Social and attentional aspects of echolalia in highly echolalic mentally retarded persons.

PubMed

Campbell, B; Grieve, R

1978-01-01

Echolalia was examined in a sample of highly echolalic mentally retarded individuals. When presented with a standard set of questions, under conditions differing in appropriateness for exchange of discourse (e.g., questions presented with examiner and patient face-to-face vs. questions presented with the examiner's face averted vs. questions addressed towards another person sitting silently beside the patient), subjects' frequency of echolalia varied. Besides showing considerable sensitivity to aspects of discourse exchange, subjects exhibited some limited capacity for processing linguistic information.

Computer-assisted handwriting style identification system for questioned document examination

NASA Astrophysics Data System (ADS)

Cha, Sung-Hyuk; Yoon, Sungsoo; Tappert, Charles C.; Lee, Yillbyung

2005-03-01

Handwriting originates from a particular copybook style such as Palmer or Zaner-Bloser that one learns in childhood. Since questioned document examination plays an important investigative and forensic role in many types of crime, it is important to develop a system that helps objectively identify a questioned document"s handwriting style. Here, we propose a computer vision system that can assist a document examiner in the identification of a writer"s handwriting style and therefore the origin or nationality of an unknown writer of a questioned document. We collected 33 Roman alphabet copybook styles from 18 countries. Each character in a questioned document is segmented and matched against all of the 33 handwriting copybook styles. The more characters present in the questioned document, the higher the accuracy observed.

The science and art of asking questions in cognitive therapy.

PubMed

James, Ian Andrew; Morse, Rachel; Howarth, Alan

2010-01-01

Questions underpin all aspects of therapeutic assessment and intervention and are a vital component of the clinical process. Over recent years frameworks have started to be applied to obtain a greater understanding of questioning formats and processes. This paper examines the use of questions in cognitive therapy (CT). An overview of the main types of questions identified in the literature is presented. In addition, we examine a range of client and therapist characteristics that may impact on the questioning process. Asking questions in therapy is a complex, yet under-taught, skill. This paper provides a set of frameworks to assist in identifying helpful and unhelpful questioning skills. Thus the article has implications for further training and research.

Why Are Some GCSE Examination Questions Harder to Mark Accurately than Others? Using Kelly's Repertory Grid Technique to Identify Relevant Question Features

ERIC Educational Resources Information Center

Suto, W. M. Irenka; Nadas, Rita

2009-01-01

It has long been established that marking accuracy in public examinations varies considerably among subjects and markers. This is unsurprising, given the diverse cognitive strategies that the marking process can entail, but what makes some questions harder to mark accurately than others? Are there distinct but subtle features of questions and…

Can paediatric medical students devise a satisfactory standard of examination for their colleagues?

PubMed

Cunningham, S

1999-06-01

To determine what standard paediatric medical students would set for examining their peers and how that would compare with the university standard. Single blinded computer marked examination with questionnaire. University medical school. Medical students during their final paediatric attachment. Medical students asked to derive 10, five branch negatively marked multiple choice questions (MCQs) to a standard that would fail those without sufficient knowledge. Each 10 were then assessed by another student as to the degree of difficulty and the relevance to paediatrics. One year later student peers sat a mock MCQ examination derived from a random 40 questions (unaware that the mock MCQs had been derived by peers). Comparison of marks obtained in mock and final MCQ examinations; student perception of the standard in the two examinations assessed by questionnaire. 44 students derived 439 questions, of which 83% were considered an appropriate standard by a classmate. One year later 62 students sat the mock examination. Distribution of marks was better in the mock MCQ examination than the final MCQ examination. Students considered the mock questions to be a more appropriate standard (72% v 31%) and the topics more relevant (88% v 64%) to paediatric medical students. Questions were of a similar clarity in both examinations (73% v 78%). Students in this study were able to derive an examination of a satisfactory standard for their peers. Involvement of students in deriving examination standards may give them a better appreciation of how standards should be set and maintained.

47 CFR 13.207 - Preparing an examination.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Preparing an examination. (a) Each telegraphy message and each written question set administered to an... may obtain the written question sets from a supplier or other COLEM. (c) A telegraphy examination must... examination. Each five letters of the alphabet must be counted as one word or one code group. Each numeral...

47 CFR 13.207 - Preparing an examination.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Preparing an examination. (a) Each telegraphy message and each written question set administered to an... may obtain the written question sets from a supplier or other COLEM. (c) A telegraphy examination must... examination. Each five letters of the alphabet must be counted as one word or one code group. Each numeral...

47 CFR 13.207 - Preparing an examination.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Preparing an examination. (a) Each telegraphy message and each written question set administered to an... may obtain the written question sets from a supplier or other COLEM. (c) A telegraphy examination must... examination. Each five letters of the alphabet must be counted as one word or one code group. Each numeral...

47 CFR 13.207 - Preparing an examination.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Preparing an examination. (a) Each telegraphy message and each written question set administered to an... may obtain the written question sets from a supplier or other COLEM. (c) A telegraphy examination must... examination. Each five letters of the alphabet must be counted as one word or one code group. Each numeral...

Physics 30: Grade 12 Diploma Examination, June 1997.

ERIC Educational Resources Information Center

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

This document is a Physics 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 37 multiple-choice and 12 numerical-response questions of equal value worth 70% of the examination and two written-response questions of equal value worth 30% of the examination. The exam contains sets of…

Which form of assessment provides the best information about student performance in chemistry examinations?

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

Background . This study developed from observations of apparent achievement differences between male and female chemistry performances in a state university entrance examination. Male students performed more strongly than female students, especially in higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in state university entrance examinations in chemistry and school chemistry examinations and student gender, format of questions - multiple-choice or short-answer, and conceptual level - recall or application? Sample The two sources of data were: (1) secondary analyses of five consecutive years' data published by the examining authority of chemistry examinations, and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The data from the tests were also analysed using Rasch analysis to determine differences in gender performance. Results When overall mean data are considered, both male and female students performed better on multiple-choice questions and recall questions than on short-answer questions and application questions, respectively. When overall mean data are considered, male students outperformed female students in both the university entrance and school tests, particularly in the higher scores. When data were analysed with Rasch, there was no statistically significant difference in performance between males and females of equal ability. Conclusions Both male and female students generally perform better on multiple-choice questions than they do on short-answer questions. However, when the questions are matched in terms of difficulty (using Rasch analysis), the differences in performance between multiple-choice and short-answer are quite small. Rasch analysis showed that there was little difference in performance between males and females of equal ability. This study shows that a simple face-value score analysis of relative student performance - in this case, in chemistry - can be deceptive unless the actual abilities of the students concerned, as measured by a tool such as Rasch, are taken into consideration before reaching any conclusion.

Comparison of integrated testlet and constructed-response question formats

NASA Astrophysics Data System (ADS)

Slepkov, Aaron D.; Shiell, Ralph C.

2014-12-01

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized) setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to reward partial knowledge, while efficiently scoring examinations.

The Question of Conscientiousness and Religious Engagement in Public Schools

ERIC Educational Resources Information Center

Bevan, Ryan

2011-01-01

In this paper, I examine the question of how to nurture and develop conscientiousness thinkers and future citizens of diverse liberal-democratic societies from the perspective of virtue epistemology (VE). More specifically, I examine this question in terms of how public schools might frame engagement with religious perspectives in the classroom. I…

Recertification in allergy and immunology: an historical review with special emphasis on the 1983 examination.

PubMed

Slavin, R G; Des Prez, L; Mansmann, H C; Meskauskas, J A; Pierson, W

1985-03-01

Recertification offers a method of evaluating a diplomate's cognitive knowledge of allergy and immunology. In 1983 candidates for the American Board of Allergy and Immunology recertification examination were offered the entire certifying examination but were informed that they would, for recertification purposes, be held responsible only for a subset of questions judged to be particularly clinically relevant. All 40 candidates elected to take the entire certifying examination. Differences between the performance of certifying and recertifying candidates on the recertifying questions were small. Except for the five-choice questions, the differences in performance between the two groups on the remaining questions were also small in an absolute sense. Recertification performance was not related to the time of original certification. Ninety-eight percent of the candidates completed a questionnaire after the examination. Ninety percent stated that they would encourage their colleagues to participate in the recertification process.

