01

Background: Soyfoods provide healthful options for school breakfasts and lunches that are lower in saturated fat, cholesterol, fat, and calories and can help meet demands for vegetarian choices. Researchers tested acceptance of soy-based options substituted for popular lunch items with a diverse student population. Methods: Researchers conducted a…

An Introduction to Multilinear Formula Score Theory. Measurement Series 84-4.

ERIC Educational Resources Information Center

Levine, Michael V.

Formula score theory (FST) associates each multiple choice test with a linear operator and expresses all of the real functions of item response theory as linear combinations of the operator's eigenfunctions. Hard measurement problems can then often be reformulated as easier, standard mathematical problems. For example, the problem of estimating…

Progress Monitoring in Grade 5 Science for Low Achievers

ERIC Educational Resources Information Center

Vannest, Kimberly J.; Parker, Richard; Dyer, Nicole

2011-01-01

This article presents procedures and results from a 2-year project developing science key vocabulary (KV) short tests suitable for progress monitoring Grade 5 science in Texas public schools using computer-generated, -administered, and -scored assessments. KV items included KV definitions and important usages in a multiple-choice cloze format. A…

An Empirical Test of a Strategy for Training Examinees in the Use of Partial Information in Taking Multiple Choice Tests.

ERIC Educational Resources Information Center

Bliss, Leonard B.

The aim of this study was to show that the superiority of corrected-for-guessing scores over number right scores as true score estimates depends on the ability of examinees to recognize situations where they can eliminate one or more alternatives as incorrect and to omit items where they would only be guessing randomly. Previous investigations…

Attentional priority determines working memory precision.

PubMed

Klyszejko, Zuzanna; Rahmati, Masih; Curtis, Clayton E

2014-12-01

Visual working memory is a system used to hold information actively in mind for a limited time. The number of items and the precision with which we can store information has limits that define its capacity. How much control do we have over the precision with which we store information when faced with these severe capacity limitations? Here, we tested the hypothesis that rank-ordered attentional priority determines the precision of multiple working memory representations. We conducted two psychophysical experiments that manipulated the priority of multiple items in a two-alternative forced choice task (2AFC) with distance discrimination. In Experiment 1, we varied the probabilities with which memorized items were likely to be tested. To generalize the effects of priority beyond simple cueing, in Experiment 2, we manipulated priority by varying monetary incentives contingent upon successful memory for items tested. Moreover, we illustrate our hypothesis using a simple model that distributed attentional resources across items with rank-ordered priorities. Indeed, we found evidence in both experiments that priority affects the precision of working memory in a monotonic fashion. Our results demonstrate that representations of priority may provide a mechanism by which resources can be allocated to increase the precision with which we encode and briefly store information. Copyright © 2014 Elsevier Ltd. All rights reserved.

Modeling Incorrect Responses to Multiple-Choice Items with Multilinear Formula Score Theory.

ERIC Educational Resources Information Center

Drasgow, Fritz; And Others

This paper addresses the information revealed in incorrect option selection on multiple choice items. Multilinear Formula Scoring (MFS), a theory providing methods for solving psychological measurement problems of long standing, is first used to estimate option characteristic curves for the Armed Services Vocational Aptitude Battery Arithmetic…

The effect of order of dwells on the first dwell gaze bias for eventually chosen items

PubMed Central

Onuma, Takuya; Penwannakul, Yuwadee; Fuchimoto, Jun

2017-01-01

The relationship between choice and eye movement has gained marked interest. The gaze bias effect, i.e., the tendency to look longer at items that are eventually chosen, has been shown to occur in the first dwell (initial cohesion of fixations for an item). In the two-alternative forced-choice (2AFC) paradigm, participants would look at one of the items first (defined as first look; FL), and they would then move and look at another item (second look; SL). This study investigated how the order in which the chosen items were looked at modulates the first dwell gaze bias effect. Participants were asked to assert their preferences and perceptual 2AFC decisions about human faces (Experiment 1) and daily consumer products (Experiment 2), while their eye movements were recorded. The results showed that the first dwell gaze bias was found only when the eventually chosen item was looked at after another one; the chosen item was looked at for longer as compared to the not-chosen item in the SL, but not in the FL. These results indicate that participants actively allocate more time to looking at a subsequently chosen item only after they perceive both items in the SL. Therefore, the selective encoding seems to occur in the early comparison stage of visual decision making, and not in the initial encoding stage. These findings provide insight into the relationship between choice and eye movement. PMID:28723947

Rasch Analysis of the Power as Knowing Participation in Change Tool--the Brazilian version.

PubMed

Guedes, Erika de Souza; Orozco-Vargas, Luiz Carlos; Turrini, Ruth Natália Teresa; de Sousa, Regina Márcia Cardoso; dos Santos, Mariana Alvina; da Cruz, Diná de Almeida Lopes Monteiro

2013-01-01

the objective of this study was to evaluate the items contained in the Brazilian version of the Power as Knowing Participation in Change Tool (PKPCT). investigation of the psychometric properties of the mentioned questionnaire through Rasch analysis. the data from 952 nursing assistants and 627 baccalaureate nurses were analyzed (average age 44.1 (SD=9.5); 13.0% men). The subscales Choices, Awareness, Freedom and Involvement were tested separately and presented unidimensionality; the categories of the responses given to the items were compiled from 7 to 3 levels and the items fit the model well, except for the following/leading item, in which the infit and outfit values were above 1.4; this item has also presented Differential Item Functioning (DIF) according to the participant's role. The reliability of the items was of 0.99 and the reliability of the participants ranged from 0.80 to 0.84 in the subscales. Items with extremely high levels of difficulty were not identified. the PKPCT should not be viewed as unidimensional, items with extremely high levels of difficulty in the scale need to be created and the differential functioning of some items has to be further investigated.

Evaluation of the flipped classroom approach in a veterinary professional skills course

PubMed Central

Moffett, Jenny; Mill, Aileen C

2014-01-01

Background The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework. Methods This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). Conclusion This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination. PMID:25419164

Evaluation of the flipped classroom approach in a veterinary professional skills course.

PubMed

Moffett, Jenny; Mill, Aileen C

2014-01-01

The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

Continued effects of context reinstatement in recognition.

PubMed

Hanczakowski, Maciej; Zawadzka, Katarzyna; Macken, Bill

2015-07-01

The context reinstatement effect refers to the enhanced memory performance found when the context information paired with a target item at study is re-presented at test. Here we investigated the consequences of the way that context information is processed in such a setting that gives rise to its beneficial effect on item recognition memory. Specifically, we assessed whether reinstating context in a recognition test facilitates subsequent memory for this context, beyond the facilitation conferred by presentation of the same context with a different study item. Reinstating the study context at test led to better accuracy in two-alternative forced choice recognition for target faces than did re-pairing those faces with another context encountered during the study phase. The advantage for reinstated over re-paired conditions occurred for both within-subjects (Exp. 1) and between-subjects (Exp. 2) manipulations. Critically, in a subsequent recognition test for the contexts themselves, contexts that had previously served in the reinstated condition were recognized better than contexts that had previously served in the re-paired context condition. This constitutes the first demonstration of continuous effects of context reinstatement on memory for context.

Factors that influence beverage choices at meal times. An application of the food choice kaleidoscope framework.

PubMed

Mueller Loose, S; Jaeger, S R

2012-12-01

Beverages are consumed at almost every meal occasion, but knowledge about the factors that influence beverage choice is less than for food choice. The aim of this research was to characterize and quantify factors that influence beverage choices at meal times. Insights into what beverages are chosen by whom, when and where can be helpful for manufacturers, dieticians/health care providers, and health policy makers. A descriptive framework - the food choice kaleidoscope (Jaeger et al., 2011) - was applied to self-reported 24h food recall data from a sample of New Zealand consumers. Participants (n=164) described 8356 meal occasions in terms of foods and beverages consumed, and the contextual characteristics of the occasion. Beverage choice was explored with random-parameter logit regressions to reveal influences linked to food items eaten, context factors and person factors. Thereby this study contributed to the food choice kaleidoscope research approach by expressing the degree of context dependency in the form of odds ratios and according significance levels. The exploration of co-occurrence of beverages with food items suggests that beverage-meal item combinations can be meal specific. Furthermore, this study integrates psychographic variables into the 'person' mirror of the food choice kaleidoscope. A measure of habit in beverage choice was obtained from the inter-participant correlation. Copyright © 2012 Elsevier Ltd. All rights reserved.

Parameter Estimation for Thurstone Choice Models

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

Vojnovic, Milan; Yun, Seyoung

We consider the estimation accuracy of individual strength parameters of a Thurstone choice model when each input observation consists of a choice of one item from a set of two or more items (so called top-1 lists). This model accommodates the well-known choice models such as the Luce choice model for comparison sets of two or more items and the Bradley-Terry model for pair comparisons. We provide a tight characterization of the mean squared error of the maximum likelihood parameter estimator. We also provide similar characterizations for parameter estimators defined by a rank-breaking method, which amounts to deducing one ormore » more pair comparisons from a comparison of two or more items, assuming independence of these pair comparisons, and maximizing a likelihood function derived under these assumptions. We also consider a related binary classification problem where each individual parameter takes value from a set of two possible values and the goal is to correctly classify all items within a prescribed classification error. The results of this paper shed light on how the parameter estimation accuracy depends on given Thurstone choice model and the structure of comparison sets. In particular, we found that for unbiased input comparison sets of a given cardinality, when in expectation each comparison set of given cardinality occurs the same number of times, for a broad class of Thurstone choice models, the mean squared error decreases with the cardinality of comparison sets, but only marginally according to a diminishing returns relation. On the other hand, we found that there exist Thurstone choice models for which the mean squared error of the maximum likelihood parameter estimator can decrease much faster with the cardinality of comparison sets. We report empirical evaluation of some claims and key parameters revealed by theory using both synthetic and real-world input data from some popular sport competitions and online labor platforms.« less

Building the BIKE: Development and Testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)

NASA Astrophysics Data System (ADS)

Witzig, Stephen B.; Rebello, Carina M.; Siegel, Marcelle A.; Freyermuth, Sharyn K.; Izci, Kemal; McClure, Bruce

2014-10-01

Identifying students' conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed. We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach's alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen's kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, there was discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology.

Food Choice Architecture: An Intervention in a Secondary School and its Impact on Students' Plant-based Food Choices.

PubMed

Ensaff, Hannah; Homer, Matt; Sahota, Pinki; Braybrook, Debbie; Coan, Susan; McLeod, Helen

2015-06-02

With growing evidence for the positive health outcomes associated with a plant-based diet, the study's purpose was to examine the potential of shifting adolescents' food choices towards plant-based foods. Using a real world setting of a school canteen, a set of small changes to the choice architecture was designed and deployed in a secondary school in Yorkshire, England. Focussing on designated food items (whole fruit, fruit salad, vegetarian daily specials, and sandwiches containing salad) the changes were implemented for six weeks. Data collected on students' food choice (218,796 transactions) enabled students' (980 students) selections to be examined. Students' food choice was compared for three periods: baseline (29 weeks); intervention (six weeks); and post-intervention (three weeks). Selection of designated food items significantly increased during the intervention and post-intervention periods, compared to baseline (baseline, 1.4%; intervention 3.0%; post-intervention, 2.2%) χ(2)(2) = 68.1, p < 0.001. Logistic regression modelling also revealed the independent effect of the intervention, with students 2.5 times as likely (p < 0.001) to select the designated food items during the intervention period, compared to baseline. The study's results point to the influence of choice architecture within secondary school settings, and its potential role in improving adolescents' daily food choices.

An Exploratory Study of the Relationships between Reported Imagery and the Comprehension and Recall of a Story in Fifth Graders. Instructional Research Laboratory Technical Paper # R82007.

ERIC Educational Resources Information Center

Sadoski, Mark C.

A study investigated the role of visual imagery in the comprehension and retention of prose. Subjects were 48 fifth grade students who orally read a story and then completed three comprehension tasks directly related to the story: a retelling, an oral reading cloze test, and a multiple choice question test comprised of items demonstrated to be…

Writing Multiple Choice Outcome Questions to Assess Knowledge and Competence.

PubMed

Brady, Erik D

2015-11-01

Few articles contemplate the need for good guidance in question item-writing in the continuing education (CE) space. Although many of the core principles of sound item design translate to the CE health education team, the need exists for specific examples for nurse educators that clearly describe how to measure changes in competence and knowledge using multiple choice items. In this article, some keys points and specific examples for nursing CE providers are shared. Copyright 2015, SLACK Incorporated.

A Critical Analysis of the Body of Work Method for Setting Cut-Scores

ERIC Educational Resources Information Center

Radwan, Nizam; Rogers, W. Todd

2006-01-01

The recent increase in the use of constructed-response items in educational assessment and the dissatisfaction with the nature of the decision that the judges must make using traditional standard-setting methods created a need to develop new and effective standard-setting procedures for tests that include both multiple-choice and…

Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion

ERIC Educational Resources Information Center

AlHarbi, Nawaf N. S.; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

2015-01-01

This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers' understanding of osmosis and diffusion concepts was mildly correlated with…

Development and Evaluation of a Questionnaire to Assess Physical Educators' Knowledge of Student Assessment

ERIC Educational Resources Information Center

Emmanouilidou, Kyriaki; Derri, Vassiliki; Aggelousis, Nicolaos; Vassiliadou, Olga

2012-01-01

The purpose of this pilot study was to develop and evaluate an instrument for measuring Greek elementary physical educators' knowledge of student assessment. A multiple-choice questionnaire comprised of items about concepts, methods, tools, and types of student assessment in physical education was designed and tested. The initial 35-item…

Determination of Students' Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey

ERIC Educational Resources Information Center

Ozmen, Haluk

2008-01-01

This study aims to determine prospective science student teachers' alternative conceptions of the chemical equilibrium concept. A 13-item pencil and paper, two-tier multiple choice diagnostic instrument, the Test to Identify Students' Alternative Conceptions (TISAC), was developed and administered to 90 second-semester science student teachers…

Further examination of factors that influence preference for positive versus negative reinforcement.

PubMed

Kodak, Tiffany; Lerman, Dorothea C; Volkert, Valerie M; Trosclair, Nicole

2007-01-01

Factors that influence choice between qualitatively different reinforcers (e.g., a food item or a break from work) are important to consider when arranging treatments for problem behavior. Previous findings indicate that children who engage in problem behavior maintained by escape from demands may choose a food item over the functional reinforcer during treatment (DeLeon, Neidert, Anders, & Rodriguez-Catter, 2001; Lalli et al., 1999). However, a number of variables may influence choice between concurrently available forms of reinforcement. An analogue for treatment situations in which positive reinforcement for compliance is in direct competition with negative reinforcement for problem behavior was used in the current study to evaluate several variables that may influence choice. Participants were 5 children who had been diagnosed with developmental disabilities and who engaged in problem behavior maintained by escape from demands. In the first phase, the effects of task preference and schedule of reinforcement on choice between a 30-s break and a high-preference food item were evaluated. The food item was preferred over the break, regardless of the preference level of the task or the reinforcement schedule, for all but 1 participant. In the second phase, the quality of the break was manipulated by combining escape with toys, attention, or both. Only 1 participant showed preference for the enriched break. In the third phase, choice of a medium- or low-preference food item versus the enriched break was evaluated. Three of 4 participants showed preference for the break over the less preferred food item. Results extend previous research by identifying some of the conditions under which individuals who engage in escape-maintained behavior will prefer a food reinforcer over the functional one.

Further Examination of Factors that Influence Preference for Positive Versus Negative Reinforcement

PubMed Central

Kodak, Tiffany; Lerman, Dorothea C; Volkert, Valerie M; Trosclair, Nicole

2007-01-01

Factors that influence choice between qualitatively different reinforcers (e.g., a food item or a break from work) are important to consider when arranging treatments for problem behavior. Previous findings indicate that children who engage in problem behavior maintained by escape from demands may choose a food item over the functional reinforcer during treatment (DeLeon, Neidert, Anders, & Rodriguez-Catter, 2001; Lalli et al., 1999). However, a number of variables may influence choice between concurrently available forms of reinforcement. An analogue for treatment situations in which positive reinforcement for compliance is in direct competition with negative reinforcement for problem behavior was used in the current study to evaluate several variables that may influence choice. Participants were 5 children who had been diagnosed with developmental disabilities and who engaged in problem behavior maintained by escape from demands. In the first phase, the effects of task preference and schedule of reinforcement on choice between a 30-s break and a high-preference food item were evaluated. The food item was preferred over the break, regardless of the preference level of the task or the reinforcement schedule, for all but 1 participant. In the second phase, the quality of the break was manipulated by combining escape with toys, attention, or both. Only 1 participant showed preference for the enriched break. In the third phase, choice of a medium- or low-preference food item versus the enriched break was evaluated. Three of 4 participants showed preference for the break over the less preferred food item. Results extend previous research by identifying some of the conditions under which individuals who engage in escape-maintained behavior will prefer a food reinforcer over the functional one. PMID:17471792

Assessing learning in small sized physics courses

NASA Astrophysics Data System (ADS)

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the Rasch modeling analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration.

Evaluating The Influence of Postsession Reinforcement on Choice of Reinforcers

PubMed Central

Kodak, Tiffany; Lerman, Dorothea C; Call, Nathan

2007-01-01

Factors that influence reinforcer choice have been examined in a number of applied studies (e.g., Neef, Mace, Shea, & Shade, 1992; Shore, Iwata, DeLeon, Kahng, & Smith, 1997; Tustin, 1994). However, no applied studies have evaluated the effects of postsession reinforcement on choice between concurrently available reinforcers, even though basic findings indicate that this is an important factor to consider (Hursh, 1978; Zeiler, 1999). In this bridge investigation, we evaluated the influence of postsession reinforcement on choice of two food items when task responding was reinforced on progressive-ratio schedules. Participants were 3 children who had been diagnosed with developmental disabilities. Results indicated that response allocation shifted from one food item to the other food item under thinner schedules of reinforcement when no postsession reinforcement was provided. These findings suggest that the efficacy of instructional programs or treatments for problem behavior may be improved by restricting reinforcers outside treatment sessions. PMID:17970264

Evaluating the influence of postsession reinforcement on choice of reinforcers.

PubMed

Kodak, Tiffany; Lerman, Dorothea C; Call, Nathan

2007-01-01

Factors that influence reinforcer choice have been examined in a number of applied studies (e.g., Neef, Mace, Shea, & Shade, 1992; Shore, Iwata, DeLeon, Kahng, & Smith, 1997; Tustin, 1994). However, no applied studies have evaluated the effects of postsession reinforcement on choice between concurrently available reinforcers, even though basic findings indicate that this is an important factor to consider (Hursh, 1978; Zeiler, 1999). In this bridge investigation, we evaluated the influence of postsession reinforcement on choice of two food items when task responding was reinforced on progressive-ratio schedules. Participants were 3 children who had been diagnosed with developmental disabilities. Results indicated that response allocation shifted from one food item to the other food item under thinner schedules of reinforcement when no postsession reinforcement was provided. These findings suggest that the efficacy of instructional programs or treatments for problem behavior may be improved by restricting reinforcers outside treatment sessions.

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

Practical Consequences of Item Response Theory Model Misfit in the Context of Test Equating with Mixed-Format Test Data

PubMed Central

Zhao, Yue; Hambleton, Ronald K.

2017-01-01

In item response theory (IRT) models, assessing model-data fit is an essential step in IRT calibration. While no general agreement has ever been reached on the best methods or approaches to use for detecting misfit, perhaps the more important comment based upon the research findings is that rarely does the research evaluate IRT misfit by focusing on the practical consequences of misfit. The study investigated the practical consequences of IRT model misfit in examining the equating performance and the classification of examinees into performance categories in a simulation study that mimics a typical large-scale statewide assessment program with mixed-format test data. The simulation study was implemented by varying three factors, including choice of IRT model, amount of growth/change of examinees’ abilities between two adjacent administration years, and choice of IRT scaling methods. Findings indicated that the extent of significant consequences of model misfit varied over the choice of model and IRT scaling methods. In comparison with mean/sigma (MS) and Stocking and Lord characteristic curve (SL) methods, separate calibration with linking and fixed common item parameter (FCIP) procedure was more sensitive to model misfit and more robust against various amounts of ability shifts between two adjacent administrations regardless of model fit. SL was generally the least sensitive to model misfit in recovering equating conversion and MS was the least robust against ability shifts in recovering the equating conversion when a substantial degree of misfit was present. The key messages from the study are that practical ways are available to study model fit, and, model fit or misfit can have consequences that should be considered when choosing an IRT model. Not only does the study address the consequences of IRT model misfit, but also it is our hope to help researchers and practitioners find practical ways to study model fit and to investigate the validity of particular IRT models for achieving a specified purpose, to assure that the successful use of the IRT models are realized, and to improve the applications of IRT models with educational and psychological test data. PMID:28421011

The relationship between brain reaction and English reading tests for non-native English speakers.

PubMed

Cheng, Pei-Wen; Tian, Yu-Jie; Kuo, Ting-Hua; Sun, Koun-Tem

2016-07-01

This research analyzed the brain activity of non-native English speakers while engaged in English reading tests. The brain wave event-related potentials (ERPs) of participants were used to analyze the difference between making correct and incorrect choices on English reading test items. Three English reading tests of differing levels were designed and 20 participants, 10 males and 10 females whose ages ranged from 20 to 24, voluntarily participated in the experiment. Experimental results were analyzed by performing independent t-tests on the ERPs of participants for gender, difficulty level, and correct versus wrong options. Participants who chose incorrect options elicited a larger N600, verifying results found in the literature. Another interesting result was found: For incorrectly answered items, different areas of brain showing a significant difference in ERPs between the chosen and non-chosen options corresponded to gender differences; for males, this area was located in the right hemisphere whereas for females, it was located in the left. Experimental results imply that non-native English speaking males and females employ different areas of the brain to comprehend the meaning of difficult items. Copyright © 2016 Elsevier B.V. All rights reserved.

Effect of a promotional campaign on heart-healthy menu choices in community restaurants.

PubMed

Fitzgerald, Catherine M; Kannan, Srimathi; Sheldon, Sharon; Eagle, Kim Allen

2004-03-01

The research question examined in this study was: Does a promotional campaign impact the sales of heart-healthy menu items at community restaurants? The 8-week promotional campaign used professionally developed advertisements in daily and monthly print publications and posters and table tents in local restaurants. Nine restaurants tracked the sales of selected heart-healthy menu items and comparable menu items sold before and after a promotional campaign. The percentage of heart-healthy items sold after the campaign showed a trend toward a slight increase in heart-healthy menu item selections, although it was not statistically significant. This study and others indicate that dietetics professionals must continue to develop strategies to promote heart-healthy food choices in community restaurants.

Final Sampling Bias in Haptic Judgments: How Final Touch Affects Decision-Making.