Data Farming and the Exploration of Inter-Agency, Inter-Disciplinary, and International "What If?" Questions

NASA Technical Reports Server (NTRS)

Anderson, Steve; Horne, Gary; Meyer, Ted; Triola, Larry

2012-01-01

Data farming uses simulation modeling, high performance computing, and analysis to examine questions of interest with large possibility spaces.This methodology allows for the examination of whole landscapes of potential outcomes and provides the capability of executing enough experiments so that outlets might be captured and examined for insights. This capability may be quite informative when used to examine the plethora of "What if?" questions that result when examining potential scenarios that our forces may face in the uncertain world of the future. Many of theses scenarios most certainly will be challenging and solutions may depend on interagency and international collaboration as well as the need for inter-disciplinary scientific inquiry preceding these events. In this paper, we describe data farming and illustrate it in the context of application to questions inherent to military decision-making as we consider alternate future scenarios.

An Analysis of the Most Commonly Tested Topics and Their Taxonomy From Recent Self-Assessment Examinations.

PubMed

Krueger, Chad A; Moroze, Sean; Murtha, Andrew S; Rivera, Jessica C

The purpose of this study is to determine the most commonly tested topics and the question taxonomy of the American Academy of Orthopaedic Surgeons Self-Assessment Examinations (SAE) from 2009 through 2014. All SAEs were analyzed from 2009 through 2014. The SAEs were separated by subject and the questions of each SAE were analyzed for topic, taxonomic classification, and question type. A total of 2107 questions were reviewed from 10 different subjects. In all, 6 of the 9 subjects had roughly 1/3 of their questions composed of the 3 most commonly tested topics. Each subject had at least 1 trauma-related question within its top 5 most commonly tested topics. Almost half (47%) of all questions were of taxonomy 1 classification and 29% were taxonomy 3. The Basic Science SAEs had the greatest percentage of taxonomy 1 questions of any subject (83%) whereas Trauma contained the highest percentage of taxonomy 3 questions (47%). Certain topics within each subject are consistently tested more often than other topics. In general, the 3 most commonly tested topics comprise about one-third of total questions and orthopedic surgeons should be very familiar with these topics in order to best prepare for standardized examinations. Published by Elsevier Inc.

Methods for measuring utilization of mental health services in two epidemiologic studies

PubMed Central

NOVINS, DOUGLAS K.; BEALS, JANETTE; CROY, CALVIN; MANSON, SPERO M.

2015-01-01

Objectives of Study Psychiatric epidemiologic studies often include two or more sets of questions regarding service utilization, but the agreement across these different questions and the factors associated with their endorsement have not been examined. The objectives of this study were to describe the agreement of different sets of mental health service utilization questions that were included in the American Indian Service Utilization Psychiatric Epidemiology Risk and Protective Factors Project (AI-SUPERPFP), and compare the results to similar questions included in the baseline National Comorbidity Survey (NCS). Methods Responses to service utilization questions by 2878 AI-SUPERPFP and 5877 NCS participants were examined by calculating estimates of service use and agreement (κ) across the different sets of questions. Logistic regression models were developed to identify factors associated with endorsement of specific sets of questions. Results In both studies, estimates of mental health service utilization varied across the different sets of questions. Agreement across the different question sets was marginal to good (κ = 0.27–0.69). Characteristics of identified service users varied across the question sets. Limitations Neither survey included data to examine the validity of participant responses to service utilization questions. Recommendations for Further Research Question wording and placement appear to impact estimates of service utilization in psychiatric epidemiologic studies. Given the importance of these estimates for policy-making, further research into the validity of survey responses as well as impacts of question wording and context on rates of service utilization is warranted. PMID:18767205

Overcoming pitfalls: Results from a mandatory peer review process for written examinations.

PubMed

Wilby, Kyle John; El Hajj, Maguy S; El-Bashir, Marwa; Mraiche, Fatima

2018-04-01

Written assessments are essential components of higher education practices. However, faculty members encounter common pitfalls when designing questions intended to evaluate student-learning outcomes. The objective of this project was to determine the impact of a mandatory examination peer review process on question accuracy, alignment with learning objectives, use of best practices in question design, and language/grammar. A mandatory peer review process was implemented for all midterm (before phase) and final (after phase) examinations. Peer review occurred by two reviewers and followed a pre-defined guidance document. Non-punitive feedback given to faculty members served as the intervention. Frequencies of flagged questions according to guidance categories were compared between phases. A total of 21 midterm and 21 final exam reviews were included in the analysis. A total of 637 questions were reviewed across all midterms and 1003 questions were reviewed across all finals. Few questions were flagged for accuracy and alignment with learning outcomes. The median total proportion of questions flagged for best practices was significantly lower for final exams versus midterm exams (15.8 vs. 6.45%, p = 0.014). The intervention did not influence language and grammar errors (9.68 vs. 10.0% of questions flagged before and after, respectively, p = 0.305). A non-punitive peer review process for written examinations can overcome pitfalls in exam creation and improve best practices in question writing. The peer-review process had a substantial effect at flagging language/grammar errors but error rate did not differ between midterm and final exams. Copyright © 2017 Elsevier Inc. All rights reserved.

Teaching Critical Thinking by Examining Assumptions

ERIC Educational Resources Information Center

Yanchar, Stephen C.; Slife, Brent D.

2004-01-01

We describe how instructors can integrate the critical thinking skill of examining theoretical assumptions (e.g., determinism and materialism) and implications into psychology courses. In this instructional approach, students formulate questions that help them identify assumptions and implications, use those questions to identify and examine the…

Hand Surgery Questions on the Orthopaedic In-Training Examination: Analysis of Content and Reference.

PubMed

Martin, Adam S; McMains, M Craig; Shacklett, Andrew G; Awan, Hisham M

2018-06-01

To provide an updated analysis of the hand surgery section of the Orthopaedic In-Training Examination (OITE) from 2009 to 2015. The goal was to contribute to the existing literature on the analysis of OITE questions, to aid both residents and residency programs in preparation for the OITE and board examination. The authors analyzed all OITE questions pertaining to hand surgery between 2009 and 2015. Hand questions were analyzed for category and subcategory of content, cited reference, treatment intervention, and imaging modality used. Hand-related questions comprised 157 of the 1,872 OITE questions (8.4%). Nine general topic areas were identified, the most common of which were fracture-dislocation, tendon/ligament, nerve, congenital, and amputation. Trends existed in the recommended references; the 5 journals and 2 textbooks that were consistently cited included the Journal of Hand Surgery (American Volume), the Journal of the American Academy of Orthopaedic Surgeons, the Journal of Bone and Joint Surgery (American Volume), the Journal of Hand Surgery (European Volume), Hand Clinics, Orthopaedic Knowledge Update, and Green's Operative Hand Surgery, respectively. Knowledge regarding topics and resources used for OITE hand questions could be mutually beneficial to both residents and residency programs. This information would consolidate resident OITE and board examination study time. Furthermore, this analysis could help residency programs develop or improve educational conferences and journal clubs. An understanding of question content and sources should enable efficient learning and improved scores on this section of the examination. Copyright © 2018 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

Identifying patterns of item missing survey data using latent groups: an observational study

PubMed Central

McElwee, Paul; Nathan, Andrea; Burton, Nicola W; Turrell, Gavin

2017-01-01

Objectives To examine whether respondents to a survey of health and physical activity and potential determinants could be grouped according to the questions they missed, known as ‘item missing’. Design Observational study of longitudinal data. Setting Residents of Brisbane, Australia. Participants 6901 people aged 40–65 years in 2007. Materials and methods We used a latent class model with a mixture of multinomial distributions and chose the number of classes using the Bayesian information criterion. We used logistic regression to examine if participants’ characteristics were associated with their modal latent class. We used logistic regression to examine whether the amount of item missing in a survey predicted wave missing in the following survey. Results Four per cent of participants missed almost one-fifth of the questions, and this group missed more questions in the middle of the survey. Eighty-three per cent of participants completed almost every question, but had a relatively high missing probability for a question on sleep time, a question which had an inconsistent presentation compared with the rest of the survey. Participants who completed almost every question were generally younger and more educated. Participants who completed more questions were less likely to miss the next longitudinal wave. Conclusions Examining patterns in item missing data has improved our understanding of how missing data were generated and has informed future survey design to help reduce missing data. PMID:29084795

The Assessment of Turkish Written Examination Questions Based on the Text in Accordance with the Barrett's Taxonomy

ERIC Educational Resources Information Center

Göçer, Ali

2014-01-01

In this study, Turkish text-based written examination questions posed to students in secondary schools were examined. In this research, document analysis method within the framework of the qualitative research approach was used. The data obtained from the documents consisting of written examination papers were analyzed with content analysis…

An Audience Response System May Influence Student Performance on Anatomy Examination Questions

ERIC Educational Resources Information Center

Hoyt, Amy; McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Ensminger, David; Price, Ron, Jr.; Naheedy, Ross

2010-01-01

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint…

Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say

ERIC Educational Resources Information Center

Boelé, Amy L.

2017-01-01

Using sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers' questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for…

Effects of Re-Using a Conceptual Examination Question in Physics

ERIC Educational Resources Information Center

Sharma, Manjula D.; Sefton, Ian M.; Cole, Martyn; Whymark, Aaron; Millar, Rosemary M.; Smith, Andrew

2005-01-01

We report on a study of what happened when we recycled a conceptual examination question in a first-year university physics course. The question, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. The original intention was to use a phenomenographic approach to look for…

Addressees Distinguish Shared from Private Information when Interpreting Questions during Interactive Conversation

ERIC Educational Resources Information Center

Brown-Schmidt, Sarah; Gunlogson, Christine; Tanenhaus, Michael K.

2008-01-01

Two experiments examined the role of common ground in the production and on-line interpretation of wh-questions such as "What's above the cow with shoes?" Experiment 1 examined unscripted conversation, and found that speakers consistently use wh-questions to inquire about information known only to the addressee. Addressees were sensitive to this…

Effect of questions used by psychiatrists on therapeutic alliance and adherence.

PubMed

Thompson, Laura; Howes, Christine; McCabe, Rose

2016-07-01

Psychiatrists' questions are the mechanism for achieving clinical objectives and managing the formation of a therapeutic alliance - consistently associated with patient adherence. No research has examined the nature of this relationship and the different practices used in psychiatry. Questions are typically defined in binary terms (e.g. 'open' v 'closed') that may have limited application in practice. To undertake a detailed examination of the types of questions psychiatrists ask patients and explore their association with the therapeutic alliance and patient adherence. A coding protocol was developed to classify questions from 134 out-patient consultations, predominantly by syntactic form. Bivariate correlations with measures of patient adherence and the therapeutic alliance (psychiatrist-rated) were examined and assessed using generalised estimating equations, adjusting for patient symptoms, psychiatrist identity and amount of speech. Psychiatrists used only four of ten question types regularly: yes/no auxiliary questions, 'wh-' questions, declarative questions and tag questions. Only declarative questions predicted better adherence and perceptions of the therapeutic relationship. Conversely, 'wh-' questions - associated with positive symptoms - predicted poorer perceptions of the therapeutic relationship. Declarative questions were frequently used to propose an understanding of patients' experiences, in particular their emotional salience for the patient. A refined defining of questioning practices is necessary to improve communication in psychiatry. The use of declarative questions may enhance alliance and adherence, or index their manifestation in talk, e.g. better mutual understanding. The function of 'so'-prefaced declaratives, also used in psychotherapy, is more nuanced than negatively connotated 'leading' questions. Hearable as displays of empathy, they attend closely to patient experience, while balancing the tasks of assessment and treatment. © The Royal College of Psychiatrists 2016.

The evaluation of a peer-led question-writing task.

PubMed

Nwosu, Amara; Mason, Stephen; Roberts, Anita; Hugel, Heino

2013-06-01

  Novel studies have previously highlighted the educational benefits of peer-led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students.   To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. methods:  Fourth-year medical students on a palliative medicine rotation were invited to write a short-answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student-generated questions were discussed in a feedback forum at the end of the rotation.   Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future.   Peer-led examination question writing could complement the delivery of palliative care teaching for medical students. © 2013 John Wiley & Sons Ltd.

Clinically Unjustified Diagnostic Imaging – a Worrisome Tendency in Today’s Medical Practice

PubMed Central

Sobiecka, Aleksandra; Bekiesińska-Figatowska, Monika; Rutkowska, Milena; Latos, Tomasz; Walecki, Jerzy

2016-01-01

Summary Background The purpose of the study was to evaluate the percentage of unjustified examinations among all the CT and MRI studies performed by two radiology departments and to determine the types of examinations which are most commonly carried out unnecessarily. Material/Methods Three radiologists assessed the justification of CT and MRI examinations performed during a period of 14 days based on the referrals. The radiologists assessed 799 referrals for CT scans (847 examinations of a particular part of the body) and 269 MRI referrals (269 examinations). The criteria for justification were: medical expertise and the guidelines. During the first stage radiologists divided the examinations into 3 groups: justified, unjustified and the examinations of questionable justification. The second step was to determine the reasons why the studies were considered as unjustified or of questionable justification. Results 73 of 1116 examinations (6.54%) were considered to be unjustified or of a questionable justification. There were 59 CT scans (59/847=6.97%) and 14 MRI studies (14/269=5.20%). The most common reasons to consider them as unjustified or of questionable justification were: inadequate method of diagnostic imaging chosen as a first-line tool and lacking or insufficient clinical details. Conclusions In our investigation 6.54% of both CT and MRI examinations were considered as unjustified or of questionable justification, which is lower than described in other studies (from 7% to 26%). The assessment was based only on referrals, therefore a total share of these examinations is likely to be higher. PMID:27471577

The Extend of Adaptation Bloom's Taxonomy of Cognitive Domain in English Questions Included in General Secondary Exams

ERIC Educational Resources Information Center

Alzu'bi, Mohammad Akram

2014-01-01

The study aimed at analyzing English questions of the Jordanian Secondary Certificate Examinations via Blooms' cognitive levels. An analysis sheet was prepared by the researcher for the purpose of the study, which was ensured to be valid and reliable. The whole questions of the general secondary examinations for English course in both levels…

An Analysis of Comparison Questions in the Context of Auditing.

ERIC Educational Resources Information Center

Lauer, Thomas W.; Peacock, Eileen

1990-01-01

Provides a definition of comparison questions and shows how they relate to the semantic categories of two taxonomies for classifying questions, both of which omit comparison questions. Examines the comparison questions that auditors generate when they diagnose problems in a company. (SR)

Identifying patterns of item missing survey data using latent groups: an observational study.

PubMed

Barnett, Adrian G; McElwee, Paul; Nathan, Andrea; Burton, Nicola W; Turrell, Gavin

2017-10-30

To examine whether respondents to a survey of health and physical activity and potential determinants could be grouped according to the questions they missed, known as 'item missing'. Observational study of longitudinal data. Residents of Brisbane, Australia. 6901 people aged 40-65 years in 2007. We used a latent class model with a mixture of multinomial distributions and chose the number of classes using the Bayesian information criterion. We used logistic regression to examine if participants' characteristics were associated with their modal latent class. We used logistic regression to examine whether the amount of item missing in a survey predicted wave missing in the following survey. Four per cent of participants missed almost one-fifth of the questions, and this group missed more questions in the middle of the survey. Eighty-three per cent of participants completed almost every question, but had a relatively high missing probability for a question on sleep time, a question which had an inconsistent presentation compared with the rest of the survey. Participants who completed almost every question were generally younger and more educated. Participants who completed more questions were less likely to miss the next longitudinal wave. Examining patterns in item missing data has improved our understanding of how missing data were generated and has informed future survey design to help reduce missing data. © 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.

Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided.

Do Clinical Clerks Provide Candidates with Adequate Formative Assessment during Objective Structured Clinical Examinations?

ERIC Educational Resources Information Center

Reiter, Harold I.; Rosenfeld, Jack; Nandagopal, Kiruthiga; Eva, Kevin W.

2004-01-01

Context: Various research studies have examined the question of whether expert or non-expert raters, faculty or students, evaluators or standardized patients, give more reliable and valid summative assessments of performance on Objective Structured Clinical Examinations (OSCEs). Less studied has been the question of whether or not non-faculty…

45 CFR 1211.1-12 - Investigation by Grievance Examiner.

Code of Federal Regulations, 2010 CFR

2010-10-01

... the Examiner finds that the grievance involves disputed questions of fact that go to the heart of the... questions of fact, or if the volunteer waives a hearing, the Examiner need not hold a hearing but must... discretion, the investigation may include: (1) The securing of documentary evidence, (2) Personal interviews...

45 CFR 1211.1-12 - Investigation by Grievance Examiner.

Code of Federal Regulations, 2011 CFR

2011-10-01

... the Examiner finds that the grievance involves disputed questions of fact that go to the heart of the... questions of fact, or if the volunteer waives a hearing, the Examiner need not hold a hearing but must... discretion, the investigation may include: (1) The securing of documentary evidence, (2) Personal interviews...

Chemistry 30: Grade 12 Diploma Examination = Chimie 30: Examen en vue du diplome 12 annee.