PubMed

Mitsuda, Takashi; Yoshioka, Yuichi

2018-01-01

When people make a choice between multiple items, they usually evaluate each item one after the other repeatedly. The effect of the order and number of evaluating items on one's choices is essential to understanding the decision-making process. Previous studies have shown that when people choose a favorable item from two items, they tend to choose the item that they evaluated last. This tendency has been observed regardless of sensory modalities. This study investigated the origin of this bias by using three experiments involving two-alternative forced-choice tasks using handkerchiefs. First, the bias appeared in a smoothness discrimination task, which indicates that the bias was not based on judgments of preference. Second, the handkerchief that was touched more often tended to be chosen more frequently in the preference task, but not in the smoothness discrimination task, indicating that a mere exposure effect enhanced the bias. Third, in the condition where the number of touches did not differ between handkerchiefs, the bias appeared when people touched a handkerchief they wanted to touch last, but not when people touched the handkerchief that was predetermined. This finding suggests a direct coupling between final voluntary touching and judgment.

Improving Measures via Examining the Behavior of Distractors in Multiple-Choice Tests

PubMed Central

Sideridis, Georgios; Tsaousis, Ioannis; Al Harbi, Khaleel

2017-01-01

The purpose of the present article was to illustrate, using an example from a national assessment, the value from analyzing the behavior of distractors in measures that engage the multiple-choice format. A secondary purpose of the present article was to illustrate four remedial actions that can potentially improve the measurement of the construct(s) under study. Participants were 2,248 individuals who took a national examination of chemistry. The behavior of the distractors was analyzed by modeling their behavior within the Rasch model. Potentially informative distractors were (a) further modeled using the partial credit model, (b) split onto separate items and retested for model fit and parsimony, (c) combined to form a “super” item or testlet, and (d) reexamined after deleting low-ability individuals who likely guessed on those informative, albeit erroneous, distractors. Results indicated that all but the item split strategies were associated with better model fit compared with the original model. The best fitted model, however, involved modeling and crediting informative distractors via the partial credit model or eliminating the responses of low-ability individuals who likely guessed on informative distractors. The implications, advantages, and disadvantages of modeling informative distractors for measurement purposes are discussed. PMID:29795904

Trends in computer applications in science assessment

NASA Astrophysics Data System (ADS)

Kumar, David D.; Helgeson, Stanley L.

1995-03-01

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.

Free-Response and Multiple-Choice Items: Measures of the Same Ability?

ERIC Educational Resources Information Center

Bennett, Randy Elliot; And Others

This study examined the relationship of multiple-choice and free-response items contained on the College Board's Advanced Placement Computer Science (APCS) examination. Subjects were two samples of 1,000 randomly drawn from the population of 7,372 high school students taking the 1988 examination of the APCS "AB" form. Most were high…

Simple mental addition in children with and without mild mental retardation.

PubMed

Janssen, R; De Boeck, P; Viaene, M; Vallaeys, L

1999-11-01

The speeded performance on simple mental addition problems of 6- and 7-year-old children with and without mild mental retardation is modeled from a person perspective and an item perspective. On the person side, it was found that a single cognitive dimension spanned the performance differences between the two ability groups. However, a discontinuity, or "jump," was observed in the performance of the normal ability group on the easier items. On the item side, the addition problems were almost perfectly ordered in difficulty according to their problem size. Differences in difficulty were explained by factors related to the difficulty of executing nonretrieval strategies. All findings were interpreted within the framework of Siegler's (e.g., R. S. Siegler & C. Shipley, 1995) model of children's strategy choices in arithmetic. Models from item response theory were used to test the hypotheses. Copyright 1999 Academic Press.

Validity of a questionnaire measuring motives for choosing foods including sustainable concerns.

PubMed

Sautron, Valérie; Péneau, Sandrine; Camilleri, Géraldine M; Muller, Laurent; Ruffieux, Bernard; Hercberg, Serge; Méjean, Caroline

2015-04-01

Since the 1990s, sustainability of diet has become an increasingly important concern for consumers. However, there is no validated multidimensional measurement of motivation in the choice of foods including a concern for sustainability currently available. In the present study, we developed a questionnaire that measures food choice motives during purchasing, and we tested its psychometric properties. The questionnaire included 104 items divided into four predefined dimensions (environmental, health and well-being, economic and miscellaneous). It was administered to 1000 randomly selected subjects participating in the Nutrinet-Santé cohort study. Among 637 responders, one-third found the questionnaire complex or too long, while one-quarter found it difficult to fill in. Its underlying structure was determined by exploratory factor analysis and then internally validated by confirmatory factor analysis. Reliability was also assessed by internal consistency of selected dimensions and test-retest repeatability. After selecting the most relevant items, first-order analysis highlighted nine main dimensions: labeled ethics and environment, local and traditional production, taste, price, environmental limitations, health, convenience, innovation and absence of contaminants. The model demonstrated excellent internal validity (adjusted goodness of fit index = 0.97; standardized root mean square residuals = 0.07) and satisfactory reliability (internal consistency = 0.96, test-retest repeatability coefficient ranged between 0.31 and 0.68 over a mean 4-week period). This study enabled precise identification of the various dimensions in food choice motives and proposed an original, internally valid tool applicable to large populations for assessing consumer food motivation during purchasing, particularly in terms of sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.

Test blueprints for psychiatry residency in-training written examinations in Riyadh, Saudi Arabia

PubMed Central

Gaffas, Eisha M; Sequeira, Reginald P; Namla, Riyadh A Al; Al-Harbi, Khalid S

2012-01-01

Background The postgraduate training program in psychiatry in Saudi Arabia, which was established in 1997, is a 4-year residency program. Written exams comprising of multiple choice questions (MCQs) are used as a summative assessment of residents in order to determine their eligibility for promotion from one year to the next. Test blueprints are not used in preparing examinations. Objective To develop test blueprints for the written examinations used in the psychiatry residency program. Methods Based on the guidelines of four professional bodies, documentary analysis was used to develop global and detailed test blueprints for each year of the residency program. An expert panel participated during piloting and final modification of the test blueprints. Their opinion about the content, weightage for each content domain, and proportion of test items to be sampled in each cognitive category as defined by modified Bloom’s taxonomy were elicited. Results Eight global and detailed test blueprints, two for each year of the psychiatry residency program, were developed. The global test blueprints were reviewed by experts and piloted. Six experts participated in the final modification of test blueprints. Based on expert consensus, the content, total weightage for each content domain, and proportion of test items to be included in each cognitive category were determined for each global test blueprint. Experts also suggested progressively decreasing the weightage for recall test items and increasing problem solving test items in examinations, from year 1 to year 4 of the psychiatry residence program. Conclusion A systematic approach using a documentary and content analysis technique was used to develop test blueprints with additional input from an expert panel as appropriate. Test blueprinting is an important step to ensure the test validity in all residency programs. PMID:23762000

Test blueprints for psychiatry residency in-training written examinations in Riyadh, Saudi Arabia.

PubMed

Gaffas, Eisha M; Sequeira, Reginald P; Namla, Riyadh A Al; Al-Harbi, Khalid S

2012-01-01

The postgraduate training program in psychiatry in Saudi Arabia, which was established in 1997, is a 4-year residency program. Written exams comprising of multiple choice questions (MCQs) are used as a summative assessment of residents in order to determine their eligibility for promotion from one year to the next. Test blueprints are not used in preparing examinations. To develop test blueprints for the written examinations used in the psychiatry residency program. Based on the guidelines of four professional bodies, documentary analysis was used to develop global and detailed test blueprints for each year of the residency program. An expert panel participated during piloting and final modification of the test blueprints. Their opinion about the content, weightage for each content domain, and proportion of test items to be sampled in each cognitive category as defined by modified Bloom's taxonomy were elicited. Eight global and detailed test blueprints, two for each year of the psychiatry residency program, were developed. The global test blueprints were reviewed by experts and piloted. Six experts participated in the final modification of test blueprints. Based on expert consensus, the content, total weightage for each content domain, and proportion of test items to be included in each cognitive category were determined for each global test blueprint. Experts also suggested progressively decreasing the weightage for recall test items and increasing problem solving test items in examinations, from year 1 to year 4 of the psychiatry residence program. A systematic approach using a documentary and content analysis technique was used to develop test blueprints with additional input from an expert panel as appropriate. Test blueprinting is an important step to ensure the test validity in all residency programs.

Effects of an icon-based menu labelling initiative on consumer food choice.

PubMed

Kerins, Claire; Cunningham, Katie; Finucane, Francis M; Gibson, Irene; Jones, Jenni; Kelly, Colette

2017-01-01

The purpose of this study was to examine the impact of an icon-based menu labelling initiative on consumer buying behaviour. This quasi-experimental study recruited a convenience sample of eight food service establishments, all with at least one menu item meeting the heart healthy criteria. Data from sales of all menu items sold over an 8-week period were collated 4 weeks prior to and 4 weeks during the display of information icons related to healthy food choices on menus. The absolute change in menu item sales showed a non-significant trend towards an increase in healthier menu item selections. Furthermore, there was no association between the type of food service establishment and the percentage change in labelled menu item sales. The study did not find a statistically significant influence of the icon-based menu labels on consumer food choice. Given the limited amount of research that examines alternative menu labelling formats in real-world settings, more studies are necessary to confirm these results. Further research is needed to identify the optimal format, content and impact of menu labels on consumer behaviour.

PubMed Central

PANATTO, D.; ARATA, L.; BEVILACQUA, I.; APPRATO, L.; GASPARINI, R.; AMICIZIA, D.

2015-01-01

Summary Introduction. Health-related knowledge is often assessed through multiple-choice tests. Among the different types of formats, researchers may opt to use multiple-mark items, i.e. with more than one correct answer. Although multiple-mark items have long been used in the academic setting – sometimes with scant or inconclusive results – little is known about the implementation of this format in research on in-field health education and promotion. Methods. A study population of secondary school students completed a survey on nutrition-related knowledge, followed by a single- lecture intervention. Answers were scored by means of eight different scoring algorithms and analyzed from the perspective of classical test theory. The same survey was re-administered to a sample of the students in order to evaluate the short-term change in their knowledge. Results. In all, 286 questionnaires were analyzed. Partial scoring algorithms displayed better psychometric characteristics than the dichotomous rule. In particular, the algorithm proposed by Ripkey and the balanced rule showed greater internal consistency and relative efficiency in scoring multiple-mark items. A penalizing algorithm in which the proportion of marked distracters was subtracted from that of marked correct answers was the only one that highlighted a significant difference in performance between natives and immigrants, probably owing to its slightly better discriminatory ability. This algorithm was also associated with the largest effect size in the pre-/post-intervention score change. Discussion. The choice of an appropriate rule for scoring multiple- mark items in research on health education and promotion should consider not only the psychometric properties of single algorithms but also the study aims and outcomes, since scoring rules differ in terms of biasness, reliability, difficulty, sensitivity to guessing and discrimination. PMID:26900331

Test of understanding of vectors: A reliable multiple-choice vector concept test

NASA Astrophysics Data System (ADS)

Barniol, Pablo; Zavala, Genaro

2014-06-01

In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended problems in which a total of 2067 students participated. Using this taxonomy, we then designed a 20-item multiple-choice test [Test of understanding of vectors (TUV)] and administered it in English to 423 students who were completing the required sequence of introductory physics courses at a large private Mexican university. We evaluated the test's content validity, reliability, and discriminatory power. The results indicate that the TUV is a reliable assessment tool. We also conducted a detailed analysis of the students' understanding of the vector concepts evaluated in the test. The TUV is included in the Supplemental Material as a resource for other researchers studying vector learning, as well as instructors teaching the material.

Evidence that judgments of learning are causally related to study choice.

PubMed

Metcalfe, Janet; Finn, Bridgid

2008-02-01

Three experiments investigated whether study choice was directly related to judgments of learning (JOLs) by examining people's choices in cases in which JOLs were dissociated from recall. In Experiment 1, items were given either three repetitions or one repetition on Trial 1. Items given three repetitions received one on Trial 2, and those given one repetition received three on Trial 2-equating performance at the end of Trial 2, but yielding different immediate Trial 2 JOLs. Study choice followed the "illusory" JOLs. A delayed JOL condition in Experiment 2 did not show this JOL bias and neither did study choice. Finally, using a paradigm (Koriat & Bjork, 2005) in which similar JOLs are given to forward and backward associative pairs, despite much worse performance on the backward pairs, study choice again followed the mistaken JOLs. We concluded that JOLs-what people believe they know-directly influence people's study choices.

Food choice questionnaire revisited in four countries. Does it still measure the same?

PubMed

Januszewska, Renata; Pieniak, Zuzanna; Verbeke, Wim

2011-08-01

This study focuses on the implementation of the food choice questionnaire (FCQ) across four countries. The first objective is to examine the degree to which the factor structure of the FCQ is invariant across different populations. The second objective is to analyse the motives for food choice in different countries. The cross-sectional sample of 1420 consumers consisted of Belgians (N=458), Hungarians (N=401), Romanians (N=229) and Filipinos (N=332). Data analyses included estimation of five multi-group confirmatory factor analysis models; calculation of mean importance ratings for each food choice factor across countries; ANOVA and Tukey post hoc tests; and a rank order test of most to least important factors within each country. The results confirm that the factorial structure of the FCQ is invariant with respect to factor configuration, factor loadings and item intercept. Sensory appeal is the most important factor among all European consumers, while health, convenience and price were all among the five most important factors shaping food choice in Belgium, Hungary and Romania. For Filipinos, the most important were health, price and mood. Sensory appeal ranked on the fourth place. Copyright © 2011 Elsevier Ltd. All rights reserved.

Food Choice Architecture: An Intervention in a Secondary School and its Impact on Students’ Plant-based Food Choices

PubMed Central

Ensaff, Hannah; Homer, Matt; Sahota, Pinki; Braybrook, Debbie; Coan, Susan; McLeod, Helen

2015-01-01

With growing evidence for the positive health outcomes associated with a plant-based diet, the study’s purpose was to examine the potential of shifting adolescents’ food choices towards plant-based foods. Using a real world setting of a school canteen, a set of small changes to the choice architecture was designed and deployed in a secondary school in Yorkshire, England. Focussing on designated food items (whole fruit, fruit salad, vegetarian daily specials, and sandwiches containing salad) the changes were implemented for six weeks. Data collected on students’ food choice (218,796 transactions) enabled students’ (980 students) selections to be examined. Students’ food choice was compared for three periods: baseline (29 weeks); intervention (six weeks); and post-intervention (three weeks). Selection of designated food items significantly increased during the intervention and post-intervention periods, compared to baseline (baseline, 1.4%; intervention 3.0%; post-intervention, 2.2%) χ2(2) = 68.1, p < 0.001. Logistic regression modelling also revealed the independent effect of the intervention, with students 2.5 times as likely (p < 0.001) to select the designated food items during the intervention period, compared to baseline. The study’s results point to the influence of choice architecture within secondary school settings, and its potential role in improving adolescents’ daily food choices. PMID:26043039

Do pig farmers preferences bias consumer choice for pork? Response to critique of the pork preference studies.

PubMed

Ngapo, T M; Fortin, J; Martin, J-F

2010-08-01

Québec consumers and pig farmers selected their preferred chop from 16 images that had been modified to give 16 treatments: two levels each of fat cover, colour, marbling and drip. The selection process was repeated eight times from different groups of chops. Fat cover (47% preferred lean) and colour (44%, light red) were the most frequently chosen characteristics. No significant differences were observed between farmers and consumers preferences (chi(2) test, P<0.05). Two preference-based clusters were found; 41% preferring dark red, lean meat and 59%, light red, lean meat, without marbling or drip. Choice-based clusters showed no significant links with either individual socio-demographic items, including pig farmer as occupation, or the three socio-demographic-based clusters observed (chi(2) test, P<0.05). No evidence was found to suggest that the choices of pig farmers differed from those of consumers and, therefore, inclusion of pig farmers in consumer panels would not bias consumer choice for pork. Crown Copyright (c) 2010. Published by Elsevier Ltd. All rights reserved.

Clientele Recognition of Library Terms and Concepts Used by Librarians: A Case of an Academic Library in the Philippines

ERIC Educational Resources Information Center

Cana, Mercy B.; Cueto, Quiza Lynn Grace G.; De Guzman, Allan B.; Fuchigami, Kaori B.; Manalo, Leona Rica T.; Yu, Jake Cathleen U.

2005-01-01

Using a 30-item multiple-choice type test, this investigation focused on the ability of college students to recognise terms and concepts used by librarians. A total of 447 respondents representing the fields of Education, Nutrition, Food Technology, Tourism and Hotel and Restaurant Management took part in this investigation. Data were gathered…

Development of a Microcomputer-Based Adaptive Testing System. Phase I. Specification of Requirements and Preliminary Design.

DTIC Science & Technology

1982-06-30

treatments, and cure (or kill ) a patient. Administratively, the items were in a multiple-choice format and the simulation proceeded by branching...Discs: dual 5 1/4 inch floppies (IM) Bus: N/A Operating System: CP/M, MmmOST Price: $3,495 -14 ~-174- - ’i~ Model 820 Xerox 1341 West Mockingbird Lane

Critical success factors in awareness of and choice towards low vision rehabilitation.

PubMed

Fraser, Sarah A; Johnson, Aaron P; Wittich, Walter; Overbury, Olga

2015-01-01

The goal of the current study was to examine the critical factors indicative of an individual's choice to access low vision rehabilitation services. Seven hundred and forty-nine visually impaired individuals, from the Montreal Barriers Study, completed a structured interview and questionnaires (on visual function, coping, depression, satisfaction with life). Seventy-five factors from the interview and questionnaires were entered into a data-driven Classification and Regression Tree Analysis in order to determine the best predictors of awareness group: positive personal choice (I knew and I went), negative personal choice (I knew and did not go), and lack of information (Nobody told me, and I did not know). Having a response of moderate to no difficulty on item 6 (reading signs) of the Visual Function Index 14 (VF-14) indicated that the person had made a positive personal choice to seek rehabilitation, whereas reporting a great deal of difficulty on this item was associated with a lack of information on low vision rehabilitation. In addition to this factor, symptom duration of under nine years, moderate difficulty or less on item 5 (seeing steps or curbs) of the VF-14, and an indication of little difficulty or less on item 3 (reading large print) of the VF-14 further identified those who were more likely to have made a positive personal choice. Individuals in the lack of information group also reported greater difficulty on items 3 and 5 of the VF-14 and were more likely to be male. The duration-of-symptoms factor suggests that, even in the positive choice group, it may be best to offer rehabilitation services early. Being male and responding moderate difficulty or greater to the VF-14 questions about far, medium-distance and near situations involving vision was associated with individuals that lack information. Consequently, these individuals may need additional education about the benefits of low vision services in order to make a positive personal choice. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

Subjective costs drive overly patient foraging strategies in rats on an intertemporal foraging task.

PubMed

Wikenheiser, Andrew M; Stephens, David W; Redish, A David

2013-05-14

Laboratory studies of decision making often take the form of two-alternative, forced-choice paradigms. In natural settings, however, many decision problems arise as stay/go choices. We designed a foraging task to test intertemporal decision making in rats via stay/go decisions. Subjects did not follow the rate-maximizing strategy of choosing only food items associated with short delays. Instead, rats were often willing to wait for surprisingly long periods, and consequently earned a lower rate of food intake than they might have by ignoring long-delay options. We tested whether foraging theory or delay discounting models predicted the behavior we observed but found that these models could not account for the strategies subjects selected. Subjects' behavior was well accounted for by a model that incorporated a cost for rejecting potential food items. Interestingly, subjects' cost sensitivity was proportional to environmental richness. These findings are at odds with traditional normative accounts of decision making but are consistent with retrospective considerations having a deleterious influence on decisions (as in the "sunk-cost" effect). More broadly, these findings highlight the utility of complementing existing assays of decision making with tasks that mimic more natural decision topologies.

Subjective costs drive overly patient foraging strategies in rats on an intertemporal foraging task

PubMed Central

Wikenheiser, Andrew M.; Stephens, David W.; Redish, A. David

2013-01-01

Laboratory studies of decision making often take the form of two-alternative, forced-choice paradigms. In natural settings, however, many decision problems arise as stay/go choices. We designed a foraging task to test intertemporal decision making in rats via stay/go decisions. Subjects did not follow the rate-maximizing strategy of choosing only food items associated with short delays. Instead, rats were often willing to wait for surprisingly long periods, and consequently earned a lower rate of food intake than they might have by ignoring long-delay options. We tested whether foraging theory or delay discounting models predicted the behavior we observed but found that these models could not account for the strategies subjects selected. Subjects’ behavior was well accounted for by a model that incorporated a cost for rejecting potential food items. Interestingly, subjects’ cost sensitivity was proportional to environmental richness. These findings are at odds with traditional normative accounts of decision making but are consistent with retrospective considerations having a deleterious influence on decisions (as in the “sunk-cost” effect). More broadly, these findings highlight the utility of complementing existing assays of decision making with tasks that mimic more natural decision topologies. PMID:23630289

Understanding Rasch Measurement: Distractors with Information in Multiple Choice Items: A Rationale Based on the Rasch Model

ERIC Educational Resources Information Center

Andrich, David; Styles, Irene

2011-01-01

There is a substantial literature on attempts to obtain information on the proficiency of respondents from distractors in multiple choice items. Information in a distractor implies that a person who chooses that distractor has greater proficiency than if the person chose another distractor with no information. A further implication is that the…

Controlling for Response Order Effects in Ranking Items Using Latent Choice Factor Modeling

ERIC Educational Resources Information Center

Vriens, Ingrid; Moors, Guy; Gelissen, John; Vermunt, Jeroen K.

2017-01-01

Measuring values in sociological research sometimes involves the use of ranking data. A disadvantage of a ranking assignment is that the order in which the items are presented might influence the choice preferences of respondents regardless of the content being measured. The standard procedure to rule out such effects is to randomize the order of…

Getting Lucky: How Guessing Threatens the Validity of Performance Classifications

ERIC Educational Resources Information Center

Foley, Brett P.

2016-01-01

There is always a chance that examinees will answer multiple choice (MC) items correctly by guessing. Design choices in some modern exams have created situations where guessing at random through the full exam--rather than only for a subset of items where the examinee does not know the answer--can be an effective strategy to pass the exam. This…

Bourdieu’s Cultural Capital in Relation to Food Choices: A Systematic Review of Cultural Capital Indicators and an Empirical Proof of Concept

PubMed Central

Kamphuis, Carlijn B. M.; Jansen, Tessa; Mackenbach, Johan P.; van Lenthe, Frank J.