ERIC Educational Resources Information Center

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

This document, in both French and English versions, is the Chemistry 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 44 multiple-choice and 12 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

Biology 30: Grade 12 Diploma Examination = Biologie 30: Examen en vue du diplome 12 annee.

ERIC Educational Resources Information Center

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

This document, in both English and French versions, is the Biology 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 48 multiple-choice and 8 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

Physics 30: Grade 12 Diploma Examination = Physique 30: Examen en vue du diplome 12 annee.

ERIC Educational Resources Information Center

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

This document, in both English and French versions, is the Physics 30 Grade 12 Diploma Examination from Alberta Education. It is a 2.5 hour closed-book examination consisting of 37 multiple-choice and 12 numerical-response questions of equal value that are worth 70% of the examination, and 2 written-response questions of equal value worth 30% of…

Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices

ERIC Educational Resources Information Center

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

Gender and Performance in Accounting Examinations: Exploring the Impact of Examination Format

ERIC Educational Resources Information Center

Arthur, Neal; Everaert, Patricia

2012-01-01

This paper addresses the question of whether the increasing use of multiple-choice questions will favour particular student groups, i.e. male or female students. Using data from Belgium, this paper empirically examines the existence of a gender effect by comparing the relative performance of male and female students in both multiple-choice and…

Student Perceptions of Predictability of Examination Requirements and Relationship with Outcomes in High-Stakes Tests in Ireland

ERIC Educational Resources Information Center

Baird, Jo-Anne; Caro, Daniel H.; Hopfenbeck, Therese N.

2016-01-01

Entirely predictable examinations are ones for which the questions are known in advance. Some assessments are designed this way, but in public examinations, predictability is subtler. Students familiarise themselves with the requirements broadly: likely topics that will come up, question formats and how to maximise their marks. If students can…

Therapist Use of Socratic Questioning Predicts Session-to-Session Symptom Change in Cognitive Therapy for Depression

PubMed Central

Braun, Justin D.; Strunk, Daniel R.; Sasso, Katherine E.; Cooper, Andrew A.

2015-01-01

Socratic questioning is a key therapeutic strategy in cognitive therapy (CT) for depression. However, little is known regarding its relation to outcome. In this study, we examine therapist use of Socratic questioning as a predictor of session-to-session symptom change. Participants were 55 depressed adults who participated in a 16-week course of CT (see Adler, Strunk, & Fazio, 2015). Socratic questioning was assessed through observer ratings of the first three sessions. Socratic ratings were disaggregated into scores reflecting within-patient and between-patient variability to facilitate an examination of the relation of within-patient Socratic questioning and session-to-session symptom change. Because we examined within-patient variability in Socratic questioning, the identification of such a relation cannot be attributed to any stable patient characteristics that might otherwise introduce a spurious relation. Within-patient Socratic questioning significantly predicted session-to-session symptom change across the early sessions, with a one standard deviation increase in Socratic-Within predicting a 1.51-point decrease in BDI-II scores in the following session. Within-patient Socratic questioning continued to predict symptom change after controlling for within-patient ratings of the therapeutic alliance (i.e., Relationship and Agreement), suggesting that the relation of Socratic questioning and symptom change was not only independent of stable characteristics, but also within-patient variation in the alliance. Our results provide the first empirical support for a relation of therapist use of Socratic questioning and symptom change in CT for depression. PMID:25965026

Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

ERIC Educational Resources Information Center

Grace, Sarah; Langhout, Regina Day

2014-01-01

The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational…

Checking the Mathematical Consistency of Geometric Figures

ERIC Educational Resources Information Center

Yeo, Joseph

2017-01-01

In many countries, teachers often have to set their own questions for tests and examinations: some of them even set their own questions for assignments for students. These teachers do not usually select questions from textbooks used by the students because the latter would have seen the questions. If the teachers take the questions from other…

Patterns of Question Selection and Writing Performance of ESL Students.

ERIC Educational Resources Information Center

Chiste, Katherine Beaty; O'Shea, Judith

1988-01-01

Reports on a study examining the pattern of question selection by English as a Second Language (ESL) students on a writing competence test and the relationship to performance. Results suggest that ESL students heavily favored first and second questions in each set of four questions, and shorter questions in sets. (CB)

Asking the Right Questions.

ERIC Educational Resources Information Center

O'Malley, Jeffrey J.

1990-01-01

Contends that knowing the right questions to ask is crucial to making an analytical and informative examination of a topic. Presents a question framework for country studies in geography. Includes questions on physical, political, cultural, economic and population geography, transportation, communications, natural resources, and technology. (RW)

Chemistry 300. Administration Manual for Supervising Teachers, Provincial Examination, Answer Key--Multiple-Choice and Written-Answer Questions, and Provincial Summary Report = Chimie 300. Guide d'administration a l'intention des surveillants d'examen, Examen provincial, Cle de correction--Questions choix multiple et Questions responses ouvertes, et Rapport sommaire provincial.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This collection of manuals contains the Manitoba Provincial Chemistry Examination for students seeking credit in Senior 4 Chemistry (Chemistry 300) and instructions for its use and grading. The examination is based on the Core Topics of the Senior 4 Chemistry course and accounts for 30% of the student's final grade in the course. The examination…

Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism

NASA Astrophysics Data System (ADS)

Denyer, G. S.; Hancock, D.

2002-08-01

This paper describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent the reward of plagarism. The manuscript also discusses the advantages of having a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. The advantages of the scrambling strategy, which maintains the same question order, is discussed with reference to student equity. The system provides a non-confrontational mechanism for dealing with cheating in large-class multiple-choice examinations, as well as providing a reward for problem solving over surface learning.

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.

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.

Software solutions alone cannot guarantee useful radiology requests.

PubMed

Van Borsel, Mathias D; Devolder, Pieter Jd; Bosmans, Jan Ml

2016-11-01

Background The availability of clinical information and a pertinent clinical question can improve the diagnostic accuracy of the imaging process. Purpose To examine if an electronic request form forcing referring clinicians to provide separate input of both clinical information and a clinical question can improve the quality of the request. Material and Methods A total of 607 request forms in the clinical worklists for a computed tomography (CT) scan of the thorax, the abdomen or their combination, were examined. Using software of our own making, we examined the presence of clinical information and a clinical question before and after the introduction of a new, more compelling order method. We scored and compared the quality of the clinical information and the clinical question between the two systems and we examined the effect on productivity. Results Both clinical information and a clinical question were present in 76.7% of cases under the old system and in 95.3% under the new system ( P < 0.001). Individual characteristics of the clinical information and the clinical question however, with the exception of incompleteness, showed little improvement under the new system. There was also no significant difference between the two systems in the number of requests requiring further search. Conclusion The introduction of electronic radiology request forms compelling referring clinicians to provide separate input of clinical information and a clinical question provides only limited benefit to the quality of the request. Raising awareness among clinicians of the importance of a well-written request remains essential.

Uncovering students' misconceptions by assessment of their written questions.

PubMed

Olde Bekkink, Marleen; Donders, A R T Rogier; Kooloos, Jan G; de Waal, Rob M W; Ruiter, Dirk J

2016-08-24

Misconceptions are ideas that are inconsistent with current scientific views. They are difficult to detect and refractory to change. Misconceptions can negatively influence how new concepts in science are learned, but are rarely measured in biomedical courses. Early identification of misconceptions is of critical relevance for effective teaching, but presents a difficult task for teachers as they tend to either over- or underestimate students' prior knowledge. A systematic appreciation of the existing misconceptions is desirable. This explorative study was performed to determine whether written questions generated by students can be used to uncover their misconceptions. During a small-group work (SGW) session on Tumour Pathology in a (bio)medical bachelor course on General Pathology, students were asked to write down a question about the topic. This concerned a deepening question on disease mechanisms and not mere factual knowledge. Three independent expert pathologists determined whether the content of the questions was compatible with a misconception. Consensus was reached in all cases. Study outcomes were to determine whether misconceptions can be identified in students' written questions, and if so, to measure the frequency of misconceptions that can be encountered, and finally, to determine if the presence of such misconceptions is negatively associated with the students' course formal examination score. A subgroup analysis was performed according to gender and discipline. A total of 242 students participated in the SGW sessions, of whom 221 (91 %) formulated a question. Thirty-six questions did not meet the inclusion criteria. Of the 185 questions rated, 11 % (n = 20) was compatible with a misconception. Misconceptions were only found in medical students' questions, not in biomedical science students' questions. Formal examination score on Tumour Pathology was 5.0 (SD 2.0) in the group with misconceptions and 6.7 (SD 2.4) in the group without misconceptions (p = 0.003). This study demonstrates that misconceptions can be uncovered in students' written questions. The occurrence of these misconceptions was negatively associated with the formal examination score. Identification of misconceptions creates an opportunity to repair them during the remaining course sessions, in advance of the formal examination.