2015-01-01

Objective Unhealthy food choices follow a socioeconomic gradient that may partly be explained by one’s ‘cultural capital’, as defined by Bourdieu. We aim 1) to carry out a systematic review to identify existing quantitative measures of cultural capital, 2) to develop a questionnaire to measure cultural capital for food choices, and 3) to empirically test associations of socioeconomic position with cultural capital and food choices, and of cultural capital with food choices. Design We systematically searched large databases for the key-word ‘cultural capital’ in title or abstract. Indicators of objectivised cultural capital and family institutionalised cultural capital, as identified by the review, were translated to food choice relevant indicators. For incorporated cultural capital, we used existing questionnaires that measured the concepts underlying the variety of indicators as identified by the review, i.e. participation, skills, knowledge, values. The questionnaire was empirically tested in a postal survey completed by 2,953 adults participating in the GLOBE cohort study, The Netherlands, in 2011. Results The review yielded 113 studies that fulfilled our inclusion criteria. Several indicators of family institutionalised (e.g. parents’ education completed) and objectivised cultural capital (e.g. possession of books, art) were consistently used. Incorporated cultural capital was measured with a large variety of indicators (e.g. cultural participation, skills). Based on this, we developed a questionnaire to measure cultural capital in relation to food choices. An empirical test of the questionnaire showed acceptable overall internal consistency (Cronbach’s alpha of .654; 56 items), and positive associations between socioeconomic position and cultural capital, and between cultural capital and healthy food choices. Conclusions Cultural capital may be a promising determinant for (socioeconomic inequalities in) food choices. PMID:26244763

Bourdieu's Cultural Capital in Relation to Food Choices: A Systematic Review of Cultural Capital Indicators and an Empirical Proof of Concept.

PubMed

Kamphuis, Carlijn B M; Jansen, Tessa; Mackenbach, Johan P; van Lenthe, Frank J

2015-01-01

Unhealthy food choices follow a socioeconomic gradient that may partly be explained by one's 'cultural capital', as defined by Bourdieu. We aim 1) to carry out a systematic review to identify existing quantitative measures of cultural capital, 2) to develop a questionnaire to measure cultural capital for food choices, and 3) to empirically test associations of socioeconomic position with cultural capital and food choices, and of cultural capital with food choices. We systematically searched large databases for the key-word 'cultural capital' in title or abstract. Indicators of objectivised cultural capital and family institutionalised cultural capital, as identified by the review, were translated to food choice relevant indicators. For incorporated cultural capital, we used existing questionnaires that measured the concepts underlying the variety of indicators as identified by the review, i.e. participation, skills, knowledge, values. The questionnaire was empirically tested in a postal survey completed by 2,953 adults participating in the GLOBE cohort study, The Netherlands, in 2011. The review yielded 113 studies that fulfilled our inclusion criteria. Several indicators of family institutionalised (e.g. parents' education completed) and objectivised cultural capital (e.g. possession of books, art) were consistently used. Incorporated cultural capital was measured with a large variety of indicators (e.g. cultural participation, skills). Based on this, we developed a questionnaire to measure cultural capital in relation to food choices. An empirical test of the questionnaire showed acceptable overall internal consistency (Cronbach's alpha of .654; 56 items), and positive associations between socioeconomic position and cultural capital, and between cultural capital and healthy food choices. Cultural capital may be a promising determinant for (socioeconomic inequalities in) food choices.

A New Clinical Pain Knowledge Test for Nurses: Development and Psychometric Evaluation.

PubMed

Bernhofer, Esther I; St Marie, Barbara; Bena, James F

2017-08-01

All nurses care for patients with pain, and pain management knowledge and attitude surveys for nurses have been around since 1987. However, no validated knowledge test exists to measure postlicensure clinicians' knowledge of the core competencies of pain management in current complex patient populations. To develop and test the psychometric properties of an instrument designed to measure pain management knowledge of postlicensure nurses. Psychometric instrument validation. Four large Midwestern U.S. hospitals. Registered nurses employed full time and part time August 2015 to April 2016, aged M = 43.25 years; time as RN, M = 16.13 years. Prospective survey design using e-mail to invite nurses to take an electronic multiple choice pain knowledge test. Content validity of initial 36-item test "very good" (95.1% agreement). Completed tests that met analysis criteria, N = 747. Mean initial test score, 69.4% correct (range 27.8-97.2). After revision/removal of 13 unacceptable questions, mean test score was 50.4% correct (range 8.7-82.6). Initial test item percent difficulty range was 15.2%-98.1%; discrimination values range, 0.03-0.50; final test item percent difficulty range, 17.6%-91.1%, discrimination values range, -0.04 to 1.04. Split-half reliability final test was 0.66. A high decision consistency reliability was identified, with test cut-score of 75%. The final 23-item Clinical Pain Knowledge Test has acceptable discrimination, difficulty, decision consistency, reliability, and validity in the general clinical inpatient nurse population. This instrument will be useful in assessing pain management knowledge of clinical nurses to determine gaps in education, evaluate knowledge after pain management education, and measure research outcomes. Copyright © 2017 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Testing primary-school children's understanding of the nature of science.

PubMed

Koerber, Susanne; Osterhaus, Christopher; Sodian, Beate

2015-03-01

Understanding the nature of science (NOS) is a critical aspect of scientific reasoning, yet few studies have investigated its developmental beginnings and initial structure. One contributing reason is the lack of an adequate instrument. Two studies assessed NOS understanding among third graders using a multiple-select (MS) paper-and-pencil test. Study 1 investigated the validity of the MS test by presenting the items to 68 third graders (9-year-olds) and subsequently interviewing them on their underlying NOS conception of the items. All items were significantly related between formats, indicating that the test was valid. Study 2 applied the same instrument to a larger sample of 243 third graders, and their performance was compared to a multiple-choice (MC) version of the test. Although the MC format inflated the guessing probability, there was a significant relation between the two formats. In summary, the MS format was a valid method revealing third graders' NOS understanding, thereby representing an economical test instrument. A latent class analysis identified three groups of children with expertise in qualitatively different aspects of NOS, suggesting that there is not a single common starting point for the development of NOS understanding; instead, multiple developmental pathways may exist. © 2014 The British Psychological Society.

Fifth Graders' Learning About Simple Machines Through Engineering Design-Based Instruction Using LEGO™ Materials

NASA Astrophysics Data System (ADS)

Marulcu, Ismail; Barnett, Mike

2013-10-01

This study is part of a 5-year National Science Foundation-funded project, Transforming Elementary Science Learning Through LEGO™ Engineering Design. In this study, we report on the successes and challenges of implementing an engineering design-based and LEGO™-oriented unit in an urban classroom setting and we focus on the impact of the unit on students' content understanding of simple machines. The LEGO™ engineering-based simple machines module, which was developed for fifth graders by our research team, was implemented in an urban school in a large city in the Northeastern region of the USA. Thirty-three fifth grade students participated in the study, and they showed significant growth in content understanding. We measured students' content knowledge by using identical paper tests and semistructured interviews before and after instruction. Our paired t test analysis results showed that students significantly improved their test and interview scores (t = -3.62, p < 0.001 for multiple-choice items and t = -9.06, p < 0.000 for the open-ended items in the test and t = -12.11, p < 0.000 for the items in interviews). We also identified several alternative conceptions that are held by students on simple machines.

When a Stone Tries to Climb up a Slope: The Interplay between Lexical and Perceptual Animacy in Referential Choices

PubMed Central

Vogels, Jorrig; Krahmer, Emiel; Maes, Alfons

2013-01-01

Several studies suggest that referential choices are influenced by animacy. On the one hand, animate referents are more likely to be mentioned as subjects than inanimate referents. On the other hand, animate referents are more frequently pronominalized than inanimate referents. These effects have been analyzed as effects of conceptual accessibility. In this paper, we raise the question whether these effects are driven only by lexical concepts, such that referents described by animate lexical items (e.g., “toddler”) are more accessible than referents described by inanimate lexical items (e.g., “shoe”), or can also be influenced by context-derived conceptualizations, such that referents that are perceived as animate in a particular context are more accessible than referents that are not. In two animation-retelling experiments, conducted in Dutch, we investigated the influence of lexical and perceptual animacy on the choice of referent and the choice of referring expression. If the effects of animacy are context-dependent, entities that are perceived as animate should yield more subject references and more pronouns than entities that are perceived as inanimate, irrespective of their lexical animacy. If the effects are tied to lexical concepts, entities described with animate lexical items should be mentioned as the subject and pronominalized more frequently than entities described with inanimate lexical items, irrespective of their perceptual animacy. The results show that while only lexical animacy appears to affect the choice of subject referent, perceptual animacy may overrule lexical animacy in the choice of referring expression. These findings suggest that referential choices can be influenced by conceptualizations based on the perceptual context. PMID:23554600

Soviet and American ASTP crew sample candidate food items

NASA Technical Reports Server (NTRS)

1974-01-01

Candidate food items being considered for the joint U.S.-USSR Apollo Soyuz Test Project (ASTP) mission are sampled by three ASTP crewmen in bldg 4 at JSC. They are, left to right, Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP crew; Astronaut Vance D. Brand, command module pilot of the American ASTP crew; and Cosmonaut Aleksey A. Leonov, commander of the Soviet ASTP crew. Kubasov is marking a food rating chart on which the crewmen mark their choices, likes and dislikes of the food being sampled. Brand is drinking orange juice from an accordian-like dispenser. Leonov is eating butter cookies.

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

A Stratified Study of Students' Understanding of Basic Optics Concepts in Different Contexts Using Two-Tier Multiple-Choice Items

ERIC Educational Resources Information Center

Chu, Hye-Eun; Treagust, David F.; Chandrasegaran, A. L.

2009-01-01

A large scale study involving 1786 year 7-10 Korean students from three school districts in Seoul was undertaken to evaluate their understanding of basic optics concepts using a two-tier multiple-choice diagnostic instrument consisting of four pairs of items, each of which evaluated the same concept in two different contexts. The instrument, which…

Psychometric characteristics of Clinical Reasoning Problems (CRPs) and its correlation with routine multiple choice question (MCQ) in Cardiology department.

PubMed

Derakhshandeh, Zahra; Amini, Mitra; Kojuri, Javad; Dehbozorgian, Marziyeh

2018-01-01

Clinical reasoning is one of the most important skills in the process of training a medical student to become an efficient physician. Assessment of the reasoning skills in a medical school program is important to direct students' learning. One of the tests for measuring the clinical reasoning ability is Clinical Reasoning Problems (CRPs). The major aim of this study is to measure psychometric qualities of CRPs and define correlation between this test and routine MCQ in cardiology department of Shiraz medical school. This study was a descriptive study conducted on total cardiology residents of Shiraz Medical School. The study population consists of 40 residents in 2014. The routine CRPs and the MCQ tests was designed based on similar objectives and were carried out simultaneously. Reliability, item difficulty, item discrimination, and correlation between each item and the total score of CRPs were all measured by Excel and SPSS software for checking psycometeric CRPs test. Furthermore, we calculated the correlation between CRPs test and MCQ test. The mean differences of CRPs test score between residents' academic year [second, third and fourth year] were also evaluated by Analysis of variances test (One Way ANOVA) using SPSS software (version 20)(α=0.05). The mean and standard deviation of score in CRPs was 10.19 ±3.39 out of 20; in MCQ, it was 13.15±3.81 out of 20. Item difficulty was in the range of 0.27-0.72; item discrimination was 0.30-0.75 with question No.3 being the exception (that was 0.24). The correlation between each item and the total score of CRP was 0.26-0.87; the correlation between CRPs test and MCQ test was 0.68 (p<0.001). The reliability of the CRPs was 0.72 as calculated by using Cronbach's alpha. The mean score of CRPs was different among residents based on their academic year and this difference was statistically significant (p<0.001). The results of this present investigation revealed that CRPs could be reliable test for measuring clinical reasoning in residents. It can be included in cardiology residency assessment programs.

Is more choice always desirable? Evidence and arguments from leks, food selection, and environmental enrichment.

PubMed

Hutchinson, John M C

2005-02-01

Recent studies on humans show that too much choice can make subjects less likely to choose any item. I consider general adaptive and non-adaptive explanations of why such choice aversion, or its converse, might occur in animals. There are three questions: is more choice always preferred, does it ever lead to less consumption (or a lower probability of consumption), and may it result in worse items being selected ? A preference for choice is one of the main explanations for lek formation and I draw attention to previously unrecognised parallels with models of human shopping behaviour. There is indeed evidence of female preference for larger leks, although much of the observational data are open to other interpretations. Unfortunately nobody has looked for choice aversion where it is most to be expected, in leks larger than normally occur. Evidence that too much choice of males confuses females is strongest in acoustically advertising frogs, but the widespread decrease of mating skew in larger leks might also have this explanation. A model reanalyses data on skew in black grouse Tetrao tetrix and suggests that considering only a random subset of a large lek may increase the chances of selecting the better males: larger leks are more likely to include better males, but these are less likely to be selected. These opposing effects may lead to an optimum lek size, but only with a sufficient decline in choice accuracy with size. With food choice, very few studies have avoided confounding choice with food quality, by manipulating only flavour. The widespread phenomena of stimulus-specific satiety and novelty seeking imply that monotonous diets are aversive, but no studies test whether animals choose sites where they know food diversity to be greater. Operant experiments that demonstrate mild preferences for free choice concern choice about the means to get food rather than the food itself. In some insect species even moderate choice of diet can be deleterious, and studies on search images and the confusion effect may be evidence of this in vertebrates. Environmental enrichment of captive animals often relies on increasing the options available, but it need not be the choice itself that is beneficial. I consider briefly further areas in biology where choice preference or aversion are potentially important.

Item Reliabilities for a Family of Answer-Until-Correct (AUC) Scoring Rules.

ERIC Educational Resources Information Center

Kane, Michael T.; Moloney, James M.

The Answer-Until-Correct (AUC) procedure has been proposed in order to increase the reliability of multiple-choice items. A model for examinees' behavior when they must respond to each item until they answer it correctly is presented. An expression for the reliability of AUC items, as a function of the characteristics of the item and the scoring…

Developing a Placement Exam for Spanish Heritage Language Learners: Item Analysis and Learner Characteristics

ERIC Educational Resources Information Center

Wilson, Damian Vergara

2012-01-01

This paper illustrates a method of item analysis used to identify discriminating multiple-choice items in placement data. The data come from two rounds of pilots given to both SHL students and Spanish as a Second Language (SSL) students. In the first round, 104 items were administered to 507 students. After discarding poor items, the second round…

An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.

PubMed

Kirschstein, Timo; Wolters, Alexander; Lenz, Jan-Hendrik; Fröhlich, Susanne; Hakenberg, Oliver; Kundt, Günther; Darmüntzel, Martin; Hecker, Michael; Altiner, Attila; Müller-Hilke, Brigitte

2016-01-01

The amendment of the Medical Licensing Act (ÄAppO) in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality. In the spring of 2014, the students' dean commissioned the "core group" for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and - in analogy to impact factors and third party grants - a ranking among faculty. Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

The Geoscience Concept Test: A New Assessment Tool Based on Student Misconceptions

NASA Astrophysics Data System (ADS)

Libarkin, J.; Anderson, S. W.; Boone, W. J.; Beilfuss, M.; Dahl, J.

2002-12-01

We developed and began pilot testing of an earth science assessment tool called the geoscience concept test (GCT). The GCT uses student misconceptions as distractors in a 30 item multiple-choice instrument. Student misconceptions were first assessed through the analysis of nearly 300 questionnaires administered in introductory geology courses at three institutions. Results from the questionnaires guided the development of an interview protocol that was used by four interviewers at four different institutions. Over 100 in-depth student interviews lasting from 0.5 to 1 hour probed topics related to the Earth's interior, geologic time, and the formation of Earth surface features such as mountains and volcanoes to better define misconceptions. Thematic content analysis of the interviews identified a number of widely held misconceptions, which were then incorporated into the GCT as multiple-choice distractors (wrong answers). For content validity, the initial GCT was reviewed by seven experts (3 geoscientists and 4 science educators) and revised before pilot testing. Approximately 100 introductory and non-science major college students from four institutions were assessed with the GCT pilot in the spring of 2002. Rasch model analysis of this data showed that students found the pilot test difficult, and the level of difficulty was consistent between the four institutions. Analysis of individual items showed that students had fewer misconceptions regarding the locations of earthquakes, and many misconceptions regarding the locations of volcanoes on the Earth's surface, suggesting a disconnect in their understanding of the role of plate tectonics in these phenomena. Analysis of the misfit statistic for each item showed that none of the questions misfit, although we dropped one question and modified the wording of another for clarity in the next round of piloting. A second round of piloting scheduled for the fall of 2002 includes nearly 3000 students from 34 institutions in 19 states.

Neural mechanisms of cue-approach training

PubMed Central

Bakkour, Akram; Lewis-Peacock, Jarrod A.; Poldrack, Russell A.; Schonberg, Tom

2016-01-01

Biasing choices may prove a useful way to implement behavior change. Previous work has shown that a simple training task (the cue-approach task), which does not rely on external reinforcement, can robustly influence choice behavior by biasing choice toward items that were targeted during training. In the current study, we replicate previous behavioral findings and explore the neural mechanisms underlying the shift in preferences following cue-approach training. Given recent successes in the development and application of machine learning techniques to task-based fMRI data, which have advanced understanding of the neural substrates of cognition, we sought to leverage the power of these techniques to better understand neural changes during cue-approach training that subsequently led to a shift in choice behavior. Contrary to our expectations, we found that machine learning techniques applied to fMRI data during non-reinforced training were unsuccessful in elucidating the neural mechanism underlying the behavioral effect. However, univariate analyses during training revealed that the relationship between BOLD and choices for Go items increases as training progresses compared to choices of NoGo items primarily in lateral prefrontal cortical areas. This new imaging finding suggests that preferences are shifted via differential engagement of task control networks that interact with value networks during cue-approach training. PMID:27677231

The Applicability of Interactive Item Templates in Varied Knowledge Types

ERIC Educational Resources Information Center

Koong, Chorng-Shiuh; Wu, Chi-Ying

2011-01-01

A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods…

The influence of calorie and physical activity labelling on snack and beverage choices.

PubMed

Masic, U; Christiansen, P; Boyland, E J

2017-05-01

Much research suggests nutrition labelling does not influence lower energy food choice. This study aimed to assess the impact of physical activity based and kilocalorie (Kcal) based labels on the energy content of snack food and beverage choices made. An independent-groups design, utilizing an online questionnaire platform tested 458 UK adults (87 men), aged 18-64 years (mean: 30 years) whose BMI ranged from 16 to 41 kg/m 2 (mean: 24 kg/m 2 ). Participants were randomized to one of four label information conditions (no label, Kcal label, physical activity label [duration of walking required to burn the Kcal in the product], Kcal and physical activity label) and were asked to choose from higher and lower energy options for a series of items. Label condition significantly affected low vs. high-energy product selection of snack foods (p < 0.001) and beverages (p < 0.001). The physical activity label condition resulted in significantly lower energy snack and beverage choices than the Kcal label condition (p < 0.001). This effect was found across the full sample and persisted even when participants' dietary restraint, BMI, gender, socioeconomic status, habitual physical activity, calorie and numerical literacy were controlled. The provision of physical activity information appeared most effective in influencing the selection of lower Kcal snack food and beverage items, when compared with no information or Kcal information. These findings could inform the debate around potential legislative policies to facilitate healthier nutritional choices at a population level. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science[TM

ERIC Educational Resources Information Center

Eick, Charles J.; Dias, Michael; Smith, Nancy R. Cook

2009-01-01

A new National Science Foundation supported curriculum, Interactions in Physical Science[TM], was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N = 66) were evaluated pre and post on a 31-item multiple-choice test of conceptual…

Designing Adaptive Instructional Environments: Insights from Empirical Evidence

DTIC Science & Technology

2011-10-01

theorems. Cohen’s f effect size for pretest to posttest gain, averaged across different problems = 0.46. 7 Basis for Adaptation Ability of...problems and took a posttest . Measures of Learning 26-item multiple choice pretest and posttest . Effect size on posttest scores as measured by...solving algebraic equations. Measures of Learning Pretest and posttest using rapid diagnostic testing procedure: Student had to provide their

Health-Related Fitness Knowledge and Its Relation to Student Physical Activity Patterns at a Large U.S. Southern State University

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Castro-Pinero, Jose; Centeio, Erin; Harrison, Louis, Jr.; Ramirez, Tere; Chen, Li

2010-01-01

This study examined student health-related fitness (HRF) knowledge and its relationship to physical activity (PA). The participants were undergraduate students from a large U.S. state university. HRF knowledge was assessed using a test consisting of 150 multiple choice items. Differences in HRF knowledge scores by sex, ethnicity, and years in…

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

Multi-step routes of capuchin monkeys in a laser pointer traveling salesman task.

PubMed

Howard, Allison M; Fragaszy, Dorothy M

2014-09-01

Prior studies have claimed that nonhuman primates plan their routes multiple steps in advance. However, a recent reexamination of multi-step route planning in nonhuman primates indicated that there is no evidence for planning more than one step ahead. We tested multi-step route planning in capuchin monkeys using a pointing device to "travel" to distal targets while stationary. This device enabled us to determine whether capuchins distinguish the spatial relationship between goals and themselves and spatial relationships between goals and the laser dot, allocentrically. In Experiment 1, two subjects were presented with identical food items in Near-Far (one item nearer to subject) and Equidistant (both items equidistant from subject) conditions with a laser dot visible between the items. Subjects moved the laser dot to the items using a joystick. In the Near-Far condition, one subject demonstrated a bias for items closest to self but the other subject chose efficiently. In the second experiment, subjects retrieved three food items in similar Near-Far and Equidistant arrangements. Both subjects preferred food items nearest the laser dot and showed no evidence of multi-step route planning. We conclude that these capuchins do not make choices on the basis of multi-step look ahead strategies. © 2014 Wiley Periodicals, Inc.

Integrating personalized medical test contents with XML and XSL-FO.

PubMed

Toddenroth, Dennis; Dugas, Martin; Frankewitsch, Thomas

2011-03-01

In 2004 the adoption of a modular curriculum at the medical faculty in Muenster led to the introduction of centralized examinations based on multiple-choice questions (MCQs). We report on how organizational challenges of realizing faculty-wide personalized tests were addressed by implementation of a specialized software module to automatically generate test sheets from individual test registrations and MCQ contents. Key steps of the presented method for preparing personalized test sheets are (1) the compilation of relevant item contents and graphical media from a relational database with database queries, (2) the creation of Extensible Markup Language (XML) intermediates, and (3) the transformation into paginated documents. The software module by use of an open source print formatter consistently produced high-quality test sheets, while the blending of vectorized textual contents and pixel graphics resulted in efficient output file sizes. Concomitantly the module permitted an individual randomization of item sequences to prevent illicit collusion. The automatic generation of personalized MCQ test sheets is feasible using freely available open source software libraries, and can be efficiently deployed on a faculty-wide scale.

Development and Validation of the Homeostasis Concept Inventory

PubMed Central

McFarland, Jenny L.; Price, Rebecca M.; Wenderoth, Mary Pat; Martinková, Patrícia; Cliff, William; Michael, Joel; Modell, Harold; Wright, Ann

2017-01-01

We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate students from associate’s colleges, primarily undergraduate institutions, regional and research-intensive universities, and professional schools. Statistical results provided strong evidence for the validity and reliability of the HCI. We found that graduate students performed better than undergraduates, biology majors performed better than nonmajors, and students performed better after receiving instruction about homeostasis. We used differential item analysis to assess whether students from different genders, races/ethnicities, and English language status performed differently on individual items of the HCI. We found no evidence of differential item functioning, suggesting that the items do not incorporate cultural or gender biases that would impact students’ performance on the test. Instructors can use the HCI to guide their teaching and student learning of homeostasis, a core concept of physiology. PMID:28572177

The Impact of Exposure to Cartoons Promoting Healthy Eating on Children's Food Preferences and Choices.

PubMed

Gonçalves, Sónia; Ferreira, Rita; Conceição, Eva M; Silva, Cátia; Machado, Paulo P P; Boyland, Emma; Vaz, Ana

2018-05-01

This study explored whether a cartoon show with healthy eating messages positively affected children's food choices and food preferences. Experimental between-subjects design. Four elementary schools in Portugal were investigated. Children (aged 4-8 years; n = 142) were randomly assigned to 1 of 2 groups: a comparison group (n = 73) was exposed to cartoons with no reference to food and an intervention group (n = 69) was exposed to cartoons with healthy eating messages. After viewing, each child was given the opportunity to eat ad libitum for 10 minutes from a small selection of snack foods. Number of healthy and unhealthy food items chosen. Food preferences were measured using an adapted version of the Leeds Food Preference Checklist. Generalized linear models were used to test for differences between groups. Results were considered significant at P ≤ .05. Children in the experimental group chose significantly more healthy food items than did those in the comparison group (B = -.600; SE = .19; P < .05). Future studies may address the effect of prolonged exposure to healthy eating cartoons. Cartoons can be used to promote healthy food choices and can be a part of health promotion campaigns. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

A general theoretical framework for interpreting patient-reported outcomes estimated from ordinally scaled item responses.

PubMed

Massof, Robert W

2014-10-01

A simple theoretical framework explains patient responses to items in rating scale questionnaires. Fixed latent variables position each patient and each item on the same linear scale. Item responses are governed by a set of fixed category thresholds, one for each ordinal response category. A patient's item responses are magnitude estimates of the difference between the patient variable and the patient's estimate of the item variable, relative to his/her personally defined response category thresholds. Differences between patients in their personal estimates of the item variable and in their personal choices of category thresholds are represented by random variables added to the corresponding fixed variables. Effects of intervention correspond to changes in the patient variable, the patient's response bias, and/or latent item variables for a subset of items. Intervention effects on patients' item responses were simulated by assuming the random variables are normally distributed with a constant scalar covariance matrix. Rasch analysis was used to estimate latent variables from the simulated responses. The simulations demonstrate that changes in the patient variable and changes in response bias produce indistinguishable effects on item responses and manifest as changes only in the estimated patient variable. Changes in a subset of item variables manifest as intervention-specific differential item functioning and as changes in the estimated person variable that equals the average of changes in the item variables. Simulations demonstrate that intervention-specific differential item functioning produces inefficiencies and inaccuracies in computer adaptive testing. © The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Impressions of functional food consumers.

PubMed

Saher, Marieke; Arvola, Anne; Lindeman, Marjaana; Lähteenmäki, Liisa

2004-02-01

Functional foods provide a new way of expressing healthiness in food choices. The objective of this study was to apply an indirect measure to explore what kind of impressions people form of users of functional foods. Respondents (n=350) received one of eight versions of a shopping list and rated the buyer of the foods on 66 bipolar attributes on 7-point scales. The shopping lists had either healthy or neutral background items, conventional or functional target items and the buyer was described either as a 40-year-old woman or man. The attribute ratings revealed three factors: disciplined, innovative and gentle. Buyers with healthy background items were perceived as more disciplined than those having neutral items on the list, users of functional foods were rated as more disciplined than users of conventional target items only when the background list consisted of neutral items. Buyers of functional foods were regarded as more innovative and less gentle, but gender affected the ratings on gentle dimension. The impressions of functional food users clearly differ from those formed of users of conventional foods with a healthy image. The shopping list method performed well as an indirect method, but further studies are required to test its feasibility in measuring other food-related impressions.

Cognitive testing with female nutrition and education assistance program participants informs validity of the Satter eating competence inventory.

PubMed

Krall, Jodi Stotts; Lohse, Barbara

2010-01-01

Examine the validity of a self-report measure of eating competence with low-income women. Twenty-five females (18-49 years old) recruited from low-income venues in Pennsylvania completed cognitive testing through an iterative interview process. Respondents' oral responses were compared to researchers' intended meaning of ecSatter Inventory (ecSI) items; responses were mapped to evaluate the similarity between respondents' internally generated answers and their ecSI choices for survey items; and scored responses were compared among participants. Interview findings provided a rationale for modifying the ecSI prior to use with low-income women. Four items were misinterpreted for various reasons, including problems with clarity and wording. The modified ecSI, termed the ecSatter Inventory for Low-Income (ecSI/LI), was comprehended as intended by researchers. Congruence of cognitive responses and ecS/LI scores further supported the instrument's validity. Cognitive testing resulted in the development of an instrument to measure eating competence in low-income adults. The ecSI/LI requires validation with a large, heterogeneous low-income sample. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

NASA Astrophysics Data System (ADS)

Guffey, S. K.; Slater, T. F.; Slater, S. J.

2017-12-01

Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

The Effect of Response Format on the Psychometric Properties of the Narcissistic Personality Inventory: Consequences for Item Meaning and Factor Structure.

PubMed

Ackerman, Robert A; Donnellan, M Brent; Roberts, Brent W; Fraley, R Chris

2016-04-01

The Narcissistic Personality Inventory (NPI) is currently the most widely used measure of narcissism in social/personality psychology. It is also relatively unique because it uses a forced-choice response format. We investigate the consequences of changing the NPI's response format for item meaning and factor structure. Participants were randomly assigned to one of three conditions: 40 forced-choice items (n = 2,754), 80 single-stimulus dichotomous items (i.e., separate true/false responses for each item; n = 2,275), or 80 single-stimulus rating scale items (i.e., 5-point Likert-type response scales for each item; n = 2,156). Analyses suggested that the "narcissistic" and "nonnarcissistic" response options from the Entitlement and Superiority subscales refer to independent personality dimensions rather than high and low levels of the same attribute. In addition, factor analyses revealed that although the Leadership dimension was evident across formats, dimensions with entitlement and superiority were not as robust. Implications for continued use of the NPI are discussed. © The Author(s) 2015.

Student Questionnaire. [Harvard Project Physics

ERIC Educational Resources Information Center

Welch, Wayne W.; Ahlgren, Andrew

This 60-item questionnaire was designed to gather general background information from students who had used the Harvard Project Physics curriculum. The instrument includes three 20-item subscales: (1) attitude toward physics, (2) career interest, and (3) student characteristics. Items are multiple choice (5 options), and the introductory material…

Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students

PubMed Central

Khan, Moeen-uz-Zafar; Aljarallah, Badr Muhammad

2011-01-01

Objectives: Developing and testing the cognitive skills and abstract thinking of undergraduate medical students are the main objectives of problem based learning. Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) may both be designed to test these skills. The objectives of this study were to assess the effectiveness of both forms of questions in testing the different levels of the cognitive skills of undergraduate medical students and to detect any item writing flaws in the questions. Methods: A total of 50 MEQs and 50 MCQs were evaluated. These questions were chosen randomly from various examinations given to different batches of undergraduate medical students taking course MED 411–412 at the Department of Medicine, Qassim University from the years 2005 to 2009. The effectiveness of the questions was determined by two assessors and was defined by the question’s ability to measure higher cognitive skills, as determined by modified Bloom’s taxonomy, and its quality as determined by the presence of item writing flaws. ‘SPSS15’ and ‘Medcalc’ programs were used to tabulate and analyze the data. Results: The percentage of questions testing the level III (problem solving) cognitive skills of the students was 40% for MEQs and 60% for the MCQs; the remaining questions merely assessed the recall and comprehension. No significant difference was found between MEQ and MCQ in relation to the type of questions (recall; comprehension or problem solving x2 = 5.3, p = 0.07).The agreement between the two assessors was quite high in case of MCQ (kappa=0.609; SE 0.093; 95%CI 0.426 – 0.792) but lower in case of MEQ (kappa=0.195; SE 0.073; 95%CI 0.052 – 0.338). 16% of the MEQs and 12% of the MCQs had item writing flaws. Conclusion: A well constructed MCQ is superior to MEQ in testing the higher cognitive skills of undergraduate medical students in a problem based learning setup. Constructing an MEQ for assessing the cognitive skills of a student is not a simple task and is more frequently associated with item writing flaws. PMID:22489228

Effect of individual thinking styles on item selection during study time allocation.

PubMed

Jia, Xiaoyu; Li, Weijian; Cao, Liren; Li, Ping; Shi, Meiling; Wang, Jingjing; Cao, Wei; Li, Xinyu

2018-04-01

The influence of individual differences on learners' study time allocation has been emphasised in recent studies; however, little is known about the role of individual thinking styles (analytical versus intuitive). In the present study, we explored the influence of individual thinking styles on learners' application of agenda-based and habitual processes when selecting the first item during a study-time allocation task. A 3-item cognitive reflection test (CRT) was used to determine individuals' degree of cognitive reliance on intuitive versus analytical cognitive processing. Significant correlations between CRT scores and the choices of first item selection were observed in both Experiment 1a (study time was 5 seconds per triplet) and Experiment 1b (study time was 20 seconds per triplet). Furthermore, analytical decision makers constructed a value-based agenda (prioritised high-reward items), whereas intuitive decision makers relied more upon habitual responding (selected items from the leftmost of the array). The findings of Experiment 1a were replicated in Experiment 2 notwithstanding ruling out the possible effects from individual intelligence and working memory capacity. Overall, the individual thinking style plays an important role on learners' study time allocation and the predictive ability of CRT is reliable in learners' item selection strategy. © 2016 International Union of Psychological Science.

Using future thinking to reduce temporal discounting: Under what circumstances are the medial temporal lobes critical?

PubMed

Palombo, D J; Keane, M M; Verfaellie, M

2016-08-01

The capacity to envision the future plays an important role in many aspects of cognition, including our ability to make optimal, adaptive choices. Past work has shown that the medial temporal lobe (MTL) is necessary for decisions that draw on episodic future thinking. By contrast, little is known about the role of the MTL in decisions that draw on semantic future thinking. Accordingly, the present study investigated whether the MTL contributes to one form of decision making, namely intertemporal choice, when such decisions depend on semantic consideration of the future. In an intertemporal choice task, participants must select either a smaller amount of money that is available in the present or a larger amount of money that would be available at a future date. Amnesic individuals with MTL damage and healthy control participants performed such a task in which, prior to making a choice, they engaged in a semantic generation exercise, wherein they generated items that they would purchase with the future reward. In experiment 1, we found that, relative to a baseline condition involving standard intertemporal choice, healthy individuals were more inclined to select a larger, later reward over a smaller, present reward after engaging in semantic future thinking. By contrast, amnesic participants were paradoxically less inclined to wait for a future reward following semantic future thinking. This finding suggests that amnesics may have had difficulty "tagging" the generated item(s) as belonging to the future. Critically, experiment 2 showed that when the generated items were presented alongside the intertemporal choices, both controls and amnesic participants shifted to more patient choices. These findings suggest that the MTL is not needed for making optimal decisions that draw on semantic future thinking as long as scaffolding is provided to support accurate time tagging. Together, these findings stand to better clarify the role of the MTL in decision making. Published by Elsevier Ltd.

The Influence of Purchasing Context and Reversibility of Choice on Consumer Responses Toward Personalized Products and Standardized Products.

PubMed

Choi, Jieun; Lee, Doo-Hee; Taylor, Charles R

2016-04-01

Existing research on personalization has found that consumers generally prefer personalized products over standardized ones. This study argued that consumer preference for personalized products is dependent on purchasing context and reversibility of choice. Results of an experiment conducted in this study found that consumers preferred personalized products when purchasing an item for personal use but preferred standardized products when purchasing an item as a gift. However, the effects of purchasing context were negated when consumers were given the assurance that personalized products could be returned (reversibility of choice); when presented with reversibility of choice, consumers preferred personalized products over standardized products regardless of purchasing context. Theoretical and managerial implications of these results were discussed. © The Author(s) 2016.

The discrimination of discrete and continuous amounts in African grey parrots (Psittacus erithacus).

PubMed

Aïn, Syrina Al; Giret, Nicolas; Grand, Marion; Kreutzer, Michel; Bovet, Dalila

2009-01-01

A wealth of research in infants and animals demonstrates discrimination of quantities, in some cases nonverbal numerical perception, and even elementary calculation capacities. We investigated the ability of three African grey parrots (Psittacus erithacus) to select the largest amount of food between two sets, either discrete food items (experiment 1) or as volume of a food substance (experiment 2). The two amounts were presented simultaneously and were visible at the time of choice. Parrots were tested several times for all possible combinations between 1 and 5 seeds or 0.2 and 1 ml of food substance. In both conditions, subjects performed above chance for almost all combinations. Accuracy was negatively correlated with the ratio, that is performance improved with greater differences between amounts. Therefore, these results with both individual items and volume discrimination suggest that parrots use an analogue of magnitude, rather than object-file mechanisms to quantify items and substances.

A Test of Web and Mail Mode Effects in a Financially Sensitive Survey of Older Americans

PubMed Central

Hsu, Joanne W.

2018-01-01

This study leverages a randomized experimental design of a mixed-mode mail- and web-based survey to examine mode effects separately from sample selectivity issues. Using data from the Cognitive Economics Study, which contains some sensitive financial questions, we analyze two sets of questions: fixed-choice questions posed nearly identically across mode, and dollar-value questions that exploit features available only on web mode. Focusing on differences in item nonresponse and response distributions, our results indicate that, in contrast to mail mode, web mode surveys display lower item nonresponse for all questions. While respondents appear to prefer providing financial information in ranges, use of reminder screens on the web version yields greater use of exact values without large sacrifices in item response. Still, response distributions for all questions are similar across mode, suggesting that data on sensitive financial questions collected from the two modes can be pooled.

Influencing food choices by training: Evidence for modulation of frontoparietal control signals

PubMed Central

Bakkour, Akram; Hover, Ashleigh M.; Mumford, Jeanette A.; Poldrack, Russell A.

2014-01-01

To overcome unhealthy behaviors, one must be able to make better choices. Changing food preferences is an important strategy in addressing the obesity epidemic and its accompanying public health risks. However, little is known about how food preferences can be effectively affected and what neural systems support such changes. In this study we investigated a novel extensive training paradigm where participants chose from specific pairs of palatable junk food items and were rewarded for choosing the items with lower subjective value over higher value ones. In a later probe phase, when choices were made for real consumption, participants chose the lower-valued item more often in the trained pairs compared to untrained pairs. We replicated the behavioral results in an independent sample of participants while they were scanned with fMRI. We found that as training progressed there was decreased recruitment of regions that have been previously associated with cognitive control, specifically left dorsolateral prefrontal cortex (dlPFC) and bilateral parietal cortices. Furthermore, we found that connectivity of the left dlPFC was greater with primary motor regions by the end of training for choices of lower-valued items that required exertion of self-control, suggesting a formation of a stronger stimulus-response association. These findings demonstrate that it is possible to influence food choices through training, and that this training is associated with a decreasing need for top-down frontoparietal control. The results suggest that training paradigms may be promising as the basis for interventions to influence real world food preferences. PMID:24116842

Influencing food choices by training: evidence for modulation of frontoparietal control signals.

PubMed

Schonberg, Tom; Bakkour, Akram; Hover, Ashleigh M; Mumford, Jeanette A; Poldrack, Russell A

2014-02-01

To overcome unhealthy behaviors, one must be able to make better choices. Changing food preferences is an important strategy in addressing the obesity epidemic and its accompanying public health risks. However, little is known about how food preferences can be effectively affected and what neural systems support such changes. In this study, we investigated a novel extensive training paradigm where participants chose from specific pairs of palatable junk food items and were rewarded for choosing the items with lower subjective value over higher value ones. In a later probe phase, when choices were made for real consumption, participants chose the lower-valued item more often in the trained pairs compared with untrained pairs. We replicated the behavioral results in an independent sample of participants while they were scanned with fMRI. We found that, as training progressed, there was decreased recruitment of regions that have been previously associated with cognitive control, specifically the left dorsolateral pFC and bilateral parietal cortices. Furthermore, we found that connectivity of the left dorsolateral pFC was greater with primary motor regions by the end of training for choices of lower-valued items that required exertion of self-control, suggesting a formation of a stronger stimulus-response association. These findings demonstrate that it is possible to influence food choices through training and that this training is associated with a decreasing need for top-down frontoparietal control. The results suggest that training paradigms may be promising as the basis for interventions to influence real-world food preferences.

Neural correlates of cognitive dissonance and choice-induced preference change

PubMed Central

Izuma, Keise; Matsumoto, Madoka; Murayama, Kou; Samejima, Kazuyuki; Sadato, Norihiro; Matsumoto, Kenji

2010-01-01

According to many modern economic theories, actions simply reflect an individual's preferences, whereas a psychological phenomenon called “cognitive dissonance” claims that actions can also create preference. Cognitive dissonance theory states that after making a difficult choice between two equally preferred items, the act of rejecting a favorite item induces an uncomfortable feeling (cognitive dissonance), which in turn motivates individuals to change their preferences to match their prior decision (i.e., reducing preference for rejected items). Recently, however, Chen and Risen [Chen K, Risen J (2010) J Pers Soc Psychol 99:573–594] pointed out a serious methodological problem, which casts a doubt on the very existence of this choice-induced preference change as studied over the past 50 y. Here, using a proper control condition and two measures of preferences (self-report and brain activity), we found that the mere act of making a choice can change self-report preference as well as its neural representation (i.e., striatum activity), thus providing strong evidence for choice-induced preference change. Furthermore, our data indicate that the anterior cingulate cortex and dorsolateral prefrontal cortex tracked the degree of cognitive dissonance on a trial-by-trial basis. Our findings provide important insights into the neural basis of how actions can alter an individual's preferences. PMID:21135218

Syntax for calculation of discounting indices from the monetary choice questionnaire and probability discounting questionnaire.

PubMed

Gray, Joshua C; Amlung, Michael T; Palmer, Abraham A; MacKillop, James

2016-09-01

The 27-item Monetary Choice Questionnaire (MCQ; Kirby, Petry, & Bickel, 1999) and 30-item Probability Discounting Questionnaire (PDQ; Madden, Petry, & Johnson, 2009) are widely used, validated measures of preferences for immediate versus delayed rewards and guaranteed versus risky rewards, respectively. The MCQ measures delayed discounting by asking individuals to choose between rewards available immediately and larger rewards available after a delay. The PDQ measures probability discounting by asking individuals to choose between guaranteed rewards and a chance at winning larger rewards. Numerous studies have implicated these measures in addiction and other health behaviors. Unlike typical self-report measures, the MCQ and PDQ generate inferred hyperbolic temporal and probability discounting functions by comparing choice preferences to arrays of functions to which the individual items are preconfigured. This article provides R and SPSS syntax for processing the MCQ and PDQ. Specifically, for the MCQ, the syntax generates k values, consistency of the inferred k, and immediate choice ratios; for the PDQ, the syntax generates h indices, consistency of the inferred h, and risky choice ratios. The syntax is intended to increase the accessibility of these measures, expedite the data processing, and reduce risk for error. © 2016 Society for the Experimental Analysis of Behavior.

Neural correlates of cognitive dissonance and choice-induced preference change.

PubMed

Izuma, Keise; Matsumoto, Madoka; Murayama, Kou; Samejima, Kazuyuki; Sadato, Norihiro; Matsumoto, Kenji

2010-12-21

According to many modern economic theories, actions simply reflect an individual's preferences, whereas a psychological phenomenon called "cognitive dissonance" claims that actions can also create preference. Cognitive dissonance theory states that after making a difficult choice between two equally preferred items, the act of rejecting a favorite item induces an uncomfortable feeling (cognitive dissonance), which in turn motivates individuals to change their preferences to match their prior decision (i.e., reducing preference for rejected items). Recently, however, Chen and Risen [Chen K, Risen J (2010) J Pers Soc Psychol 99:573-594] pointed out a serious methodological problem, which casts a doubt on the very existence of this choice-induced preference change as studied over the past 50 y. Here, using a proper control condition and two measures of preferences (self-report and brain activity), we found that the mere act of making a choice can change self-report preference as well as its neural representation (i.e., striatum activity), thus providing strong evidence for choice-induced preference change. Furthermore, our data indicate that the anterior cingulate cortex and dorsolateral prefrontal cortex tracked the degree of cognitive dissonance on a trial-by-trial basis. Our findings provide important insights into the neural basis of how actions can alter an individual's preferences.

How "implicit" are implicit color effects in memory?

PubMed

Zimmer, Hubert D; Steiner, Astrid; Ecker, Ullrich K H

2002-01-01

Processing colored pictures of objects results in a preference to choose the former color for a specific object in a subsequent color choice test (Wippich & Mecklenbräuker, 1998). We tested whether this implicit memory effect is independent of performances in episodic color recollection (recognition). In the study phase of Experiment 1, the color of line drawings was either named or its appropriateness was judged. We found only weak implicit memory effects for categorical color information. In Experiment 2, silhouettes were colored by subjects during the study phase. Performances in both the implicit and the explicit test were good. Selections of "old" colors in the implicit test, though, were almost completely confined to items for which the color was also remembered explicitly. In Experiment 3, we applied the opposition technique in order to check whether we could find any implicit effects regarding items for which no explicit color recollection was possible. This was not the case. We therefore draw the conclusion that implicit color preference effects are not independent of explicit recollection, and that they are probably based on the same episodic memory traces that are used in explicit tests.

Do item-writing flaws reduce examinations psychometric quality?

PubMed

Pais, João; Silva, Artur; Guimarães, Bruno; Povo, Ana; Coelho, Elisabete; Silva-Pereira, Fernanda; Lourinho, Isabel; Ferreira, Maria Amélia; Severo, Milton

2016-08-11

The psychometric characteristics of multiple-choice questions (MCQ) changed when taking into account their anatomical sites and the presence of item-writing flaws (IWF). The aim is to understand the impact of the anatomical sites and the presence of IWF in the psychometric qualities of the MCQ. 800 Clinical Anatomy MCQ from eight examinations were classified as standard or flawed items and according to one of the eight anatomical sites. An item was classified as flawed if it violated at least one of the principles of item writing. The difficulty and discrimination indices of each item were obtained. 55.8 % of the MCQ were flawed items. The anatomical site of the items explained 6.2 and 3.2 % of the difficulty and discrimination parameters and the IWF explained 2.8 and 0.8 %, respectively. The impact of the IWF was heterogeneous, the Writing the Stem and Writing the Choices categories had a negative impact (higher difficulty and lower discrimination) while the other categories did not have any impact. The anatomical site effect was higher than IWF effect in the psychometric characteristics of the examination. When constructing MCQ, the focus should be in the topic/area of the items and only after in the presence of IWF.

Adapting Scott and Bruce's General Decision-Making Style Inventory to Patient Decision Making in Provider Choice.