Exam Question Exchange.

ERIC Educational Resources Information Center

Alexander, John J., Ed.

1987-01-01

Contains two articles relating to chemistry examination questions. One provides examples of how to sequence multiple choice questions so that partial credit may be given for some responses. The second includes a question and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)

47 CFR 97.523 - Question pools.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 5 2010-10-01 2010-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO... question pool for each written examination element. Each question pool must contain at least 10 times the...

The use of questions as problem-solving strategies during early childhood.

PubMed

Legare, Cristine H; Mills, Candice M; Souza, André L; Plummer, Leigh E; Yasskin, Rebecca

2013-01-01

This study examined the strategic use of questions to solve problems across early childhood. Participants (N=54, 4-, 5-, and 6-year-olds) engaged in two tasks: a novel problem-solving question task that required asking questions to an informant to determine which card in an array was located in a box and a cognitive flexibility task that required classifying stimuli by multiple dimensions. The results from the question task indicated that there were age differences in the types of questions asked, with 6-year-olds asking more constraint-seeking questions than 4- and 5-year-olds. The number of constraint-seeking questions asked was the only significant predictor of accuracy. Performance on the cognitive flexibility task correlated with both constraint-seeking strategy use and accuracy in the question task. In sum, our results provide evidence that the capacity to use questions to generate relevant information develops before the capacity to apply this information successfully and consistently to solve complex problems. We propose that the process of using questions as strategic tools is an ideal context for examining how children come to gain active and intentional control over problem solving. Copyright © 2012 Elsevier Inc. All rights reserved.

Questioning ORACLE: An Assessment of ORACLE's Analysis of Teachers' Questions and [A Comment on "Questioning ORACLE"].

ERIC Educational Resources Information Center

Scarth, John; And Others

1986-01-01

Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

To See or Not to See: Effects of Online Access to Peer-Generated Questions on Performance

ERIC Educational Resources Information Center

Yu, Fu-Yun; Yang, Yen-Ting

2014-01-01

This study examined the effects on performance of online access to peer-generated questions during question-generation activities. Two eighth grade classes (N = 63) participated in six weekly question-generation sessions to support English learning. An online student question-generation learning system was adopted. In contrast to expectations…

Examining the Impact of Question Surface Features on Students' Answers to Constructed-Response Questions on Photosynthesis

ERIC Educational Resources Information Center

Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

2015-01-01

One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…

Do Questions Get Infants Talking? Infant Vocal Responses to Questions and Declaratives in Maternal Speech

ERIC Educational Resources Information Center

Reimchen, Melissa; Soderstrom, Melanie

2017-01-01

Maternal questions play a crucial role in early language acquisition by virtue of their special grammatical, prosodic and lexical forms, and their abundance in the input. Infants are able to discriminate questions from other sentence types and produce rising intonations in their own requests. This study examined whether caregiver questions were…

A Statistical Analysis of Student Questions in a Cell Biology Laboratory

ERIC Educational Resources Information Center

Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

2009-01-01

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students…

Review of the current literature as a preparatory tool for the trauma content of the Orthopaedic in-Training Examination.

PubMed

Farjoodi, Payam; Marker, David R; McCallum, Jeremy R; Frassica, Frank J; Mears, Simon C

2011-05-18

Currently, the only standardized evaluation of trauma knowledge throughout orthopedic training is found in the Orthopaedic In-Training Examination, which is administered annually to all residents by the American Academy of Orthopaedic Surgeons. Our goals were to assess the Orthopaedic In-Training Examination to (1) determine the content of the trauma questions, (2) identify the content of the 3 most frequently referenced journals on the answer keys, and (3) evaluate the correlation between those contents.We reviewed the trauma-related Orthopaedic In-Training Examination questions and answer keys for 2002 through 2007. Content for test questions and cited literature was assessed with the same criteria: (1) category type, (2) anatomic location, (3) orthopedic focus, and (4) treatment type. For each of the 3 most frequently referenced journals, we weighted content by dividing the number of times it was referenced by the number of its trauma-related articles. We then compared the journal data individually and collectively to the data from the Orthopaedic In-Training Examination trauma questions. A chi-square analysis with Yates correction was used to determine differences. Questions and literature were similar in the most frequently addressed items in each of the 4 areas: category type (taxonomy 3, treatment), 52.4% and 60.7%, respectively; anatomic location (femur), 23.3% and 27.7%, respectively; orthopedic focus (fracture), 51.0% and 56.5%, respectively; and treatment type (multiple/nonspecific), 39.0% and 35.4%, respectively.The content correlation found between the questions and literature supports the idea that reviewing current literature may help prepare for the trauma content on the Orthopaedic In-Training Examination. Copyright 2011, SLACK Incorporated.

Web-based pathology practice examination usage.

PubMed

Klatt, Edward C

2014-01-01

General and subject specific practice examinations for students in health sciences studying pathology were placed onto a free public internet web site entitled web path and were accessed four clicks from the home web site menu. Multiple choice questions were coded into. html files with JavaScript functions for web browser viewing in a timed format. A Perl programming language script with common gateway interface for web page forms scored examinations and placed results into a log file on an internet computer server. The four general review examinations of 30 questions each could be completed in up to 30 min. The 17 subject specific examinations of 10 questions each with accompanying images could be completed in up to 15 min each. The results of scores and user educational field of study from log files were compiled from June 2006 to January 2014. The four general review examinations had 31,639 accesses with completion of all questions, for a completion rate of 54% and average score of 75%. A score of 100% was achieved by 7% of users, ≥90% by 21%, and ≥50% score by 95% of users. In top to bottom web page menu order, review examination usage was 44%, 24%, 17%, and 15% of all accessions. The 17 subject specific examinations had 103,028 completions, with completion rate 73% and average score 74%. Scoring at 100% was 20% overall, ≥90% by 37%, and ≥50% score by 90% of users. The first three menu items on the web page accounted for 12.6%, 10.0%, and 8.2% of all completions, and the bottom three accounted for no more than 2.2% each. Completion rates were higher for shorter 10 questions subject examinations. Users identifying themselves as MD/DO scored higher than other users, averaging 75%. Usage was higher for examinations at the top of the web page menu. Scores achieved suggest that a cohort of serious users fully completing the examinations had sufficient preparation to use them to support their pathology education.

Grammaire nouvelle? Questions pour des questions (New Grammar? Questions about Questions).

ERIC Educational Resources Information Center

Lamy, Andre

1987-01-01

Implications of the "new grammar" approach to teaching French are examined, including the issues of nomenclature, definition, rules and generalizations, and native language use in the second language class. Grammar itself has not changed, and the principal concern is still good usage. (MSE)

Therapist use of Socratic questioning predicts session-to-session symptom change in cognitive therapy for depression.

PubMed

Braun, Justin D; Strunk, Daniel R; Sasso, Katherine E; Cooper, Andrew A

2015-07-01

Socratic questioning is a key therapeutic strategy in cognitive therapy (CT) for depression. However, little is known regarding its relation to outcome. In this study, we examine therapist use of Socratic questioning as a predictor of session-to-session symptom change. Participants were 55 depressed adults who participated in a 16-week course of CT (see Adler, Strunk, & Fazio, 2015). Socratic questioning was assessed through observer ratings of the first three sessions. Socratic ratings were disaggregated into scores reflecting within-patient and between-patient variability to facilitate an examination of the relation of within-patient Socratic questioning and session-to-session symptom change. Because we examined within-patient variability in Socratic questioning, the identification of such a relation cannot be attributed to any stable patient characteristics that might otherwise introduce a spurious relation. Within-patient Socratic questioning significantly predicted session-to-session symptom change across the early sessions, with a one standard deviation increase in Socratic-Within predicting a 1.51-point decrease in BDI-II scores in the following session. Within-patient Socratic questioning continued to predict symptom change after controlling for within-patient ratings of the therapeutic alliance (i.e., Relationship and Agreement), suggesting that the relation of Socratic questioning and symptom change was not only independent of stable characteristics, but also within-patient variation in the alliance. Our results provide the first empirical support for a relation of therapist use of Socratic questioning and symptom change in CT for depression. Copyright © 2015 Elsevier Ltd. All rights reserved.