PubMed

Fischer, Sophia; Soyez, Katja; Gurtner, Sebastian

2015-05-01

Research testing the concept of decision-making styles in specific contexts such as health care-related choices is missing. Therefore, we examine the contextuality of Scott and Bruce's (1995) General Decision-Making Style Inventory with respect to patient choice situations. Scott and Bruce's scale was adapted for use as a patient decision-making style inventory. In total, 388 German patients who underwent elective joint surgery responded to a questionnaire about their provider choice. Confirmatory factor analyses within 2 independent samples assessed factorial structure, reliability, and validity of the scale. The final 4-dimensional, 13-item patient decision-making style inventory showed satisfactory psychometric properties. Data analyses supported reliability and construct validity. Besides the intuitive, dependent, and avoidant style, a new subdimension, called "comparative" decision-making style, emerged that originated from the rational dimension of the general model. This research provides evidence for the contextuality of decision-making style to specific choice situations. Using a limited set of indicators, this report proposes the patient decision-making style inventory as valid and feasible tool to assess patients' decision propensities. © The Author(s) 2015.

Soy goes to school: acceptance of healthful, vegetarian options in Maryland middle school lunches.

PubMed

Lazor, Kathleen; Chapman, Nancy; Levine, Elyse

2010-04-01

Soyfoods provide healthful options for school breakfasts and lunches that are lower in saturated fat, cholesterol, fat, and calories and can help meet demands for vegetarian choices. Researchers tested acceptance of soy-based options substituted for popular lunch items with a diverse student population. Researchers conducted a plate waste study in 5 middle schools in Montgomery County, Maryland, to test the comparability of soy-based alternatives to 4 popular meat-based menu items. Initially, students ranked taste, appearance, and texture of 15 soyfoods to narrow to "hybrid" beef patties, soy-based nuggets, soy-based chicken-less slices, and soy macaroni and cheese. After the meal, trained observers randomly tagged and collected trays with and without test items and weighed leftover entrées. Researchers used a proportional odds model to compare amounts and proportions of food consumed, and a mixed model to account for differences between schools. Students consumed the same amount of soy-based and traditional patties, nuggets, and pasta, and less soy than regular chicken in the salad (odds ratio 0.122, p value < .0001). Students consumed higher proportions (p value < .05) of traditional chicken nuggets, beef patties, chicken slices, and pasta compared to soy-based alternative products. On average, soy-based entrées had fewer calories; less total fat, saturated fat, and cholesterol; and more iron, fiber, and sodium compared to traditional menu items. This study indicates that middle school students readily consume almost equal numbers of soy-based products compared to popular school lunch items. Soyfoods provide nutritional advantages.

Psychometric characteristics of Clinical Reasoning Problems (CRPs) and its correlation with routine multiple choice question (MCQ) in Cardiology department

PubMed Central

DERAKHSHANDEH, ZAHRA; AMINI, MITRA; KOJURI, JAVAD; DEHBOZORGIAN, MARZIYEH

2018-01-01

Introduction: Clinical reasoning is one of the most important skills in the process of training a medical student to become an efficient physician. Assessment of the reasoning skills in a medical school program is important to direct students’ learning. One of the tests for measuring the clinical reasoning ability is Clinical Reasoning Problems (CRPs). The major aim of this study is to measure psychometric qualities of CRPs and define correlation between this test and routine MCQ in cardiology department of Shiraz medical school. Methods: This study was a descriptive study conducted on total cardiology residents of Shiraz Medical School. The study population consists of 40 residents in 2014. The routine CRPs and the MCQ tests was designed based on similar objectives and were carried out simultaneously. Reliability, item difficulty, item discrimination, and correlation between each item and the total score of CRPs were all measured by Excel and SPSS software for checking psycometeric CRPs test. Furthermore, we calculated the correlation between CRPs test and MCQ test. The mean differences of CRPs test score between residents’ academic year [second, third and fourth year] were also evaluated by Analysis of variances test (One Way ANOVA) using SPSS software (version 20)(α=0.05). Results: The mean and standard deviation of score in CRPs was 10.19 ±3.39 out of 20; in MCQ, it was 13.15±3.81 out of 20. Item difficulty was in the range of 0.27-0.72; item discrimination was 0.30-0.75 with question No.3 being the exception (that was 0.24). The correlation between each item and the total score of CRP was 0.26-0.87; the correlation between CRPs test and MCQ test was 0.68 (p<0.001). The reliability of the CRPs was 0.72 as calculated by using Cronbach's alpha. The mean score of CRPs was different among residents based on their academic year and this difference was statistically significant (p<0.001). Conclusion: The results of this present investigation revealed that CRPs could be reliable test for measuring clinical reasoning in residents. It can be included in cardiology residency assessment programs. PMID:29344528

Concise evaluation of decision aids.

PubMed

Stalmeier, Peep F M; Roosmalen, Marielle S

2009-01-01

Decision aids purport to help patients make treatment related choices. Several instruments exist to evaluate decision aids. Our aim is to compare the responsiveness of several instruments. Two different decision aids were randomized in patients at high risk for breast and ovarian cancer. Treatment choices were between prophylactic surgery and screening. Effect sizes were calculated to compare the responsiveness of the measures. One decision aid was randomized in 390 women, the other in 91 ensuing mutation carriers. Three factors were identified related to Information, Well-being and Decision Making. Within each factor, single item measures were as responsive as multi-item measures. Four single items, 'the amount of information received for decision making,' 'strength of preference,' 'I weighed the pros and cons,' and 'General Health,' were adequately responsive to the decision aids. These items might be considered for inclusion in questionnaires to evaluate decision aids.

Development of a representational conceptual evaluation in the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Sriyansyah, S. P.; Suhandi, A.

2016-08-01

As part of an ongoing research to investigate student consistency in understanding the first law of thermodynamics, a representational conceptual evaluation (RCET) has been developed to assess student conceptual understanding, representational consistency, and scientific consistency in the introductory physics course. Previous physics education research findings were used to develop the test. RCET items were 30 items which designed as an isomorphic multiple-choice test with three different representations concerning the concept of work, heat, first law of thermodynamics, and its application in the thermodynamic processes. Here, we present preliminary measures of the validity and reliability of the instrument, including the classical test statistics. This instrument can be used to measure the intended concept in the first law of thermodynamics and it will give the consistent results with the ability to differentiate well between high-achieving students and low-achieving students and also students at different level. As well as measuring the effectiveness of the learning process in the concept of the first law of thermodynamics.

Comprehension of confidence intervals - development and piloting of patient information materials for people with multiple sclerosis: qualitative study and pilot randomised controlled trial.

PubMed

Rahn, Anne C; Backhus, Imke; Fuest, Franz; Riemann-Lorenz, Karin; Köpke, Sascha; van de Roemer, Adrianus; Mühlhauser, Ingrid; Heesen, Christoph

2016-09-20

Presentation of confidence intervals alongside information about treatment effects can support informed treatment choices in people with multiple sclerosis. We aimed to develop and pilot-test different written patient information materials explaining confidence intervals in people with relapsing-remitting multiple sclerosis. Further, a questionnaire on comprehension of confidence intervals was developed and piloted. We developed different patient information versions aiming to explain confidence intervals. We used an illustrative example to test three different approaches: (1) short version, (2) "average weight" version and (3) "worm prophylaxis" version. Interviews were conducted using think-aloud and teach-back approaches to test feasibility and analysed using qualitative content analysis. To assess comprehension of confidence intervals, a six-item multiple choice questionnaire was developed and tested in a pilot randomised controlled trial using the online survey software UNIPARK. Here, the average weight version (intervention group) was tested against a standard patient information version on confidence intervals (control group). People with multiple sclerosis were invited to take part using existing mailing-lists of people with multiple sclerosis in Germany and were randomised using the UNIPARK algorithm. Participants were blinded towards group allocation. Primary endpoint was comprehension of confidence intervals, assessed with the six-item multiple choice questionnaire with six points representing perfect knowledge. Feasibility of the patient information versions was tested with 16 people with multiple sclerosis. For the pilot randomised controlled trial, 64 people with multiple sclerosis were randomised (intervention group: n = 36; control group: n = 28). More questions were answered correctly in the intervention group compared to the control group (mean 4.8 vs 3.8, mean difference 1.1 (95 % CI 0.42-1.69), p = 0.002). The questionnaire's internal consistency was moderate (Cronbach's alpha = 0.56). The pilot-phase shows promising results concerning acceptability and feasibility. Pilot randomised controlled trial results indicate that the patient information is well understood and that knowledge gain on confidence intervals can be assessed with a set of six questions. German Clinical Trials Register: DRKS00008561 . Registered 8th of June 2015.

History effects in visual search for monsters: search times, choice biases, and liking.

PubMed

Chetverikov, Andrey; Kristjansson, Árni

2015-02-01

Repeating targets and distractors on consecutive visual search trials facilitates search performance, whereas switching targets and distractors harms search. In addition, search repetition leads to biases in free choice tasks, in that previously attended targets are more likely to be chosen than distractors. Another line of research has shown that attended items receive high liking ratings, whereas ignored distractors are rated negatively. Potential relations between the three effects are unclear, however. Here we simultaneously measured repetition benefits and switching costs for search times, choice biases, and liking ratings in color singleton visual search for "monster" shapes. We showed that if expectations from search repetition are violated, targets are liked to be less attended than otherwise. Choice biases were, on the other hand, affected by distractor repetition, but not by target/distractor switches. Target repetition speeded search times but had little influence on choice or liking. Our findings suggest that choice biases reflect distractor inhibition, and liking reflects the conflict associated with attending to previously inhibited stimuli, while speeded search follows both target and distractor repetition. Our results support the newly proposed affective-feedback-of-hypothesis-testing account of cognition, and additionally, shed new light on the priming of visual search.

Preference bias of head orientation in choosing between two non-durables.

PubMed

Funaya, Hiroyuki; Shibata, Tomohiro

2015-01-01

The goal of this study is to investigate how customers' gaze, head and body orientations reflect their choices. Although the relationship between human choice and gaze behavior has been well-studied, other behaviors such as head and body are unknown. We conducted a two-alternatives-forced-choice task to examine (1) whether preference bias, i.e., a positional bias in gaze, head and body toward the item that was later chosen, exists in choice, (2) when preference bias is observed and when prediction of the resulting choice becomes possible (3) whether human choice is affected when the body orientations are manipulated. We used real non-durable products (cheap snacks and clothing) on a shopping shelf. The results showed that there was a significant preference bias in head orientation at the beginning 1 s when the subjects stood straight toward the shelf, and that the head orientation was more biased toward the selected item than the gaze and the center of pressure at the ending 1 s. Manipulating body orientation did not affect the result of choice. The preference bias detected by observing the head orientation would be useful in marketing science for predicting customers' choice.

Algorithms for Developing Test Questions from Sentences in Instructional Materials: an Extension of an Earlier Study

DTIC Science & Technology

1980-01-01

Silverfish, Canine, and Cicadas . b. ’Mgorithinically--Sdverfish, Females, Individuals, and Wasps. This process resulted in 16.0 multiple-choice items: 20...and Their Text Frequency Nouns Adjectives Rare Singleton Keyword Rare Singleton Keyword Instars Insect (8) Plant-feeding Immature (3) Cicadas ...Sllverflsh (c) Caniru’S (d) Cicadas c. Foils Produced Algorl ..nii-allv: Sllverflsh Fenvilea ItuliviJu.i Is Wanps ?. Kevword Adjective—Immature

Get it while it's hot: a peak-first bias in self-generated choice order in rhesus macaques.

PubMed

Jung, Kanghoon; Kralik, Jerald D

2013-01-01

Animals typically must make a number of successive choices to achieve a goal: e.g., eating multiple food items before becoming satiated. However, it is unclear whether choosing the best first or saving the best for last represents the best choice strategy to maximize overall reward. Specifically, since outcomes can be evaluated prospectively (with future rewards discounted and more immediate rewards preferred) or retrospectively (with prior rewards discounted and more recent rewards preferred), the conditions under which each are used remains unclear. On the one hand, humans and non-human animals clearly discount future reward, preferring immediate rewards to delayed ones, suggesting prospective evaluation; on the other hand, it has also been shown that a sequence that ends well, i.e., with the best event or item last, is often preferred, suggesting retrospective evaluation. Here we hypothesized that when individuals are allowed to build the sequence themselves they are more likely to evaluate each item individually and therefore build a sequence using prospective evaluation. We examined the relationship between self-generated choice order and preference in rhesus monkeys in two experiments in which the distinctiveness of options were relatively high and low, respectively. We observed a positive linear relationship between choice order and preference among highly distinct options, indicating that the rhesus monkeys chose their preferred food first: i.e., a peak-first order preference. Overall, choice order depended on the degree of relative preference among alternatives and a peak-first bias, providing evidence for prospective evaluation when choice order is self-generated.

The role of decision criterion in the Deese-Roediger-McDermott (DRM) false recognition memory: False memory falls and rises as a function of restriction on criterion setting.

PubMed

Jou, Jerwen; Escamilla, Eric E; Arredondo, Mario L; Pena, Liann; Zuniga, Richard; Perez, Martin; Garcia, Clarissa

2018-02-01

How much of the Deese-Roediger-McDermott (DRM) false memory is attributable to decision criterion is so far a controversial issue. Previous studies typically used explicit warnings against accepting the critical lure to investigate this issue. The assumption is that if the false memory results from using a liberally biased criterion, it should be greatly reduced or eliminated by an explicit warning against accepting the critical lure. Results showed that warning was generally ineffective. We asked the question of whether subjects can substantially reduce false recognition without being warned when the test forces them to make a distinction between true and false memories. Using a two-alternative forced choice in which criterion plays a relatively smaller role, we showed that subjects could indeed greatly reduce the rate of false recognition. However, when the forced-choice restriction was removed from the two-item choice test, the rate of false recognition rebounded to that of the hit for studied list words, indicating the role of criterion in false recognition.

Automatically Scoring Short Essays for Content. CRESST Report 836

ERIC Educational Resources Information Center

Kerr, Deirdre; Mousavi, Hamid; Iseli, Markus R.

2013-01-01

The Common Core assessments emphasize short essay constructed response items over multiple choice items because they are more precise measures of understanding. However, such items are too costly and time consuming to be used in national assessments unless a way is found to score them automatically. Current automatic essay scoring techniques are…

Investigating the Stability of Four Methods for Estimating Item Bias.

ERIC Educational Resources Information Center

Perlman, Carole L.; And Others

The reliability of item bias estimates was studied for four methods: (1) the transformed delta method; (2) Shepard's modified delta method; (3) Rasch's one-parameter residual analysis; and (4) the Mantel-Haenszel procedure. Bias statistics were computed for each sample using all methods. Data were from administration of multiple-choice items from…

Nutritional imbalance endorsed by televised food advertisements.

PubMed

Mink, Michael; Evans, Alexandra; Moore, Charity G; Calderon, Kristine S; Deger, Shannon

2010-06-01

The ubiquity of television in American culture makes it a potential contributor to the obesogenic (obesity-causing) environment. Televised food advertisements, which encourage viewers to eat the foods promoted for sale, constitute a de facto set of dietary endorsements. The purpose of this study was to compare the nutritional content of food choices endorsed on television to nutritional guidelines. Using a cross-sectional design, food advertisements were observed during 84 hours of primetime and 12 hours of Saturday-morning televised broadcast during the fall of 2004. One-sample t tests were used to compare the food group servings of observed food items to the recommended daily servings and to compare the nutrient content of observed food items to the Daily Values. Results suggest that a diet consisting of observed food items would provide 2,560% of the recommended daily servings for sugars, 2,080% of the recommended daily servings for fat, 40% of the recommended daily servings for vegetables, 32% of the recommended daily servings for dairy, and 27% of the recommended daily servings for fruits. The same diet would substantially oversupply protein, total fat, saturated fat, cholesterol, and sodium, while substantially undersupplying carbohydrates, fiber, vitamins A, E, and D, pantothenic acid, iron, phosphorous, calcium, magnesium, copper, and potassium. Overall, the food choices endorsed on television fail to meet nutrition guidelines and encourage nutritional imbalance. 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Development and psychometric validation of a child Racial Attitudes Index (RAI).

PubMed

Clark, Khaya D; Yovanoff, Paul; Tate, Charlotte Ursula

2017-12-01

The Racial Attitudes Index (RAI) measures a child's racial attitudes. Designed for children aged 5-9 years, the RAI is delivered over the Internet using Audio Computer Assisted Self-Interviewing (ACASI). Unlike traditional binary forced-choice instruments, the RAI uses an expanded response format permitting a more nuanced understanding of patterns of children's racial attitudes. In addition to establishing psychometric evidence of the RAI technical adequacy, hypotheses about RAI item response patterns were tested. The racial attitudes of 336 Black and White children in grades K-3 were assessed using a forced-choice instrument (Preschool Racial Attitudes Measure II) and the RAI. Findings from this study indicate measures obtained with the RAI are technically adequate, and the measure functions invariantly across racial groups. Also, patterns of children's racial attitudes measured with the RAI are more nuanced than those obtained using the forced-choice response format.

Analyzing Multiple-Choice Questions by Model Analysis and Item Response Curves

NASA Astrophysics Data System (ADS)

Wattanakasiwich, P.; Ananta, S.

2010-07-01

In physics education research, the main goal is to improve physics teaching so that most students understand physics conceptually and be able to apply concepts in solving problems. Therefore many multiple-choice instruments were developed to probe students' conceptual understanding in various topics. Two techniques including model analysis and item response curves were used to analyze students' responses from Force and Motion Conceptual Evaluation (FMCE). For this study FMCE data from more than 1000 students at Chiang Mai University were collected over the past three years. With model analysis, we can obtain students' alternative knowledge and the probabilities for students to use such knowledge in a range of equivalent contexts. The model analysis consists of two algorithms—concentration factor and model estimation. This paper only presents results from using the model estimation algorithm to obtain a model plot. The plot helps to identify a class model state whether it is in the misconception region or not. Item response curve (IRC) derived from item response theory is a plot between percentages of students selecting a particular choice versus their total score. Pros and cons of both techniques are compared and discussed.

The relative price of healthy and less healthy foods available in Australian school canteens.

PubMed

Billich, Natassja; Adderley, Marijke; Ford, Laura; Keeton, Isabel; Palermo, Claire; Peeters, Anna; Woods, Julie; Backholer, Kathryn

2018-04-12

School canteens have an important role in modelling a healthy food environment. Price is a strong predictor of food and beverage choice. This study compared the relative price of healthy and less healthy lunch and snack items sold within Australian school canteens. A convenience sample of online canteen menus from five Australian states were selected (100 primary and 100 secondary schools). State-specific canteen guidelines were used to classify menu items into 'green' (eat most), 'amber' (select carefully) and 'red' (not recommended in schools). The price of the cheapest 'healthy' lunch (vegetable-based 'green') and snack ('green' fruit) item was compared to the cheapest 'less healthy' ('amber/red') lunch and snack item, respectively, using an un-paired t-test. The relative price of the 'healthy' items and the 'less healthy' items was calculated to determine the proportion of schools that sold the 'less healthy' item cheaper. The mean cost of the 'healthy' lunch items was greater than the 'less healthy' lunch items for both primary (AUD $0.70 greater) and secondary schools ($0.50 greater; p < 0.01). For 75% of primary and 57% of secondary schools, the selected 'less healthy' lunch item was cheaper than the 'healthy' lunch item. For 41% of primary and 48% of secondary schools, the selected 'less healthy' snack was cheaper than the 'healthy' snack. These proportions were greatest for primary schools located in more, compared to less, disadvantaged areas. The relative price of foods sold within Australian school canteens appears to favour less healthy foods. School canteen healthy food policies should consider the price of foods sold.

The Cambridge Face Memory Test: results for neurologically intact individuals and an investigation of its validity using inverted face stimuli and prosopagnosic participants.

PubMed

Duchaine, Brad; Nakayama, Ken

2006-01-01

The two standardized tests of face recognition that are widely used suffer from serious shortcomings [Duchaine, B. & Weidenfeld, A. (2003). An evaluation of two commonly used tests of unfamiliar face recognition. Neuropsychologia, 41, 713-720; Duchaine, B. & Nakayama, K. (2004). Developmental prosopagnosia and the Benton Facial Recognition Test. Neurology, 62, 1219-1220]. Images in the Warrington Recognition Memory for Faces test include substantial non-facial information, and the simultaneous presentation of faces in the Benton Facial Recognition Test allows feature matching. Here, we present results from a new test, the Cambridge Face Memory Test, which builds on the strengths of the previous tests. In the test, participants are introduced to six target faces, and then they are tested with forced choice items consisting of three faces, one of which is a target. For each target face, three test items contain views identical to those studied in the introduction, five present novel views, and four present novel views with noise. There are a total of 72 items, and 50 controls averaged 58. To determine whether the test requires the special mechanisms used to recognize upright faces, we conducted two experiments. We predicted that controls would perform much more poorly when the face images are inverted, and as predicted, inverted performance was much worse with a mean of 42. Next we assessed whether eight prosopagnosics would perform poorly on the upright version. The prosopagnosic mean was 37, and six prosopagnosics scored outside the normal range. In contrast, the Warrington test and the Benton test failed to classify a majority of the prosopagnosics as impaired. These results indicate that the new test effectively assesses face recognition across a wide range of abilities.

Effect of default menus on food selection and consumption in a college dining hall simulation study.

PubMed

Radnitz, Cynthia; Loeb, Katharine L; Keller, Kathleen L; Boutelle, Kerri; Schwartz, Marlene B; Todd, Lauren; Marcus, Sue

2018-05-01

To test an obesity prevention strategy derived from behavioural economics (optimal defaults plus delay), focused on changing the college dining hall service method. After a uniform pre-load, participants attended an experimental lunch in groups randomized to one of three conditions: a nutrient-dense, lower-fat/energy lunch as an optimal default (OD); a less-nutrient-dense, higher-fat/energy lunch as a suboptimal default (SD); or a free array (FA) lunch. In the OD condition, students were presented a menu depicting healthier vegetarian and omnivore foods as default, with opt-out alternatives (SD menu) available on request with a 15 min wait. In the SD condition, the same menu format was used with the positioning of food items switched. In the FA condition, all choices were presented in uniform fonts and were available immediately. Private rooms designed to provide a small version of a college dining hall, on two campuses of a Northeastern US university. First-year college students (n 129). There was a significant main effect for condition on percentage of optimal choices selected, with 94 % of food choices in the OD condition optimal, 47 % in the FA condition optimal and none in the SD condition optimal. Similarly, energy intake for those in the SD condition significantly exceeded that in the FA condition, which exceeded that in the OD condition. Presenting menu items as optimal defaults with a delay had a significant impact on choice and consumption, suggesting that further research into its long-term applicability is warranted.

The production effect in long-list recall: In no particular order?

PubMed

Lambert, Angela M; Bodner, Glen E; Taikh, Alexander

2016-06-01

The production effect reflects a memory advantage for words read aloud versus silently. We investigated how production influences free recall of a single long list of words. In each of 4 experiments, a production effect occurred in a mixed-list group but not across pure-list groups. When compared to the pure-list groups, the mixed-list effects typically reflected a cost to silent words rather than a benefit to aloud words. This cost persisted when participants had to perform a generation or imagery task for the silent items, ruling out a lazy reading explanation. This recall pattern challenges both distinctiveness and strength accounts, but is consistent with an item-order account. By this account, the aloud words in a mixed list disrupt the encoding of item-order information for the silent words, thus impairing silent word recall. However, item-order measures and a forced-choice order test did not provide much evidence that recall was guided by retrieval of item-order information. We discuss our pattern of results in light of another recent study of the effects of production on long-list recall. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Willingness to Pay for Improving the Residential Waste Disposal System in Korea: A Choice Experiment Study

NASA Astrophysics Data System (ADS)

Ku, Se-Ju; Yoo, Seung-Hoon; Kwak, Seung-Jun

2009-08-01

This study attempts to apply choice experiments with regard to the residential waste disposal system (RWDS) in Korea by considering various attributes that are related to RWDS. Using data from a survey conducted on 492 households, the empirical analysis yields estimates of the willingness to pay for a clean food-waste collection facility, the collection of small items (such as obsolete mobile phones and add-ons for personal computers), and a more convenient large waste disposal system. The estimation results of multinomial logit models are quite similar to those of nested logit models. The results reveal that residents have preferences for the cleanliness of facilities and the collection of small items. In Korea, residents are required to purchase and attach stickers for the disposal of large items; they want to be able to obtain stickers at not only village offices but also supermarkets. On the other hand, the frequency of waste collection is not a significant factor in the choice of the improved waste management program.

Willingness to pay for improving the residential waste disposal system in Korea: a choice experiment study.

PubMed

Ku, Se-Ju; Yoo, Seung-Hoon; Kwak, Seung-Jun

2009-08-01

This study attempts to apply choice experiments with regard to the residential waste disposal system (RWDS) in Korea by considering various attributes that are related to RWDS. Using data from a survey conducted on 492 households, the empirical analysis yields estimates of the willingness to pay for a clean food-waste collection facility, the collection of small items (such as obsolete mobile phones and add-ons for personal computers), and a more convenient large waste disposal system. The estimation results of multinomial logit models are quite similar to those of nested logit models. The results reveal that residents have preferences for the cleanliness of facilities and the collection of small items. In Korea, residents are required to purchase and attach stickers for the disposal of large items; they want to be able to obtain stickers at not only village offices but also supermarkets. On the other hand, the frequency of waste collection is not a significant factor in the choice of the improved waste management program.

Development and Application of a Test for Food-Induced Emotions.

PubMed

Geier, Uwe; Büssing, Arndt; Kruse, Pamela; Greiner, Ramona; Buchecker, Kirsten

2016-01-01

This study aimed to develop a test to measure food-induced emotions suitable for stable food and beverages. All of the experiments were conducted under the conditions of a consumer sensory evaluation according to German standard DIN 10974. Test development included descriptors' derivation and factor analysis as well as a comparison between the new test (empathic food test, EFT) and a hedonic sensory test and an unspecific psychological test, known as a multidimensional mood questionnaire (MDMQ). Nineteen sensory experts derived twelve items using free-choice profiling. After an exploratory factor analyses, ten of the intended twelve items were integrated into two scales. To compare the new questionnaire (EFT) to the MDMQ and a hedonic test, panels of 59 (EFT), 64 (MDMQ) and 63 (hedonic sensory test) untrained individuals described their perceptions after consuming sensorially similar pairs of milk, water, bread and sugar. The benchmark of comparison was the power to discriminate between the food pairs. Test-retest replicability was demonstrated. All three tests presented slight differences in sample preference and effect size depending on the offered products. These findings underscore the need to test new methods with a wide range of products. Further research is needed to investigate the relationship between sensorial perception and emotional response.

Development and Application of a Test for Food-Induced Emotions

PubMed Central

Geier, Uwe; Büssing, Arndt; Kruse, Pamela; Greiner, Ramona; Buchecker, Kirsten

2016-01-01

This study aimed to develop a test to measure food-induced emotions suitable for stable food and beverages. All of the experiments were conducted under the conditions of a consumer sensory evaluation according to German standard DIN 10974. Test development included descriptors’ derivation and factor analysis as well as a comparison between the new test (empathic food test, EFT) and a hedonic sensory test and an unspecific psychological test, known as a multidimensional mood questionnaire (MDMQ). Nineteen sensory experts derived twelve items using free-choice profiling. After an exploratory factor analyses, ten of the intended twelve items were integrated into two scales. To compare the new questionnaire (EFT) to the MDMQ and a hedonic test, panels of 59 (EFT), 64 (MDMQ) and 63 (hedonic sensory test) untrained individuals described their perceptions after consuming sensorially similar pairs of milk, water, bread and sugar. The benchmark of comparison was the power to discriminate between the food pairs. Test-retest replicability was demonstrated. All three tests presented slight differences in sample preference and effect size depending on the offered products. These findings underscore the need to test new methods with a wide range of products. Further research is needed to investigate the relationship between sensorial perception and emotional response. PMID:27861503

Where There Is a Way, Is There a Will? The Effect of Future Choices on Self-Control

ERIC Educational Resources Information Center

Khan, Uzma; Dhar, Ravi

2007-01-01

Choices often involve self-control conflicts such that options that are immediately appealing are less desirable in the long run. In the current research, the authors examine how viewing such a choice as one of a series of similar future choices rather than as an isolated decision decreases the preference for items requiring self-control. The…

Developing an Array Binary Code Assessment Rubric for Multiple- Choice Questions Using Item Arrays and Binary-Coded Responses

ERIC Educational Resources Information Center

Haro, Elizabeth K.; Haro, Luis S.

2014-01-01

The multiple-choice question (MCQ) is the foundation of knowledge assessment in K-12, higher education, and standardized entrance exams (including the GRE, MCAT, and DAT). However, standard MCQ exams are limited with respect to the types of questions that can be asked when there are only five choices. MCQs offering additional choices more…

Procedural aspects of the organization of the comprehensive European Board of Ophthalmology Diploma examination

PubMed Central

Sunaric-Mégevand, Gordana; Aclimandos, Wagih

2016-01-01

The comprehensive European Board of Ophthalmology Diploma (EBOD) examination is one of 38 European medical specialty examinations. This review aims at disclosing the specific procedures and content of the EBOD examination. It is a descriptive study summarizing the present organization of the EBOD examination. It is the 3rd largest European postgraduate medical assessment after anaesthesiology and cardiology. The master language is English for the Part 1 written test (knowledge test with 52 modified type X multiple-choice questions) (in the past the written test was also available in French and German). Ophthalmology training of minimum 4 years in a full or associated European Union of Medical Specialists (UEMS) member state is a prerequisite. Problem-solving skills are tested in the Part 2 oral assessment, which is a viva of 4 subjects conducted in English with support for native language whenever feasible. The comprehensive EBOD examination is one of the leading examinations organized by UEMS European Boards or Specialist Sections from the point of number of examinees, item banking, and item contents. PMID:27464640

Students’ understanding of forces: Force diagrams on horizontal and inclined plane

NASA Astrophysics Data System (ADS)

Sirait, J.; Hamdani; Mursyid, S.

2018-03-01

This study aims to analyse students’ difficulties in understanding force diagrams on horizontal surfaces and inclined planes. Physics education students (pre-service physics teachers) of Tanjungpura University, who had completed a Basic Physics course, took a Force concept test which has six questions covering three concepts: an object at rest, an object moving at constant speed, and an object moving at constant acceleration both on a horizontal surface and on an inclined plane. The test is in a multiple-choice format. It examines the ability of students to select appropriate force diagrams depending on the context. The results show that 44% of students have difficulties in solving the test (these students only could solve one or two items out of six items). About 50% of students faced difficulties finding the correct diagram of an object when it has constant speed and acceleration in both contexts. In general, students could only correctly identify 48% of the force diagrams on the test. The most difficult task for the students in terms was identifying the force diagram representing forces exerted on an object on in an inclined plane.

Comparisons of mathematics achievement of grade 8 students in the United States and the Russian Federation.

PubMed

Bazarova, Saodat I; Engelhard, George

2004-01-01

Using the Mantel-Haenszel (MH) Procedure, we analyzed data for 7,087 American and 4,022 Russian Grade 8 students from the Third International Mathematics and Science Study (TIMSS) to compare mathematics achievement in the two countries on each of the 124 multiple-choice items. The results of the analyses indicate that the performance of the students on individual multiple-choice mathematics items vary by country. The results also suggest that the relationship between country and item performance differ as a function of content area. A total score of a country's achievement does not provide the whole picture of achievement dynamics; it averages out potentially important information on student achievement and the causes of their performance relative to other countries. The dynamics of achievement across countries will not be revealed unless the analyses are done at the item level.

Assessment of representational competence in kinematics

NASA Astrophysics Data System (ADS)

Klein, P.; Müller, A.; Kuhn, J.

2017-06-01

A two-tier instrument for representational competence in the field of kinematics (KiRC) is presented, designed for a standard (1st year) calculus-based introductory mechanics course. It comprises 11 multiple choice (MC) and 7 multiple true-false (MTF) questions involving multiple representational formats, such as graphs, pictures, and formal (mathematical) expressions (1st tier). Furthermore, students express their answer confidence for selected items, providing additional information (2nd tier). Measurement characteristics of KiRC were assessed in a validation sample (pre- and post-test, N =83 and N =46 , respectively), including usefulness for measuring learning gain. Validity is checked by interviews and by benchmarking KiRC against related measures. Values for item difficulty, discrimination, and consistency are in the desired ranges; in particular, a good reliability was obtained (KR 20 =0.86 ). Confidence intervals were computed and a replication study yielded values within the latter. For practical and research purposes, KiRC as a diagnostic tool goes beyond related extant instruments both for the representational formats (e.g., mathematical expressions) and for the scope of content covered (e.g., choice of coordinate systems). Together with the satisfactory psychometric properties it appears a versatile and reliable tool for assessing students' representational competency in kinematics (and of its potential change). Confidence judgments add further information to the diagnostic potential of the test, in particular for representational misconceptions. Moreover, we present an analytic result for the question—arising from guessing correction or educational considerations—of how the total effect size (Cohen's d ) varies upon combination of two test components with known individual effect sizes, and then discuss the results in the case of KiRC (MC and MTF combination). The introduced method of test combination analysis can be applied to any test comprising two components for the purpose of finding effect size ranges.

Factors Affecting Career Choice among Speech-Language Pathology and Audiology Students

ERIC Educational Resources Information Center

Stone, Larissa; Pellowski, Mark W.

2016-01-01

This investigation assessed the factors affecting career choice among 474 current undergraduate and graduate speech-language pathology and audiology students (from four universities). A 14-item questionnaire was developed that included questions related to general influence of career choice and whether or not the participants had previously been,…

Comparison of Difficulties and Reliabilities of Math-Completion and Multiple-Choice Item Formats.

ERIC Educational Resources Information Center

Oosterhof, Albert C.; Coats, Pamela K.

Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…

Applying Rasch model analysis in the development of the cantonese tone identification test (CANTIT).

PubMed

Lee, Kathy Y S; Lam, Joffee H S; Chan, Kit T Y; van Hasselt, Charles Andrew; Tong, Michael C F

2017-01-01

Applying Rasch analysis to evaluate the internal structure of a lexical tone perception test known as the Cantonese Tone Identification Test (CANTIT). A 75-item pool (CANTIT-75) with pictures and sound tracks was developed. Respondents were required to make a four-alternative forced choice on each item. A short version of 30 items (CANTIT-30) was developed based on fit statistics, difficulty estimates, and content evaluation. Internal structure was evaluated by fit statistics and Rasch Factor Analysis (RFA). 200 children with normal hearing and 141 children with hearing impairment were recruited. For CANTIT-75, all infit and 97% of outfit values were < 2.0. RFA revealed 40.1% of total variance was explained by the Rasch measure. The first residual component explained 2.5% of total variance in an eigenvalue of 3.1. For CANTIT-30, all infit and outfit values were < 2.0. The Rasch measure explained 38.8% of total variance, the first residual component explained 3.9% of total variance in an eigenvalue of 1.9. The Rasch model provides excellent guidance for the development of short forms. Both CANTIT-75 and CANTIT-30 possess satisfactory internal structure as a construct validity evidence in measuring the lexical tone identification ability of the Cantonese speakers.

Revision and psychometric testing of the City of Hope Quality of Life-Ostomy Questionnaire.

PubMed

Grant, Marcia; Ferrell, Betty; Dean, Grace; Uman, Gwen; Chu, David; Krouse, Robert

2004-10-01

Ostomies may be performed for bowel or urinary diversion, and occur in both cancer and non-cancer patients. Impact on physical, psychological, social and spiritual well-being is not unexpected, but has been minimally described in the literature. The City of Hope Quality of Life (COH-QOL)-Ostomy Questionnaire is an adult patient self-report instrument designed to assess quality of life. This report focuses on the revision and psychometric testing of this questionnaire. The revised COH-QOL-Ostomy Questionnaire involved in-depth patient interviews and expert panel review. The format consisted of a 13-item disease and demographic section, a 34-item forced-choice section, and a 41-item linear analogue scaled section. A mailed survey to California members of the United Ostomy Association resulted in a 62% response rate (n = 1513). Factor analysis was conducted to refine the instrument. Construct validity involved testing a number of hypotheses identifying contrasting groups. Factor analysis confirmed the conceptual framework. Reliability of subscales ranged from 0.77 to 0.90. The questionnaire discriminated between subpopulations with specific concerns. Overall, the analyses provide evidence for the validity and reliability of the COH-QOL-Ostomy Questionnaire as a comprehensive, multidimensional self-report questionnaire for measuring quality of life in patients with intestinal ostomies.

Australian Item Bank Program: Science Item Bank. Book 3: Biology.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The Australian Science Item Bank consists of three volumes of multiple-choice questions. Book 3 contains questions on the biological sciences. The questions are designed to be suitable for high school students (year 8 to year 12 in Australian schools). The questions are classified by the subject content of the question, the cognitive skills…

Guide to an Assessment of Consumer Skills.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

This guide is intended to assist those interested in developing and/or assessing consumer skills. It is an accompanyment to a separate collection of survey items (mostly in a multiple choice format) designed to assess seventeen-year-olds' consumer skills. It is suggested that the items can be used as part of an item pool, as an instructional tool,…

The Effect of Guessing on Item Reliability under Answer-Until-Correct Scoring

ERIC Educational Resources Information Center

Kane, Michael; Moloney, James

1978-01-01

The answer-until-correct (AUC) procedure requires that examinees respond to a multi-choice item until they answer it correctly. Using a modified version of Horst's model for examinee behavior, this paper compares the effect of guessing on item reliability for the AUC procedure and the zero-one scoring procedure. (Author/CTM)

Development and analysis of an instrument to assess student understanding of GOB chemistry knowledge relevant to clinical nursing practice.

PubMed

Brown, Corina E; Hyslop, Richard M; Barbera, Jack

2015-01-01

The General, Organic, and Biological Chemistry Knowledge Assessment (GOB-CKA) is a multiple-choice instrument designed to assess students' understanding of the chemistry topics deemed important to clinical nursing practice. This manuscript describes the development process of the individual items along with a psychometric evaluation of the final version of the items and instrument. In developing items for the GOB-CKA, essential topics were identified through a series of expert interviews (with practicing nurses, nurse educators, and GOB chemistry instructors) and confirmed through a national survey. Individual items were tested in qualitative studies with students from the target population for clarity and wording. Data from pilot and beta studies were used to evaluate each item and narrow the total item count to 45. A psychometric analysis performed on data from the 45-item final version was used to provide evidence of validity and reliability. The final version of the instrument has a Cronbach's alpha value of 0.76. Feedback from an expert panel provided evidence of face and content validity. Convergent validity was estimated by comparing the results from the GOB-CKA with the General-Organic-Biochemistry Exam (Form 2007) of the American Chemical Society. Instructors who wish to use the GOB-CKA for teaching and research may contact the corresponding author for a copy of the instrument. © 2014 Wiley Periodicals, Inc.

The establisment of an achievement test for determination of primary teachers’ knowledge level of earthquake

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

Aydin, Süleyman, E-mail: yupul@hotmail.com; Haşiloğlu, M. Akif, E-mail: mehmet.hasiloglu@hotmail.com; Kunduraci, Ayşe, E-mail: ayse-kndrc@hotmail.com

In this study it was aimed to improve an academic achievement test to establish the students’ knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers’ knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field andmore » five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.« less

Efficacy of the alcohol use disorders identification test as a screening tool for hazardous alcohol intake and related disorders in primary care: a validity study.

PubMed Central

Piccinelli, M.; Tessari, E.; Bortolomasi, M.; Piasere, O.; Semenzin, M.; Garzotto, N.; Tansella, M.

1997-01-01

OBJECTIVE: To determine the properties of the alcohol use disorders identification test in screening primary care attenders for alcohol problems. DESIGN: A validity study among consecutive primary care attenders aged 18-65 years. Every third subject completed the alcohol use disorders identification test (a 10 item self report questionnaire on alcohol intake and related problems) and was interviewed by an investigator with the composite international diagnostic interview alcohol use module (a standardised interview for the independent assessment of alcohol intake and related disorders). SETTING: 10 primary care clinics in Verona, north eastern Italy. PATIENTS: 500 subjects were approached and 482 (96.4%) completed evaluation. RESULTS: When the alcohol use disorders identification test was used to detect subjects with alcohol problems the area under the receiver operating characteristic curve was 0.95. The cut off score of 5 was associated with a sensitivity of 0.84, a specificity of 0.90, and a positive predictive value of 0.60. The screening ability of the total score derived from summing the responses to the five items minimising the probability of misclassification between subjects with and without alcohol problems provided an area under the receiver operating characteristic curve of 0.93. A score of 5 or more on the five items was associated with a sensitivity of 0.79, a specificity of 0.95, and a positive predictive value of 0.73. CONCLUSIONS: The alcohol use disorders identification test performs well in detecting subjects with formal alcohol disorders and those with hazardous alcohol intake. Using five of the 10 items on the questionnaire gives reasonable accuracy, and these are recommended as questions of choice to screen patients for alcohol problems. PMID:9040389

Traffic-Light Labels and Choice Architecture Promoting Healthy Food Choices

PubMed Central

Thorndike, Anne N.; Riis, Jason; Sonnenberg, Lillian M.; Levy, Douglas E.

2014-01-01

Background Preventing obesity requires maintenance of healthy eating behaviors over time. Food labels and strategies that increase visibility and convenience of healthy foods (choice architecture) promote healthier choices, but long-term effectiveness is unknown. Purpose Assess effectiveness of traffic-light labeling and choice architecture cafeteria intervention over 24 months. Design Longitudinal pre–post cohort follow-up study between December 2009 and February 2012. Data were analyzed in 2012. Setting/participants Large hospital cafeteria with mean of 6511 transactions daily. Cafeteria sales were analyzed for: (1) all cafeteria customers and (2) longitudinal cohort of 2285 hospital employees who used the cafeteria regularly. Intervention After 3-month baseline period, cafeteria items were labeled green (healthy), yellow (less healthy) or red (unhealthy) and rearranged to make healthy items more accessible. Main outcome measures Proportion of cafeteria sales that were green or red during each 3-month period from baseline to 24 months. Changes in 12- and 24-month sales were compared to baseline for all transactions and transactions by the employee cohort. Results The proportion of sales of red items decreased from 24% at baseline to 20% at 24 months (p<0.001), and green sales increased from 41% to 46% (p<0.001). Red beverages decreased from 26% of beverage sales at baseline to 17% at 24 months (p<0.001); green beverages increased from 52% to 60% (p<0.001). Similar patterns were observed for the cohort of employees, with largest change for red beverages (23% to 14%, p<0.001). Conclusions A traffic-light and choice architecture cafeteria intervention resulted in sustained healthier choices over 2 years, suggesting food environment interventions can promote long-term changes in population eating behaviors. PMID:24439347

Traffic-light labels and choice architecture: promoting healthy food choices.

PubMed

Thorndike, Anne N; Riis, Jason; Sonnenberg, Lillian M; Levy, Douglas E

2014-02-01

Preventing obesity requires maintenance of healthy eating behaviors over time. Food labels and strategies that increase visibility and convenience of healthy foods (choice architecture) promote healthier choices, but long-term effectiveness is unknown. Assess effectiveness of traffic-light labeling and choice architecture cafeteria intervention over 24 months. Longitudinal pre-post cohort follow-up study between December 2009 and February 2012. Data were analyzed in 2012. Large hospital cafeteria with a mean of 6511 transactions daily. Cafeteria sales were analyzed for (1) all cafeteria customers and (2) a longitudinal cohort of 2285 hospital employees who used the cafeteria regularly. After a 3-month baseline period, cafeteria items were labeled green (healthy); yellow (less healthy); or red (unhealthy) and rearranged to make healthy items more accessible. Proportion of cafeteria sales that were green or red during each 3-month period from baseline to 24 months. Changes in 12- and 24-month sales were compared to baseline for all transactions and transactions by the employee cohort. The proportion of sales of red items decreased from 24% at baseline to 20% at 24 months (p<0.001), and green sales increased from 41% to 46% (p<0.001). Red beverages decreased from 26% of beverage sales at baseline to 17% at 24 months (p<0.001); green beverages increased from 52% to 60% (p<0.001). Similar patterns were observed for the cohort of employees, with the largest change for red beverages (23%-14%, p<0.001). A traffic-light and choice architecture cafeteria intervention resulted in sustained healthier choices over 2 years, suggesting that food environment interventions can promote long-term changes in population eating behaviors. © 2013 American Journal of Preventive Medicine Published by American Journal of Preventive Medicine All rights reserved.

Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings.

PubMed

Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L; Skye, Aimee L; Woods, Nicole N

2012-10-01

Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical information. Participants studied a handout about several respiratory disorders and how to interpret respiratory exam findings. The control group received the information in standard "textbook" format and the experimental group was presented with the same information as well as a causal explanation about how sound travels through lungs in both the normal and disease states. Comprehension and memory of the information was evaluated with a multiple-choice exam. Several questions that were not related to the causal knowledge served as control items. Questions related to the interpretation of physical exam findings served as the critical test items. The experimental group outperformed the control group on the critical test items, and our study shows that a causal explanation can improve a student's memory for interpreting clinical details. We suggest an expansion of which basic sciences are considered fundamental to medical education.

An experimental study of a museum-based, science PD programme's impact on teachers and their students

NASA Astrophysics Data System (ADS)

Aaron Price, C.; Chiu, A.

2018-06-01

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment.

Development of a fragile X syndrome (FXS) knowledge scale: towards a modified multidimensional measure of informed choice for FXS population carrier screening.