Traco Final Exam and Course Evaluation | Center for Cancer Research

Cancer.gov

Numerous students have requested a certificate upon completion of TRACO.  To obtain a certificate you MUST answer 17 of the 26 final examination questions correctly. In the final examination, 1 question is derived from each of the 1-hour lectures.

Quality of Graduate Department Origin of Faculty and Its Relationship to Undergraduate Course Examination Questions.

ERIC Educational Resources Information Center

Braxton, John M.; Nordvall, Robert C.

1988-01-01

Quality of a faculty member's graduate department origin and its relationship to test construction was examined. Findings indicated a tendency for faculty holding advanced degrees from higher quality graduate departments to ask more synthesis questions. (Author/MLW)

An Example of a Practical Biochemistry Examination for Health Professional Students.

ERIC Educational Resources Information Center

Otsuka, Allen; Kadis, Barney

1988-01-01

Uses clinical cases taken from the medical or dental literature for examination of understanding certain aspects of the dental profession. Formulates questions derived from data presented in the case or attempts to present broad principles. Includes 15 example test questions. (MVL)

Redox Biology Final Examination 2016 | Center for Cancer Research

Cancer.gov

Numerous registrants have requested a certificate upon completion of the Redox Biology (RB) course. In order to obtain a certificate, you must answer 8 of the 12 questions below correctly. In the final examination, 1 question is derived from each of the 1-hour lectures. It is highly recommended that you have a copy of each PowerPoint presentation prior to taking the examination.

Using Written-Answer Questions To Complement Numerical Problems. Case Study: A Separation Processes Course.

ERIC Educational Resources Information Center

Iveson, Simon M.

2002-01-01

Describes the process and outcome of including in assignments and examinations some questions requiring written answers along with traditional questions requiring only numerical calculations. Lists questions used in a chemical engineering course on separation processes along with sample responses from students. Student feedback indicates a…

Dependencies between Questions and Responses during Small-Group Instruction in Two Preschool Programs.

ERIC Educational Resources Information Center

Fowell, Nancy; Lawton, Joseph T.

1992-01-01

Examined the language used by teachers and children during small group discussion in two preschools. Found associations between teachers' questions and children's verbal responses, children's questions to classmates and peers' immediate responses, and teachers' questions about learning processes and children's verbal references to their mental…

Role of Discrepant Questioning Leading to Model Element Modification

ERIC Educational Resources Information Center

Rea-Ramirez, Mary Anne; Nunez-Oviedo, Maria Cecilia; Clement, John

2009-01-01

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…

Counselors Beware! Clients Have Rights!

ERIC Educational Resources Information Center

Eberlein, Larry

1977-01-01

Examines the area of consumer rights and counselor legal responsibilities in light of legislation and precedence. The article is arranged according to questions consumers ask, questions students want to know, and questions counselors need to know. (HMV)

47 CFR 97.503 - Element standards.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 5 2011-10-01 2011-10-01 false Element standards. 97.503 Section 97.503... SERVICE Qualifying Examination Systems § 97.503 Element standards. A written examination must be such as... question set as follows: (a) Element 2: 35 questions concerning the privileges of a Technician Class...

47 CFR 97.503 - Element standards.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 47 Telecommunication 5 2014-10-01 2014-10-01 false Element standards. 97.503 Section 97.503... SERVICE Qualifying Examination Systems § 97.503 Element standards. A written examination must be such as... question set as follows: (a) Element 2: 35 questions concerning the privileges of a Technician Class...

47 CFR 97.503 - Element standards.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 47 Telecommunication 5 2012-10-01 2012-10-01 false Element standards. 97.503 Section 97.503... SERVICE Qualifying Examination Systems § 97.503 Element standards. A written examination must be such as... question set as follows: (a) Element 2: 35 questions concerning the privileges of a Technician Class...

47 CFR 97.503 - Element standards.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 5 2010-10-01 2010-10-01 false Element standards. 97.503 Section 97.503... SERVICE Qualifying Examination Systems § 97.503 Element standards. A written examination must be such as... question set as follows: (a) Element 2: 35 questions concerning the privileges of a Technician Class...

47 CFR 97.503 - Element standards.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 5 2013-10-01 2013-10-01 false Element standards. 97.503 Section 97.503... SERVICE Qualifying Examination Systems § 97.503 Element standards. A written examination must be such as... question set as follows: (a) Element 2: 35 questions concerning the privileges of a Technician Class...

Jurisprudence, Peyote and the Native American Church.

ERIC Educational Resources Information Center

Lawson, Paul E.; Scholes, Jennifer

1986-01-01

Examines federal and state governments' attempts to suppress peyote use in Indian rituals as historically Christian-inspired. Focuses on questions of morality versus criminal law. Explains history and development of Native American Church of North America. Examines nine contemporary peyote trials. Concludes larger questions of tribal sovereignty…

Language processing and forms of immediate echolalia in autistic children.

PubMed

Paccia, J M; Curcio, F

1982-03-01

Several aspects of echolalic speech produced by five autistic children were investigated. We found that the incidence of echolalia was influenced by the type of question addressed to the child and, to a lesser extent, by the child's comprehension of the specific relationships expressed in the question. Additionally, acoustic analysis showed that a substantial proportion of echoes involved a prosodic modification of the examiner's question. Further analyses indicated that some of these modified echoes represent more than just a primitive conversational strategy. Specifically, they seem to reflect a higher level of processing and serve a semantic function, that of affirming the examiner's question.

Interpretive versus didactic learning approach towards oral biology: a student's perspective.

PubMed

Farooq, Imran

2014-10-01

This study analyzed the preference of dental students for oral biology questions that require either an interpretive or a descriptive approach to answer and to compare the preferences with their final examination result retrospectively. A questionnaire requiring student academic number and containing two questions (one asked with an interpretive approach/the other asked with a descriptive approach) from random topics of oral biology course was distributed among students who have already appeared in the final examination. Majority of the students who had achieved good grades (A+, A, B+, B) preferred interpretive questions whereas majority of the students with average grades (C+, C, D+, D) selected descriptive questions. Common reason for picking interpretive question was that it enhances critical thinking. The descriptive questions were argued to provide students with a chance to explain more. Hence, students should be encouraged to learn interpretively to promote enquiry based learning (EBL) and critical thinking.

From Cultural Imperialists to Takeover Victims? Questions on Hollywood's Buyouts from the Critical Tradition.

ERIC Educational Resources Information Center

McAnany, Emile G.; Wilkinson, Kenton T.

1992-01-01

Examines the history of the cultural imperialism debate. Reviews international questions raised concerning the role and influence of the still-popular Hollywood products. Examines changing ownership patterns in Hollywood (buyouts by major foreign interests). Notes important trends, and suggests areas for critical research. (SR)

E Credibility of Child Witnesses: The Role of Communicative Competence.

ERIC Educational Resources Information Center

Saywitz, Karen J.; And Others

1993-01-01

This article reviews communicative competence in the forensic context of child abuse cases. It examines adult questioners' competence in terms of the form, content, and pragmatics of questions; time and number concepts; and physical appearance and kinship terminology. It examines child respondents' competence in terms of comprehension, cognition,…

77 FR 9714 - Self-Regulatory Organizations; EDGX Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-17

... practices and display execution and trading systems. While the Series 56 examination is primarily dedicated to topics related to proprietary trading, the Series 56 examination also covers some general concepts... Practices and Prohibited Acts, 50 questions; and Display, Execution, and Trading Systems, 13 questions...

76 FR 55443 - Self-Regulatory Organizations; Financial Industry Regulatory Authority, Inc.; Notice of Filing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-07

..., each examination includes 10 additional, unidentified ``pre-test'' questions that do not contribute towards the candidate's score. The 10 pre-test questions are randomly distributed throughout the... customers, the integrity of the marketplace or the public. The examination will test applicants on general...

The Role of Intermediary Organizations in Sustaining Student Voice Initiatives

ERIC Educational Resources Information Center

Mitra, Dana

2009-01-01

Background/Context: The sustainability of change efforts continues to be an important and challenging question in educational research. Purpose/Objective/Research Question/Focus of Study: By examining 13 programs aimed at increasing student voice in school reform, this article examines conditions that enable and constrain the sustainability of…

What is an Objective Structured Practical Examination in Anatomy?

ERIC Educational Resources Information Center

Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul

2013-01-01

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The…

Examen en Vue du Diplome Douzieme Annee. Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Questions (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Questions Booklet).

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this booklet contains the 80 multiple choice questions portion of Part B, the language and literature component of the January 1987 tests. Representing the genres of poetry, short story, the novel, and…

Examen en Vue du Diplome Douzieme Annee. Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Questions (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Questions Booklet.)