PubMed

Ames, Alice G; Jaques, Alice; Ukoumunne, Obioha C; Archibald, Alison D; Duncan, Rony E; Emery, Jon; Metcalfe, Sylvia A

2015-02-01

Genetic carrier screening is increasingly possible for many conditions, but it is important to ensure decisions are informed. The multidimensional measure of informed choice (MMIC) is a quantitative instrument developed to evaluate informed choice in prenatal screening for Down syndrome, measuring knowledge, attitudes and uptake. To apply the MMIC in other screening settings, the knowledge scale must be modified. To develop and validate a modified MMIC knowledge scale for use with women undergoing carrier screening for fragile X syndrome (FXS). Responses to MMIC items were collected through questionnaires as part of a FXS carrier screening pilot study in a preconception setting in Melbourne, Australia. Ten knowledge scale items were developed using a modified Delphi technique. Cronbach's alpha and factor analysis were used to validate the new FXS knowledge scale. We summarized the knowledge, attitudes and informed choice status based on the modified MMIC. Two hundred and eighty-five women were recruited, 241 eligible questionnaires were complete for analysis. The FXS knowledge scale items measured one salient construct and were internally consistent (alpha = 0.70). 71% (172/241) of participants were classified as having good knowledge, 70% (169/241) had positive attitudes and 27% (65/241) made an informed choice to accept or decline screening. We present the development of a knowledge scale as part of a MMIC to evaluate informed choice in population carrier screening for FXS. This can be used as a template by other researchers to develop knowledge scales for other conditions for use in the MMIC. © 2012 John Wiley & Sons Ltd.

Sustainable Assessment for Large Science Classes: Non-Multiple Choice, Randomised Assignments through a Learning Management System

ERIC Educational Resources Information Center

Schultz, Madeleine

2011-01-01

This paper reports on the development of a tool that generates randomised, non-multiple choice assessment within the BlackBoard Learning Management System interface. An accepted weakness of multiple-choice assessment is that it cannot elicit learning outcomes from upper levels of Biggs' SOLO taxonomy. However, written assessment items require…

Previous Experience Not Required: Contextualizing the Choice to Teach School-Based Agricultural Education

ERIC Educational Resources Information Center

Marx, Adam A.; Smith, Amy R.; Smalley, Scott W.; Miller, Courtney

2017-01-01

The purpose of this study was to identify key career choice items which lead students without previous experience in school-based agricultural education (SBAE) to pursuing agricultural education. The Ag Ed FIT-Choice® model adapted by Lawver (2009) and developed by Richardson and Watt (2006) provided the investigative framework to design this…

Grouping of Items in Mobile Web Questionnaires

ERIC Educational Resources Information Center

Mavletova, Aigul; Couper, Mick P.

2016-01-01

There is some evidence that a scrolling design may reduce breakoffs in mobile web surveys compared to a paging design, but there is little empirical evidence to guide the choice of the optimal number of items per page. We investigate the effect of the number of items presented on a page on data quality in two types of questionnaires: with or…

Forty-two systematic reviews generated 23 items for assessing the risk of bias in values and preferences' studies.

PubMed

Yepes-Nuñez, Juan Jose; Zhang, Yuan; Xie, Feng; Alonso-Coello, Pablo; Selva, Anna; Schünemann, Holger; Guyatt, Gordon

2017-05-01

In systematic reviews of studies of patients' values and preferences, the objective of the study was to summarize items and domains authors have identified when considering the risk of bias (RoB) associated with primary studies. We conducted a systematic survey of systematic reviews of patients' values and preference studies. Our search included three databases (MEDLINE, EMBASE, and PsycINFO) from their inception to August 2015. We conducted duplicate data extraction, focusing on items that authors used to address RoB in the primary studies included in their reviews and the associated underlying domains, and summarized criteria in descriptive tables. We identified 42 eligible systematic reviews that addressed 23 items relevant to RoB and grouped the items into 7 domains: appropriate administration of instrument; instrument choice; instrument-described health state presentation; choice of participants group; description, analysis, and presentation of methods and results; patient understanding; and subgroup analysis. The items and domains identified provide insight into issues of RoB in patients' values and preference studies and establish the basis for an instrument to assess RoB in such studies. Copyright © 2017 Elsevier Inc. All rights reserved.

Fighting bias with statistics: Detecting gender differences in responses to items on a preschool science assessment

NASA Astrophysics Data System (ADS)

Greenberg, Ariela Caren

Differential item functioning (DIF) and differential distractor functioning (DDF) are methods used to screen for item bias (Camilli & Shepard, 1994; Penfield, 2008). Using an applied empirical example, this mixed-methods study examined the congruency and relationship of DIF and DDF methods in screening multiple-choice items. Data for Study I were drawn from item responses of 271 female and 236 male low-income children on a preschool science assessment. Item analyses employed a common statistical approach of the Mantel-Haenszel log-odds ratio (MH-LOR) to detect DIF in dichotomously scored items (Holland & Thayer, 1988), and extended the approach to identify DDF (Penfield, 2008). Findings demonstrated that the using MH-LOR to detect DIF and DDF supported the theoretical relationship that the magnitude and form of DIF and are dependent on the DDF effects, and demonstrated the advantages of studying DIF and DDF in multiple-choice items. A total of 4 items with DIF and DDF and 5 items with only DDF were detected. Study II incorporated an item content review, an important but often overlooked and under-published step of DIF and DDF studies (Camilli & Shepard). Interviews with 25 female and 22 male low-income preschool children and an expert review helped to interpret the DIF and DDF results and their comparison, and determined that a content review process of studied items can reveal reasons for potential item bias that are often congruent with the statistical results. Patterns emerged and are discussed in detail. The quantitative and qualitative analyses were conducted in an applied framework of examining the validity of the preschool science assessment scores for evaluating science programs serving low-income children, however, the techniques can be generalized for use with measures across various disciplines of research.

Relationship between item difficulty and discrimination indices in true/false-type multiple choice questions of a para-clinical multidisciplinary paper.

PubMed

Sim, Si-Mui; Rasiah, Raja Isaiah

2006-02-01

This paper reports the relationship between the difficulty level and the discrimination power of true/false-type multiple-choice questions (MCQs) in a multidisciplinary paper for the para-clinical year of an undergraduate medical programme. MCQ items in papers taken from Year II Parts A, B and C examinations for Sessions 2001/02, and Part B examinations for 2002/03 and 2003/04, were analysed to obtain their difficulty indices and discrimination indices. Each paper consisted of 250 true/false items (50 questions of 5 items each) on topics drawn from different disciplines. The questions were first constructed and vetted by the individual departments before being submitted to a central committee, where the final selection of the MCQs was made, based purely on the academic judgement of the committee. There was a wide distribution of item difficulty indices in all the MCQ papers analysed. Furthermore, the relationship between the difficulty index (P) and discrimination index (D) of the MCQ items in a paper was not linear, but more dome-shaped. Maximal discrimination (D = 51% to 71%) occurred with moderately easy/difficult items (P = 40% to 74%). On average, about 38% of the MCQ items in each paper were "very easy" (P > or =75%), while about 9% were "very difficult" (P <25%). About two-thirds of these very easy/difficult items had "very poor" or even negative discrimination (D < or =20%). MCQ items that demonstrate good discriminating potential tend to be moderately difficult items, and the moderately-to-very difficult items are more likely to show negative discrimination. There is a need to evaluate the effectiveness of our MCQ items.

Work conditions and the food choice coping strategies of employed parents.

PubMed

Devine, Carol M; Farrell, Tracy J; Blake, Christine E; Jastran, Margaret; Wethington, Elaine; Bisogni, Carole A

2009-01-01

How work conditions relate to parents' food choice coping strategies. Pilot telephone survey. City in the northeastern United States (US). Black, white, and Hispanic employed mothers (25) and fathers (25) randomly recruited from low-/moderate-income zip codes; 78% of those reached and eligible participated. Sociodemographic characteristics; work conditions (hours, shift, job schedule, security, satisfaction, food access); food choice coping strategies (22 behavioral items for managing food in response to work and family demands (ie, food prepared at/away from home, missing meals, individualizing meals, speeding up, planning). Two-tailed chi-square and Fisher exact tests (P < or = .05, unless noted). Half or more of respondents often/sometimes used 12 of 22 food choice coping strategies. Long hours and nonstandard hours and schedules were positively associated among fathers with take-out meals, missed family meals, prepared entrees, and eating while working; and among mothers with restaurant meals, missed breakfast, and prepared entrees. Job security, satisfaction, and food access were also associated with gender-specific strategies. Structural work conditions among parents such as job hours, schedule, satisfaction, and food access are associated with food choice coping strategies with importance for dietary quality. Findings have implications for worksite interventions but need examination in a larger sample.

Analyzing Test-Taking Behavior: Decision Theory Meets Psychometric Theory.

PubMed

Budescu, David V; Bo, Yuanchao

2015-12-01

We investigate the implications of penalizing incorrect answers to multiple-choice tests, from the perspective of both test-takers and test-makers. To do so, we use a model that combines a well-known item response theory model with prospect theory (Kahneman and Tversky, Prospect theory: An analysis of decision under risk, Econometrica 47:263-91, 1979). Our results reveal that when test-takers are fully informed of the scoring rule, the use of any penalty has detrimental effects for both test-takers (they are always penalized in excess, particularly those who are risk averse and loss averse) and test-makers (the bias of the estimated scores, as well as the variance and skewness of their distribution, increase as a function of the severity of the penalty).

The language of science and the high school student: The recognition of concept definitions: A comparison between hindi speaking students in India and english speaking students in Australia

NASA Astrophysics Data System (ADS)

Lynch, P. P.; Chipman, H. H.; Pachaury, A. C.

Sixteen concept words (mass, length, area, volume, solid, liquid, gas, element, compound, mixture, electron, proton, neutron, atom, molecule, and ion) associated with the theme, the nature of matter were described as simple text book definitions after examination of classroom notes and school texts of the last three decades. Sixteen multiple-choice items all of the same form were constructed for each of the concept definitions. The English version of the sixteen item test was given to 1635 high school students in Tasmania (where the language of instruction and the home language is English) and the Hindi version of the test was given to 826 students from the Bhopal/Barwani region of India where the medium of instruction is Hindi. The English and Hindi speaking data are compared from the point of view of development, performance for individual items, and overall performance at grade 10. A number of linguistic hypotheses are examined and reported upon. Although the overall score at grade 10 was identical (10.8/16) for both groups there are differences in development overall and for individual items which are of interest. Overall, the science specificity of the Hindi words does not appear to confer any clearly defined advantage or disadvantage though again there are some interesting individual anomolies.

Associating a product with a luxury brand label modulates neural reward processing and favors choices in materialistic individuals.

PubMed

Audrin, Catherine; Ceravolo, Leonardo; Chanal, Julien; Brosch, Tobias; Sander, David

2017-11-23

The present study investigated the extent to which luxury vs. non-luxury brand labels (i.e., extrinsic cues) randomly assigned to items and preferences for these items impact choice, and how this impact may be moderated by materialistic tendencies (i.e., individual characteristics). The main objective was to investigate the neural correlates of abovementioned effects using functional magnetic resonance imaging. Behavioural results showed that the more materialistic people are, the more they choose and like items labelled with luxury brands. Neuroimaging results revealed the implication of a neural network including the dorsolateral and ventromedial prefrontal cortex and the orbitofrontal cortex that was modulated by the brand label and also by the participants' preference. Most importantly, items with randomly assigned luxurious brand labels were preferentially chosen by participants and triggered enhanced signal in the caudate nucleus. This effect increased linearly with materialistic tendencies. Our results highlight the impact of brand-item association, although random in our study, and materialism on preference, relying on subparts of the brain valuation system for the integration of extrinsic cues, preferences and individual characteristics.

Healthy dining. Subtle diet reminders at the point of purchase increase low-calorie food choices among both chronic and current dieters.

PubMed

Papies, Esther K; Veling, Harm

2013-02-01

There is a growing consensus that our food-rich living environment contributes to rising numbers of people with overweight and obesity. Low-cost, effective intervention tools are needed to facilitate healthy eating behavior, especially when eating away from home. Therefore, we present a field experiment in a restaurant that tested whether providing subtle environmental diet reminders increases low-calorie food choices among both chronic and current dieters. For half of the participants, the menu was supplemented with diet-related words, as reminders of healthy eating and dieting. We recorded customers' choices of low-calorie or high-calorie items from the menu, and we assessed chronic and current dieting. Consistent with our hypotheses, we found that diet reminders increased choices for low-calorie foods, among both chronic and current dieters. After a diet reminder, around half of dieters made a healthy menu choice. This study demonstrates the efficacy of providing subtle diet reminders as a low-cost practical intervention to increase low-calorie food choices among weight-concerned individuals, who are motivated to regulate their eating behavior but have been found to often fail in food-rich environments. Copyright © 2012 Elsevier Ltd. All rights reserved.

Social cognitions about food choice in children aged five to eight years: Feasibility and predictive validity of an age appropriate measurement.

PubMed

Fernandes-Machado, Sandra; Gellert, Paul; Goncalves, Sonia; Sniehotta, Falko F; Araujo-Soares, Vera

2016-10-01

There are currently no instruments available to measure social cognitions towards food choice in children. This study aimed to test the feasibility and predictive validity of a novel measurement tool to assess food-related social cognitions. Sixty-eight children, five to eight years old, were asked to sort cards with photographs of four fruit and four sweet/savoury snacks as a mean to measure attitudes, subjective norms, perceived behavioural control (PBC), and intention. Subsequently, food choice (dependent variable) was assessed using a laboratory food choice task in which children could gain access to sweet and savoury or fruit items, or a combination. All participants completed the tasks successfully, demonstrating feasibility of the procedure. The order in which the cards were sorted for each construct differed sufficiently and correlations between constructs were in line with previous studies. Measures of PBC, intention, attitude, and subjective norm from the mother, but not from teachers or friends, correlated significantly with subsequent food choice. It is possible to measure food-related social cognitions in children aged five to eight and these measures were predictive of observed behaviour. The new instrument can contribute to our understanding of psychological determinants of food choice in young children. Copyright © 2016 Elsevier Ltd. All rights reserved.

Corner Store Purchases in a Low-Income Urban Community in NYC.

PubMed

Kiszko, Kamila; Cantor, Jonathan; Abrams, Courtney; Ruddock, Charmaine; Moltzen, Kelly; Devia, Carlos; McFarline, Bernice; Singh, Hardeep; Elbel, Brian

2015-12-01

We assessed purchases made, motivations for shopping, and frequency of shopping at four New York City corner stores (bodegas). Surveys and purchase inventories (n = 779) were collected from consumers at four bodegas in Bronx, NY. We use Chi square tests to compare types of consumers, items purchased and characteristics of purchases based on how frequently the consumer shops at the specific store and the time of day the purchase was made. Most consumers shopped at the bodega because it was close to their home (52 %). The majority (68 %) reported shopping at the bodega at least once per day. The five most commonly purchased items were sugary beverages, (29.27 %), sugary snacks (22.34 %), coffee, (13.99 %), sandwiches, (13.09 %) and non-baked potato chips (12.2 %). Nearly 60 % of bodega customers reported their purchase to be healthy. Most of the participants shopped at the bodega frequently, valued its convenient location, and purchased unhealthy items. Work is needed to discover ways to encourage healthier choices at these stores.

Dental Student Academic Integrity in U.S. Dental Schools: Current Status and Recommendations for Enhancement.

PubMed

Graham, Bruce S; Knight, G William; Graham, Linda

2016-01-01

Cheating incidents in 2006-07 led U.S. dental schools to heighten their efforts to enhance the environment of academic integrity in their institutions. The aims of this study were to document the measures being used by U.S. dental schools to discourage student cheating, determine the current incidence of reported cheating, and make recommendations for enhancing a culture of integrity in dental education. In late 2014-early 2015, an online survey was distributed to academic deans of all 61 accredited U.S. dental schools that had four classes of dental students enrolled; 50 (82%) responded. Among measures used, 98% of respondents reported having policy statements regarding student academic integrity, 92% had an Honor Code, 96% provided student orientation to integrity policies, and most used proctoring of final exams (91%) and tests (93%). Regarding disciplinary processes, 27% reported their faculty members only rarely reported suspected cheating (though required in 76% of the schools), and 40% disseminated anonymous results of disciplinary hearings. A smaller number of schools (n=36) responded to the question about student cheating than to other questions; those results suggested that reported cheating had increased almost threefold since 1998. The authors recommend that schools add cheating case scenarios to professional ethics curricula; disseminate outcomes of cheating enforcement actions; have students sign a statement attesting to compliance with academic integrity policies at every testing activity; add curricular content on correct writing techniques to avoid plagiarism; require faculty to distribute retired test items; acquire examination-authoring software programs to enable faculty to generate new multiple-choice items and different versions of the same multiple-choice tests; avoid take-home exams when assessing independent student knowledge; and utilize student assessment methods directly relevant to clinical practice.

Correlates of energy intake and body mass index among homeless children in Minnesota.

PubMed

Richards, Rickelle; Smith, Chery; Eggett, Dennis L

2013-06-01

This study evaluated environmental, personal, and behavioral correlates of BMI-for-age percentiles, dietary intake (kilocalories, carbohydrates, protein, fat, and Food Guide Pyramid food groups), and physical activity variables among homeless children. A 74-item survey, using social cognitive theory as the theoretical framework, height, weight, and one 24-hour recall were collected from homeless children aged 9-13 (n=159) at two shelters in Minneapolis, MN. Principal component analysis was performed on the subsections of the survey. Independent t-tests, Fisher exact tests, and chi-squared statistics evaluated sociodemographic and BMI percentile variables. Nonparametric tests evaluated dietary data. Stepwise regression models evaluated correlates of BMI percentiles, physical activity, and dietary intake variables. Approximately 45% were overweight or obese (≥85(th) percentile). Dietary data represented intake on a given day, with children consuming a median 1.2 servings from the fruits and vegetables food group, 17.3 servings from the fats and sweets food group (one serving=grams in 1 Tbsp. fat/1 tsp. sugar), and the percent of calories from fat varying significantly between shelter 1 (S1) versus shelter 2 (S2) boys (37.1% vs. 31.7%, p<0.001). Factors identified from survey items and sociodemographic variables accounted for between 6% and 14% of the variance in energy intake and other dietary and physical activity variables (p range, 0.008 to <0.001). Parental role modeling of eating behaviors and getting enough food were associated with less favorable food choices among homeless children. Policy interventions and program initiatives in the homeless environment could promote healthier food choices among children.

Development of a research ethics knowledge and analytical skills assessment tool.

PubMed

Taylor, Holly A; Kass, Nancy E; Ali, Joseph; Sisson, Stephen; Bertram, Amanda; Bhan, Anant

2012-04-01

The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. These assessment tools were administered as a pre-test and post-test to a cohort of 58 Indian junior health research investigators before and after exposure to a new course on research ethics. Half of the investigators were exposed to the course online, the other half in person. Item discrimination was calculated for each question and Cronbach's α for each assessment tool. A final version of the assessment tool that incorporated the best questions from the pre-/post-test phase was used to assess retention of research ethics knowledge and skills 3 months after course delivery. The final version of the REKASA includes 41 items and had a Cronbach's α of 0.837. The results illustrate, in one sample of learners, the successful, systematic development and use of a knowledge and skills assessment tool in research ethics capable of not only measuring basic knowledge in research ethics and oversight but also assessing learners' ability to apply ethics knowledge to the analytical task of reasoning through research ethics cases, without reliance on essay or discussion-based examination. These promising preliminary findings should be confirmed with additional groups of learners.

Incorporation of core competency questions into an annual national self-assessment examination for residents in physical medicine and rehabilitation: results and implications.

PubMed

Webster, Joseph B

2009-03-01

To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

Assessment practices of third- and fifth-grade science teachers: A comparison to the style/format, process, and content of Ohio's proficiency tests

NASA Astrophysics Data System (ADS)

Janson, David C.

This descriptive study is addressed to policy-makers, textbook publisher, teachers, principals, and curriculum directors. It compares the assessment practices of ten elementary teachers over a period of 11 weeks with Ohio's fourth and sixth grade science Proficiency Tests. Results show that the teachers' assessment practices were not aligned with Ohio's Proficiency Test. The tests used in the participants' classroom contained a disproportionate number of items characterized as low-level in terms of their cognitive function. Classroom test items generally fell into three categories---true/false, completion, and matching. The remaining items were predominantly low-level multiple-choice items requiring simple recall of information. The teachers in this study showed a heavy reliance on the packaged assessments that accompanied their adopted textbook series with little use of teacher-designed instruments. This differs from the findings of previous researchers who reported that most teacher assessments were done with teacher-made tests. The lack of alignment between classroom tests and Ohio's Proficiency Test is a concern because previous researchers and the teachers in this study believe that aligning classroom tests with high-stakes assessment improves student performance. Other research shows teachers teach what they test suggesting that the curriculum would be better aligned with State expectations if classroom tests were more in line with the proficiency tests. This study found that textbooks and their assessment packages are not aligned to most state standards and that teachers need help developing better assessments. The results of this study suggest directions school administrators might take to facilitate inservice training for current teachers and could be helpful to textbook publishers as well as educators serving on adoption committees. Since high-stakes testing of students in the nation's public schools and school accountability seem destined to remain a part of the American educational system, educators at all levels---teachers and administrators at the local level, consultants and administrators at the state level, and policymakers at the state and national levels---may want to consider the implications of these findings.

An enquiry into the method of paired comparison: reliability, scaling, and Thurstone's Law of Comparative Judgment

Treesearch

Thomas C. Brown; George L. Peterson

2009-01-01

The method of paired comparisons is used to measure individuals' preference orderings of items presented to them as discrete binary choices. This paper reviews the theory and application of the paired comparison method, describes a new computer program available for eliciting the choices, and presents an analysis of methods for scaling paired choice data to...

The Utility of a Paired-Choice Preference Assessment in Predicting Reinforcer Effectiveness for an Infant

ERIC Educational Resources Information Center

Rush, Karena S.; Kurtz, Patricia F.; Lieblein, Tara L.; Chin, Michelle D.

2005-01-01

This study examined the utility of a paired-choice preference assessment in predicting reinforcer efficacy for a 13-month old with a history of prenatal drug exposure. First, two paired-choice assessments were conducted one week apart, using the same items. A high level of correspondence between the two assessments was observed. Next, a reinforcer…

Automatic Short Essay Scoring Using Natural Language Processing to Extract Semantic Information in the Form of Propositions. CRESST Report 831

ERIC Educational Resources Information Center

Kerr, Deirdre; Mousavi, Hamid; Iseli, Markus R.

2013-01-01

The Common Core assessments emphasize short essay constructed-response items over multiple-choice items because they are more precise measures of understanding. However, such items are too costly and time consuming to be used in national assessments unless a way to score them automatically can be found. Current automatic essay-scoring techniques…

Using Localized Survey Items to Augment Standardized Benchmarking Measures: A LibQUAL+[TM] Study

ERIC Educational Resources Information Center

Thompson, Bruce; Cook, Colleen; Kyrillidou, Martha

2006-01-01

The LibQUAL+[TM] protocol solicits open-ended comments from users with regard to library service quality, gathers data on 22 core items, and, at the option of individual libraries, also garners ratings on five items drawn from a pool of more than 100 choices selected by libraries. In this article, the relationship of scores on these locally…

Experiences with establishing and implementing learning management system and computer-based test system in medical college.

PubMed

Park, Joo Hyun; Son, Ji Young; Kim, Sun

2012-09-01

The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system. A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system. The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage. Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

Health and role functioning: the use of focus groups in the development of an item bank.

PubMed

Anatchkova, Milena D; Bjorner, Jakob B

2010-02-01

Role functioning is an important part of health-related quality of life. However, assessment of role functioning is complicated by the wide definition of roles and by fluctuations in role participation across the life-span. The aim of this study is to explore variations in role functioning across the lifespan using qualitative approaches, to inform the development of a role functioning item bank and to pilot test sample items from the bank. Eight focus groups were conducted with a convenience sample of 38 English-speaking adults recruited in Rhode Island. Participants were stratified by gender and four age groups. Focus groups were taped, transcribed, and analyzed for thematic content. Participants of all ages identified family roles as the most important. There was age variation in the importance of social life roles, with younger and older adults rating them as more important. Occupational roles were identified as important by younger and middle-aged participants. The potential of health problems to affect role participation was recognized. Participants found the sample items easy to understand, response options identical in meaning and preferred five response choices. Participants identified key aspects of role functioning and provided insights on their perception of the impact of health on their role participation. These results will inform item bank generation.

Scientific literacy: Factor structure and gender differences

NASA Astrophysics Data System (ADS)

Manhart, James Joseph

The purpose of this study was to investigate the factor structure of scientific literacy and to document any gender differences with respect to each factor. Participants included 1139 students (574 females, 565 males) in grades 9 through 12 who were taking a science class at one of four Midwestern high schools. Based on National Science Education Standards, a 100 item multiple-choice test was constructed to assess scientific literacy. Confirmatory factor analysis of item parcels suggested a three factor model was the best way to explain the data resulting from the administration of this test. The factors were labeled constructs of science, abilities necessary to do scientific inquiry, and social aspects of science. Gender differences with respect to these factors were examined using analysis of variance procedures. Because differential enrollment in science classes could cause gender differences in grades 11 and 12, parallel analyses were conducted on the grades 9 and 10 subsample and the grades 11 and 12 subsample. However, the results of the two analyses were similar. The most consistent gender difference observed was that females performed better than males on the social aspects of science factor. Males tended to perform better than females on the constructs of science factor, although no consistent gender difference was noted for items dealing with life science. With respect to the abilities necessary to do scientific inquiry factor, females tended to perform better than males in grades 9 and 10, while no consistent gender difference was observed in grades 11 and 12. Gender differences were also examined using the Mantel-Haenszel procedure to flag individual items that functioned differently for females and males of the same ability. Twelve items were flagged for grades 9 and 10 (8 in favor of females, 4 in favor of males). Fourteen items were flagged for grades 11 and 12 (7 in favor of females, 7 in favor of males). All of the flagged items exhibited only small to moderate differential item functioning (DIF). Only three items were similarly flagged in both subsamples, one item from each factor.

Seafarers Knowledge Inventory.

ERIC Educational Resources Information Center

Hounshell, Paul B.

This 60-item, multiple-choice Seafarers Knowledge Inventory was developed for use in marine vocational classes (grades 9-12) to measure a student's knowledge of information that "seafarers" should know. Items measure knowledge of various aspects of boating operation, weather, safety, winds, and oceanography. Steps in the construction of…

Psychometric properties of the polish version of the Job-related Affective Well-being Scale.

PubMed

Basińska, Beata A; Gruszczyńska, Ewa; Schaufeli, Wilmar B

2014-12-01

The aim of this study was to verify psychometric properties of the Polish version of the Job-related Affective Well-being Scale (JAWS). Specifically, theoretical 4-factor structure (based on the dimensions of pleasure and arousal) and reliability of the original - 20-item JAWS (van Katwyk et al., 2000) and the shortened - 12-item (Schaufeli and Van Rhenen, 2006) versions were tested. Two independent samples were analyzed (police officers, N = 395, and police recruits, N = 202). The Polish version of the original, 20-item, JAWS was used to measure job-related affective states across the past month (van Katwyk et al., 2000). This version of JAWS includes 2 dimensions: valence and arousal, which allow to assess 4 categories of emotions: low-arousal positive emotions, high-arousal positive emotions, low-arousal negative emotions and high-arousal negative emotions. The results of multidimensional scaling analysis showed that the theoretical circumplex model of emotions underlining JAWS was satisfactorily reproduced. Also the hypothesized 4-factor structure of the Polish version of JAWS was confirmed. The 12-item version had better fit with the data than the original, 20-item, version, but the best fit was obtained for the even shorter, 8-item version. This version emerged from a multidimensional scaling of the 12-item version. Reliabilities of the 20- and 12-item versions were good, with lower values for the 8-item JAWS version. The findings confirmed satisfactory psychometric properties of both Polish versions of the Job-related Affective Well-being Scale. Thus, when both psychometric properties and relevance for cross-cultural comparisons are considered, the 12-item JAWS is recommended as a version of choice.

Item Response Modeling of Forced-Choice Questionnaires

ERIC Educational Resources Information Center

Brown, Anna; Maydeu-Olivares, Alberto

2011-01-01

Multidimensional forced-choice formats can significantly reduce the impact of numerous response biases typically associated with rating scales. However, if scored with classical methodology, these questionnaires produce ipsative data, which lead to distorted scale relationships and make comparisons between individuals problematic. This research…

Stomach fullness shapes prey choice decisions in crab plovers (Dromas ardeola)

PubMed Central

Bom, Roeland A.; Fijen, Thijs P. M.; van Gils, Jan A.

2018-01-01

Foragers whose energy intake rate is constrained by search and handling time should, according to the contingency model (CM), select prey items whose profitability exceeds or equals the forager’s long-term average energy intake rate. This rule does not apply when prey items are found and ingested at a higher rate than the digestive system can process them. According to the digestive rate model (DRM), foragers in such situations should prefer prey with the highest digestive quality, instead of the highest profitability. As the digestive system fills up, the limiting constraint switches from ingestion rate to digestion rate, and prey choice is expected to change accordingly for foragers making decisions over a relative short time window. We use these models to understand prey choice in crab plovers (Dromas ardeola), preying on either small burrowing crabs that are swallowed whole (high profitability, but potentially inducing a digestive constraint) or on larger swimming crabs that are opened to consume only the flesh (low profitability, but easier to digest). To parameterize the CM and DRM, we measured energy content, ballast mass and handling times for different sized prey, and the birds’ digestive capacity in three captive individuals. Subsequently, these birds were used in ad libitum experiments to test if they obeyed the rules of the CM or DRM. We found that crab plovers with an empty stomach mainly chose the most profitable prey, matching the CM. When stomach fullness increased, the birds switched their preference from the most profitable prey to the highest-quality prey, matching the predictions of the DRM. This shows that prey choice is context dependent, affected by the stomach fullness of an animal. Our results suggest that prey choice experiments should be carefully interpreted, especially under captive conditions as foragers often ‘fill up’ in the course of feeding trials. PMID:29641542

Neural Activity Reveals Preferences Without Choices

PubMed Central

Smith, Alec; Bernheim, B. Douglas; Camerer, Colin

2014-01-01

We investigate the feasibility of inferring the choices people would make (if given the opportunity) based on their neural responses to the pertinent prospects when they are not engaged in actual decision making. The ability to make such inferences is of potential value when choice data are unavailable, or limited in ways that render standard methods of estimating choice mappings problematic. We formulate prediction models relating choices to “non-choice” neural responses and use them to predict out-of-sample choices for new items and for new groups of individuals. The predictions are sufficiently accurate to establish the feasibility of our approach. PMID:25729468

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

PubMed

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

PubMed Central

2017-01-01

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885

Applying Item Response Theory methods to design a learning progression-based science assessment

NASA Astrophysics Data System (ADS)

Chen, Jing

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

Controlling Guessing Bias in the Dichotomous Rasch Model Applied to a Large-Scale, Vertically Scaled Testing Program

PubMed Central

Andrich, David; Marais, Ida; Humphry, Stephen Mark

2015-01-01

Recent research has shown how the statistical bias in Rasch model difficulty estimates induced by guessing in multiple-choice items can be eliminated. Using vertical scaling of a high-profile national reading test, it is shown that the dominant effect of removing such bias is a nonlinear change in the unit of scale across the continuum. The consequence is that the proficiencies of the more proficient students are increased relative to those of the less proficient. Not controlling the guessing bias underestimates the progress of students across 7 years of schooling with important educational implications. PMID:29795871

Measuring student learning using initial and final concept test in an STEM course

NASA Astrophysics Data System (ADS)

Kaw, Autar; Yalcin, Ali

2012-06-01

Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for three semesters. Hake's gain index, a measure of learning gains from pre- to post-tests, of 0.36 to 0.41 were recorded. The validity and reliability of the concept test was checked via standard measures such as Cronbach's alpha, content and criterion-related validity, item characteristic curves and difficulty and discrimination indices. The performance of various subgroups such as pre-requisite grades, transfer students, gender and age were also studied.

Analysis of Supermarket Research.

ERIC Educational Resources Information Center

Keil, Beverly J.; Ferris, E. Linda

1996-01-01

Volunteers priced grocery items twice per month for three months in eight rural Ohio stores, examined advertising flyers, and surveyed stores weekly for a month to track pricing trends. Advice for consumers on choice of stores and items as well as food budgeting was developed based on the results. (SK)

Development and Testing of a Revised Cooking Matters for Adults Survey.

PubMed

Pinard, Courtney A; Uvena, Laura M; Quam, Julia B; Smith, Teresa M; Yaroch, Amy L

2015-11-01

The purpose of this study was to: (1) develop and psychometrically test a survey designed to assess Cooking Matters for Adults (CMA); and (2) assess changes in outcomes from pre- to post-pilot testing in English-speaking CMA classes to support the construct validity of the survey. Cognitive interviewing participants were drawn from a low-income convenience sample in Omaha, Nebraska (N = 21). The survey included items to assess dietary patterns and choices, sociodemographics, and psychosocial correlates. Analyses were conducted with SPSS and included descriptive statistics, exploratory factor analysis, Cronbach's alpha, and paired sample t-tests. Cognitive interviewing resulted in changes to survey layout and wording. Factor analysis revealed 4 actors with Cronbach alphas supporting internal consistency. Between pretest and posttest, fruit intake increased (p < .05) and non-fried potatoes decreased (p < .05). Selection of healthy dietary options (low-fat dairy and milk, sodium, lean meats; p's < .05), healthy food preparation (p < .001), and cooking confidence (p < .001) increased and perceived barriers to cooking (p < .01) decreased. The CMA Survey includes psychometrically sound items and positive self-reported changes. This survey can be a valuable resource for other similar programs.

Availability of Vending Machines and School Stores in California Schools.

PubMed

Cisse-Egbuonye, Nafissatou; Liles, Sandy; Schmitz, Katharine E; Kassem, Nada; Irvin, Veronica L; Hovell, Melbourne F

2016-01-01

This study examined the availability of foods sold in vending machines and school stores in United States public and private schools, and associations of availability with students' food purchases and consumption. Descriptive analyses, chi-square tests, and Spearman product-moment correlations were conducted on data collected from 521 students aged 8 to 15 years recruited from orthodontic offices in California. Vending machines were more common in private schools than in public schools, whereas school stores were common in both private and public schools. The food items most commonly available in both vending machines and school stores in all schools were predominately foods of minimal nutritional value (FMNV). Participant report of availability of food items in vending machines and/or school stores was significantly correlated with (1) participant purchase of each item from those sources, except for energy drinks, milk, fruits, and vegetables; and (2) participants' friends' consumption of items at lunch, for 2 categories of FMNV (candy, cookies, or cake; soda or sports drinks). Despite the Child Nutrition and Women, Infants, and Children (WIC) Reauthorization Act of 2004, FMNV were still available in schools, and may be contributing to unhealthy dietary choices and ultimately to health risks. © 2015, American School Health Association.

Availability of vending machines and school stores in California schools

PubMed Central

Liles, Sandy; Schmitz, Katharine E.; Kassem, Nada O.F; Irvin, Veronica L; Hovell, Melbourne F.

2015-01-01

Background This study examined the availability of foods sold in vending machines and school stores in US public and private schools, and associations of availability with students' food purchases and consumption. Methods Descriptive analyses, chi-square tests, and Spearman product-moment correlations were conducted on data collected from 521 students aged 8 to15 years recruited from orthodontic offices in California. Results Vending machines were more common in private schools than in public schools, while school stores were common in both private and public schools. The food items most commonly available in both vending machines and school stores in all schools were predominately foods of minimal nutritional value (FMNV). Participant report of availability of food items in vending machines and/or school stores was significantly correlated with: (1) participant purchase of each item from those sources, except for energy drinks, milk, fruits, and vegetables; and (2) participants' friends' consumption of items at lunch, for two categories of FMNV (candy, cookies, or cake; soda or sports drinks). Conclusions Despite the Child Nutrition and WIC reauthorization Act of 2004, FMNV were still available in schools, and may be contributing to unhealthy dietary choices and ultimately to health risks. PMID:26645420

Translation Ambiguity in and out of Context

ERIC Educational Resources Information Center

Prior, Anat; Wintner, Shuly; MacWhinney, Brian; Lavie, Alon

2011-01-01

We compare translations of single words, made by bilingual speakers in a laboratory setting, with contextualized translation choices of the same items, made by professional translators and extracted from parallel language corpora. The translation choices in both cases show moderate convergence, demonstrating that decontextualized translation…

How prior preferences determine decision-making frames and biases in the human brain

PubMed Central

Lopez-Persem, Alizée; Domenech, Philippe; Pessiglione, Mathias

2016-01-01

Understanding how option values are compared when making a choice is a key objective for decision neuroscience. In natural situations, agents may have a priori on their preferences that create default policies and shape the neural comparison process. We asked participants to make choices between items belonging to different categories (e.g., jazz vs. rock music). Behavioral data confirmed that the items taken from the preferred category were chosen more often and more rapidly, which qualified them as default options. FMRI data showed that baseline activity in classical brain valuation regions, such as the ventromedial Prefrontal Cortex (vmPFC), reflected the strength of prior preferences. In addition, evoked activity in the same regions scaled with the default option value, irrespective of the eventual choice. We therefore suggest that in the brain valuation system, choices are framed as comparisons between default and alternative options, which might save some resource but induce a decision bias. DOI: http://dx.doi.org/10.7554/eLife.20317.001 PMID:27864918

The Impact of Disclosure of Nutrition Information on Consumers' Behavioral Intention in Korea.

PubMed

Choi, Jinkyung

2015-01-01

To investigate the effect of nutritional information disclosure on consumers' nutritional perception, attitude, and behavioral intention to purchase the food item. Questionnaires were distributed measuring nutritional perception, attitude, and behavioral intention with different nutritional information about the food (no information, calories only, and six nutritional content information items: food weight(g), calories(kcal), protein(g), sugar(g), sodium(g), and saturated fat(g)). Food items shown to the respondents were hamburgers and bibimbap. Descriptive analysis, analysis of variance, and multiple regression were used in order to examine the effects of nutritional information levels and different food items on consumers' behavioral intentions. Nutritional perception, food attitude, and food choice intention were all affected by levels of nutritional information and different food items. Also, food attitude was a predictor of food choice behavioral intention and was affected by different food items as well. However, results of the study found that objective and subjective knowledge of individuals are not related to their nutritional perception, attitude, and behavioral intention. Results of this study would help restaurant managers to prepare for consumers' demand on disclosure of nutritional information and adjust their menu ingredients for consumers' healthy food inquiries in order to respond to consumers' interests in nutritional information and ensure consumers satisfaction with the perceived nutritional value of food.

The phylogenetic roots of cognitive dissonance.

PubMed

West, Samantha; Jett, Stephanie E; Beckman, Tamra; Vonk, Jennifer

2010-11-01

We presented 7 Old World monkeys (Japanese macaques [Macaca fuscata], gray-cheeked mangabey [Lophocebus albigena], rhesus macaques [Macaca mulatta], bonnet macaque [Macaca radiate], and olive baboon [Papio anubis]), 3 chimpanzees (Pan troglodytes), 6 members of the parrot (Psittacinae) family, and 4 American black bears (Ursus americanus) with a cognitive dissonance paradigm modeled after Egan, Santos, and Bloom (2007). In experimental trials, subjects were given choices between 2 equally preferred food items and then presented with the unchosen option and a novel, equally preferred food item. In control trials, subjects were presented with 1 accessible and 1 inaccessible option from another triad of equally preferred food items. They were then presented with the previously inaccessible item and a novel member of that triad. Subjects, as a whole, did not prefer the novel item in experimental or control trials. However, there was a tendency toward a subject by condition interaction. When analyzed by primate versus nonprimate categories, only primates preferred the novel item in experimental but not control trials, indicating that they resolved cognitive dissonance by devaluing the unchosen option only when an option was derogated by their own free choice. This finding suggests that this phenomenon might exist within but not outside of the primate order. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Under what conditions is recognition spared relative to recall after selective hippocampal damage in humans?

PubMed

Holdstock, J S; Mayes, A R; Roberts, N; Cezayirli, E; Isaac, C L; O'Reilly, R C; Norman, K A

2002-01-01

The claim that recognition memory is spared relative to recall after focal hippocampal damage has been disputed in the literature. We examined this claim by investigating object and object-location recall and recognition memory in a patient, YR, who has adult-onset selective hippocampal damage. Our aim was to identify the conditions under which recognition was spared relative to recall in this patient. She showed unimpaired forced-choice object recognition but clearly impaired recall, even when her control subjects found the object recognition task to be numerically harder than the object recall task. However, on two other recognition tests, YR's performance was not relatively spared. First, she was clearly impaired at an equivalently difficult yes/no object recognition task, but only when targets and foils were very similar. Second, YR was clearly impaired at forced-choice recognition of object-location associations. This impairment was also unrelated to difficulty because this task was no more difficult than the forced-choice object recognition task for control subjects. The clear impairment of yes/no, but not of forced-choice, object recognition after focal hippocampal damage, when targets and foils are very similar, is predicted by the neural network-based Complementary Learning Systems model of recognition. This model postulates that recognition is mediated by hippocampally dependent recollection and cortically dependent familiarity; thus hippocampal damage should not impair item familiarity. The model postulates that familiarity is ineffective when very similar targets and foils are shown one at a time and subjects have to identify which items are old (yes/no recognition). In contrast, familiarity is effective in discriminating which of similar targets and foils, seen together, is old (forced-choice recognition). Independent evidence from the remember/know procedure also indicates that YR's familiarity is normal. The Complementary Learning Systems model can also accommodate the clear impairment of forced-choice object-location recognition memory if it incorporates the view that the most complete convergence of spatial and object information, represented in different cortical regions, occurs in the hippocampus.

Making an informed choice in the catering environment: what do consumers want to know?

PubMed

Mackison, D; Wrieden, W L; Anderson, A S

2009-12-01

Eating outside the home is common in the UK, but it remains difficult for consumers to make informed choices based on menu information. The present study examines the reported preferences for the provision of nutrition (salt, fat and energy) and ingredient information in six types of UK catering outlets. Participants completed a short postal survey, assessing their frequency of dining at specific catering establishments as well as their desire to see nutrition and ingredient information. The responses from 786 adults aged >or=18 years (of whom 65% claimed to be 'motivated to eat a healthy diet') indicated that over 40% reported eating at a catering outlet at least once a week. Over half said that they would wish to see information on ingredients and the salt content of menu items at all venues. Preference for information on energy and fat content was less popular and varied in the range 42-56% for energy and 47-59% for fat. It is notable that 43% of respondents said they would welcome information on energy content of menu items in restaurants. A significant proportion of consumers wish to see information on the ingredients and nutrition composition on menu items for sale in UK catering outlets. Such information is likely to raise an awareness and understanding of healthy food choices and assist the population in making informed choices about healthy eating.

Relative quantity judgments in the beluga whale (Delphinapterus leucas) and the bottlenose dolphin (Tursiops truncatus).

PubMed

Abramson, José Z; Hernández-Lloreda, Victoria; Call, Josep; Colmenares, Fernando

2013-06-01

Numerous studies have documented the ability of many species to make relative quantity judgments using an analogue magnitude system. We investigated whether one beluga whale, Delphinapterus leucas, and three bottlenose dolphins, Tursiops truncatus, were capable of selecting the larger of two sets of quantities, and analyzed if their performance matched predictions from the object file model versus the analog accumulator model. In Experiment 1, the two sets were presented simultaneously, under water, and they were visually (condition 1) or echoically (condition 2) available at the time of choice. In experiment 2, the two sets were presented above the water, successively (condition 1) or sequentially, item-by-item (condition 2), so that they were not visually available at the time of choice (condition 1) or at any time throughout the experiment (condition 2). We analyzed the effect of the ratio between quantities, the difference between quantities, and the total number of items presented on the subjects' choices. All subjects selected the larger of the two sets of quantities above chance levels in all conditions. However, unlike most previous studies, the subjects' choices did not match the predictions from the accumulator model. Whether these findings reflect interspecies differences in the mechanisms which underpin relative quantity judgments remains to be determined. Copyright © 2013 Elsevier B.V. All rights reserved.

Evaluation of the Hospital Anxiety and Depression Scale (HADS) in screening stroke patients for symptoms: Item Response Theory (IRT) analysis.

PubMed

Ayis, Salma A; Ayerbe, Luis; Ashworth, Mark; DA Wolfe, Charles

2018-03-01

Variations have been reported in the number of underlying constructs and choice of thresholds that determine caseness of anxiety and /or depression using the Hospital Anxiety and Depression scale (HADS). This study examined the properties of each item of HADS as perceived by stroke patients, and assessed the information these items convey about anxiety and depression between 3 months to 5 years after stroke. The study included 1443 stroke patients from the South London Stroke Register (SLSR). The dimensionality of HADS was examined using factor analysis methods, and items' properties up to 5 years after stroke were tested using Item Response Theory (IRT) methods, including graded response models (GRMs). The presence of two dimensions of HADS (anxiety and depression) for stroke patients was confirmed. Items that accurately inferred about the severity of anxiety and depression, and offered good discrimination of caseness were identified as "I can laugh and see the funny side of things" (Q4) and "I get sudden feelings of panic" (Q13), discrimination 2.44 (se = 0.26), and 3.34 (se = 0.35), respectively. Items that shared properties, hence replicate inference were: "I get a sort of frightened feeling as if something awful is about to happen" (Q3), "I get a sort of frightened feeling like butterflies in my stomach" (Q6), and "Worrying thoughts go through my mind" (Q9). Item properties were maintained over time. Approximately 20% of patients were lost to follow up. A more concise selection of items based on their properties, would provide a precise approach for screening patients and for an optimal allocation of patients into clinical trials. Copyright © 2017 Elsevier B.V. All rights reserved.

Educational Equity Options. A Resource Bibliography.

ERIC Educational Resources Information Center

Martino, Susan; Watson, Jennifer

This selected list of educational resources includes 44 video items, 23 books, 9 posters, and 24 educational equity organizations and resource centers. Video materials and books are classified according to appropriate age groups and student abilities. All items are annotated. Topics of the videos and books include career choices, special needs…

New York Community Environment Study Questionnaire.

ERIC Educational Resources Information Center

Glaser, Daniel; Snow, Mary

This questionnaire assesses neighborhood drug problem concern, drug use practices, knowledge of drugs and agencies dealing with drugs, and views on drug education in persons aged 13 or older. The questionnaire has 31 items (multiple-choice or free response), most with several parts. The items deal with demographic and personal data, problems in…