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this booklet contains the 80 multiple choice questions portion of Part B, the language and literature component of the January 1988 tests. Representing the genres of poetry, short story, novel, and…

Selective Benefits of Question Self-Generation and Answering for Remembering Expository Text

ERIC Educational Resources Information Center

Bugg, Julie M.; McDaniel, Mark A.

2012-01-01

The present study examined possible memory and metacomprehension benefits of using a combined question self-generation and answering technique, relative to rereading, as a study strategy for expository passages. In the 2 question self-generation and answering conditions (detail or conceptual questions), participants were prompted on how to…

Web-Based Question Bank in Indian Higher Education: An Open Educational Resource

ERIC Educational Resources Information Center

Parthasarathy, M.; Ananthasayanam, R.

2012-01-01

Question bank provides an opportunity to improve the evaluation, learning and answering skills among the students, questioning logics among the teachers, and examination patterns among curriculum designers. The question bank is not a learning material but supports as self-evaluation guide. In India, almost 259 State universities administer…

Discrepant Questioning as a Tool To Build Complex Mental Models of Respiration.

ERIC Educational Resources Information Center

Rea-Ramirez, Mary Anne; Nunez-Oviedo, Maria C.

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…

Sexuality Information Needs of Latino and African American Ninth Graders: A Content Analysis of Anonymous Questions

ERIC Educational Resources Information Center

Angulo-Olaiz, Francisca; Goldfarb, Eva S.; Constantine, Norman A.

2014-01-01

This study used qualitative content analysis to examine anonymous questions about sex and sexuality submitted by Latino and African American adolescents in Los Angeles, California, classrooms. The majority of questions asked about sexuality and sexual behavior, or anatomy and physiology, with fewer questions about pregnancy and pregnancy…

Yes-No Questions in the Third-Turn Position: Pedagogical Discourse Processes

ERIC Educational Resources Information Center

Lee, Yo-An

2008-01-01

Yes-No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such…

Computer-based testing of the modified essay question: the Singapore experience.

PubMed

Lim, Erle Chuen-Hian; Seet, Raymond Chee-Seong; Oh, Vernon M S; Chia, Boon-Lock; Aw, Marion; Quak, Seng-Hock; Ong, Benjamin K C

2007-11-01

The modified essay question (MEQ), featuring an evolving case scenario, tests a candidate's problem-solving and reasoning ability, rather than mere factual recall. Although it is traditionally conducted as a pen-and-paper examination, our university has run the MEQ using computer-based testing (CBT) since 2003. We describe our experience with running the MEQ examination using the IVLE, or integrated virtual learning environment (https://ivle.nus.edu.sg), provide a blueprint for universities intending to conduct computer-based testing of the MEQ, and detail how our MEQ examination has evolved since its inception. An MEQ committee, comprising specialists in key disciplines from the departments of Medicine and Paediatrics, was formed. We utilized the IVLE, developed for our university in 1998, as the online platform on which we ran the MEQ. We calculated the number of man-hours (academic and support staff) required to run the MEQ examination, using either a computer-based or pen-and-paper format. With the support of our university's information technology (IT) specialists, we have successfully run the MEQ examination online, twice a year, since 2003. Initially, we conducted the examination with short-answer questions only, but have since expanded the MEQ examination to include multiple-choice and extended matching questions. A total of 1268 man-hours was spent in preparing for, and running, the MEQ examination using CBT, compared to 236.5 man-hours to run it using a pen-and-paper format. Despite being more labour-intensive, our students and staff prefer CBT to the pen-and-paper format. The MEQ can be conducted using a computer-based testing scenario, which offers several advantages over a pen-and-paper format. We hope to increase the number of questions and incorporate audio and video files, featuring clinical vignettes, to the MEQ examination in the near future.

Effect of two types of control questions and two question formats on the outcomes of polygraph examinations.

PubMed

Horvath, Frank; Palmatier, John J

2008-07-01

Two major variations of polygraph "Control Question" testing, the Zone Comparison (ZoC) and the Modified General Question Test (MGQT) were evaluated. Within each, the type of control question, Exclusive or "time bar" (e.g., "Before you were 21, did you ever...") and Nonexclusive or "no time bar" (e.g., "Did you ever....?") was manipulated in a mock theft scenario, with 80 male and 40 female subjects randomly assigned to be either innocent or guilty. Polygraphic data collected by experienced field examiners were numerically scored by an evaluator blind to all aspects of the study. Decision accuracy was not related to the type of procedure (ZoC/MGQT) used or the subject's sex. Accuracy was significantly related to the type of control question [chi(2) (2) = 11.46, p = 0.003; tau c = 0.29]. Nonexclusive control questions produced greater accuracy than Exclusive control questions on both innocent and guilty subjects. These results and subjects' self-reports support the general "theory" on which control question (CQ) testing is based. The need for better empirical support of accepted dogma and current field practices is strongly indicated by these findings.

Intellectual Disabilities and Child Psychiatry: Looking to the Future

ERIC Educational Resources Information Center

Hodapp, Robert M.; Dykens, Elisabeth M.

2009-01-01

We begin this article by examining the role of intellectual disabilities within child psychiatry, highlighting the relatively steady role of disabilities and the recent movement to examine behavior in specific genetic syndromes. We next propose five questions for future work. Questions relate to (1) specifying the nature of gene-brain-behavior…

Evaluation of Final Examination Papers in Engineering: A Case Study Using Bloom's Taxonomy

ERIC Educational Resources Information Center

Swart, A. J.

2010-01-01

Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students. Final examination papers are used by academics to assess the retention and application skills of students. The assumption, however, exists that questions…

Gender Bias in Alberta Social Studies 30 Examinations: Cause and Effect.

ERIC Educational Resources Information Center

Walter, Connie; Young, Beth

1997-01-01

Reports on an exploration of gender bias in the multiple-choice portions of six Canadian social studies examinations. Considers the lack of women's experiences reflected in the questions, formal content, and epistemological stance. Concludes that gender biases do exist in the questions and may have contributed to differences in achievement. (MJP)

Past Examination Questions in Senior Secondary Chemistry: From Written Practice to Hands-On Experiments

ERIC Educational Resources Information Center

Chow, Cheuk-Fai; So, Wing-Mui Winnie; Cheung, Tsz-Yan

2016-01-01

This study applied an unconventional use of past examination papers by converting questions into hands-on experiments for students. Students in an experimental group were engaged in use of those experiments while the remainder attended conventional lectures with written practice. The results reflect that the experimental group positively improved…

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,…

Religion, Democratic Community, and Education: Two Questions

ERIC Educational Resources Information Center

D'Souza, Mario Osbert

2012-01-01

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society?…

The Evolution of the American Board of Ophthalmology Written Qualifying Examination.

PubMed

Wilson, David J; Tasman, William S; Skuta, Gregory L; Sheth, Bhavna P

2016-09-01

Since the inception of board certification in ophthalmology in 1916, a written assessment of candidates' knowledge base has been an integral part of the certification process. Although the committee structure and technique for writing examination questions has evolved over the past 100 years, the written qualifying examination remains an essential tool for assessing the competency of physicians entering the workforce. To develop a fair and valid examination, the American Board of Ophthalmology builds examination questions using evidence-based, peer-reviewed literature and adheres to accepted psychometric assessment standards. Copyright © 2016 American Academy of Ophthalmology. All rights reserved.

Evaluation of Pediatric Questions on the Orthopaedic In-Training Examination-An Update.

PubMed

Murphy, Robert F; Nunez, Leah; Barfield, William R; Mooney, James F

2017-09-01

Pediatric orthopaedics is tested frequently on the Orthopaedic In-Training Examination (OITE). The most recent data on the pediatrics section of the OITE were generated from content 10 years old. The purpose of this study is to assess the pediatric orthopaedic questions on the 2011 to 2014 OITE, and to compare question categories and cognitive taxonomy with previous data. Four years (2011 to 2014) of OITE questions, answers, and references were reviewed. The number of pediatric questions per year was recorded, as well as presence of a clinical photo or imaging modality. Each question was categorized and assigned a cognitive taxonomy level. Categories included: knowledge; knowledge-treatment modalities; diagnosis; diagnosis/recognition of associated conditions; diagnosis/further studies; and diagnosis/treatment. Cognitive taxonomy levels included: simple recall, interpretation of data, and advanced problem-solving. The 3 most commonly covered topics were upper extremity trauma (17.4%), scoliosis (10.1%), and developmental dysplasia of the hip (5.7%). Compared with previous data, the percentage of pediatric questions was constant (13% vs. 14%). Categorically, the more recent OITE examinations contained significantly fewer questions testing simple knowledge (19% vs. 39%, P=0.0047), and significantly more questions testing knowledge of treatment modalities (17% vs. 9%, P=0.016) and diagnosis with associated conditions (19% vs. 9%, P=0.0034). Regarding cognitive taxonomy, there was a significant increase in the average number of questions that required advanced problem-solving (57% vs. 46%, P=0.048). Significantly more questions utilized clinical photographs and imaging studies (62% vs. 48%, P=0.012). The most common reference materials provided to support correct responses included Lovell and Winter's Pediatric Orthopaedics (25.7%) and the Journal of Pediatric Orthopaedics (23.4%). Although the percentage of pediatric questions on the OITE has remained essentially constant, the percentage of questions requiring advanced problem-solving or interpretation of images has increased significantly in the past 10 years. Knowledge of question type and content may be helpful for those involved in resident education and in the development of didactic pediatric orthopaedic curricula. Level IV.

A Study of Novice Instructors' Questioning Techniques and Classroom Discourse Surrounding Those Questions

ERIC Educational Resources Information Center

Roach, Kitty Lane

2015-01-01

The goals of this dissertation were to examine how novice calculus teachers used questions in their classrooms, how those questions and their use might change after video case-based course coordination, and what evidence of influence on student learning might be seen in undergraduate student achievement. This research focused on one way to elicit…

Teacher Questioning in Undergraduate Mathematics: A Collective Case Study

ERIC Educational Resources Information Center

White, Tracy Foote

2016-01-01

This study examines the mathematical questioning of undergraduate Calculus I instructors for the purpose of detailing the ways in which instructors are using their questions. The emphasis is on verbal questions because of their in-the-moment value and ability to get students engaged in discourse. Calculus I is of particular interest because of its…

Investigating the potential influence of established multiple-choice test-taking cues on item response in a pharmacotherapy board certification examination preparatory manual: a pilot study.

PubMed

Gettig, Jacob P

2006-04-01

To determine the prevalence of established multiple-choice test-taking correct and incorrect answer cues in the American College of Clinical Pharmacy's Updates in Therapeutics: The Pharmacotherapy Preparatory Course, 2005 Edition, as an equal or lesser surrogate indication of the prevalence of such cues in the Pharmacotherapy board certification examination. All self-assessment and patient case question-and-answer sets were assessed individually to determine if they were subject to selected correct and incorrect answer cues commonly seen in multiple-choice question writing. If the question was considered evaluable, correct answer cues-longest answer, mid-range number, one of two similar choices, and one of two opposite choices-were tallied. In addition, incorrect answer cues- inclusionary language and grammatical mismatch-were also tallied. Each cue was counted if it did what was expected or did the opposite of what was expected. Multiple cues could be identified in each question. A total of 237 (47.7%) of 497 questions in the manual were deemed evaluable. A total of 325 correct answer cues and 35 incorrect answer cues were identified in the 237 evaluable questions. Most evaluable questions contained one to two correct and/or incorrect answer cue(s). Longest answer was the most frequently identified correct answer cue; however, it was the least likely to identify the correct answer. Inclusionary language was the most frequently identified incorrect answer cue. Incorrect answer cues were considerably more likely to identify incorrect answer choices than correct answer cues were able to identify correct answer choices. The use of established multiple-choice test-taking cues is unlikely to be of significant help when taking the Pharmacotherapy board certification examination, primarily because of the lack of questions subject to such cues and the inability of correct answer cues to accurately identify correct answers. Incorrect answer cues, especially the use of inclusionary language, almost always will accurately identify an incorrect answer choice. Assuming that questions in the preparatory course manual were equal or lesser surrogates of those in the board certification examination, it is unlikely that intuition alone can replace adequate preparation and studying as the sole determinant of examination success.

Analysis of the basic science section of the orthopaedic in-training examination.

PubMed

Sheibani-Rad, Shahin; Arnoczky, Steven Paul; Walter, Norman E

2012-08-01

Since 1963, the Orthopaedic In-Training Examination (OITE) has been administered to orthopedic residents to assess residents' knowledge and measure the quality of teaching within individual programs. The OITE currently consists of 275 questions divided among 12 domains. This study analyzed all OITE basic science questions between 2006 and 2010. The following data were recorded: number of questions, question taxonomy, category of question, type of imaging modality, and recommended journal and book references. Between 2006 and 2010, the basic science section constituted 12.2% of the OITE. The assessment of taxonomy classification showed that recall-type questions were the most common, at 81.4%. Imaging modalities typically involved questions on radiographs and constituted 6.2% of the OITE basic science section. The majority of questions were basic science questions (eg, genetics, cell replication, and bone metabolism), with an average of 26.4 questions per year. The Journal of Bone & Joint Surgery (American Volume) and the American Academy of Orthopaedic Surgeons' Orthopaedic Basic Science were the most commonly and consistently cited journal and review book, respectively. This study provides the first review of the question content and recommended references of the OITE basic science section. This information will provide orthopedic trainees, orthopedic residency programs, and the American Academy of Orthopaedic Surgeons Evaluation Committee valuable information related to improving residents' knowledge and performance and optimizing basic science educational curricula. Copyright 2012, SLACK Incorporated.

Student-written single-best answer questions predict performance in finals.

PubMed

Walsh, Jason; Harris, Benjamin; Tayyaba, Saadia; Harris, David; Smith, Phil

2016-10-01

Single-best answer (SBA) questions are widely used for assessment in medical schools; however, often clinical staff have neither the time nor the incentive to develop high-quality material for revision purposes. A student-led approach to producing formative SBA questions offers a potential solution. Cardiff University School of Medicine students created a bank of SBA questions through a previously described staged approach, involving student question-writing, peer-review and targeted senior clinician input. We arranged questions into discrete tests and posted these online. Student volunteer performance on these tests from the 2012/13 cohort of final-year medical students was recorded and compared with the performance of these students in medical school finals (knowledge and objective structured clinical examinations, OSCEs). In addition, we compared the performance of students that participated in question-writing groups with the performance of the rest of the cohort on the summative SBA assessment. Often clinical staff have neither the time nor the incentive to develop high-quality material for revision purposes Performance in the end-of-year summative clinical knowledge SBA paper correlated strongly with performance in the formative student-written SBA test (r = ~0.60, p <0.01). There was no significant correlation between summative OSCE scores and formative student-written SBA test scores. Students who wrote and reviewed questions scored higher than average in the end-of-year summative clinical knowledge SBA paper. Student-written SBAs predict performance in end-of-year SBA examinations, and therefore can provide a potentially valuable revision resource. There is potential for student-written questions to be incorporated into summative examinations. © 2015 John Wiley & Sons Ltd.

Does the delivery of diagnostic news affect the likelihood of whether or not patients ask questions about the results? A conversation analytical study.

PubMed

Murtagh, Ged M; Thomas, Anne L; Furber, Lynn

2018-05-03

Asymmetries in knowledge and competence in the medical encounter often mean that doctor-patient communication can be compromised. This study explores this issue and examines whether the likelihood of patient question asking is increased following the delivery of diagnostic test results. It also examines whether that likelihood is related to the way in which the test results are delivered. To examine when and how patients initiate questions following diagnostic news announcements. We audio-recorded oncology consultations (n = 47) consisting of both first consultations and follow-up consultations with patients with different types of cancer, at a leading UK teaching hospital. From the primary sample, we identified 30 consultations based on a basic count of the frequency of patient questions and their positioning in relation to diagnostic announcements. This subset of 30 consultations consisted of a mix of first and follow-up consultations. Our data demonstrate how the design and delivery of diagnostic news announcements can either discourage or provide the opportunity for a patient-initiated question in the next turn of talk. We identified two types of announcement. Q+ generally provided for a patient-initiated question as a relevant next turn following the news announcement, whereas Q- did not. Q+ was sometimes followed up with the explanation of test results, which appeared to encourage further patient questions. The design and delivery of diagnostic news announcements can make a patient-initiated question more or less appropriate, in the next turn of talk. In addition, showing and explaining test results can encourage further opportunities for patients' questions. © 2018 The Authors. Health Expectations published by John Wiley & Sons Ltd.

The impact of two multiple-choice question formats on the problem-solving strategies used by novices and experts.

PubMed

Coderre, Sylvain P; Harasym, Peter; Mandin, Henry; Fick, Gordon

2004-11-05

Pencil-and-paper examination formats, and specifically the standard, five-option multiple-choice question, have often been questioned as a means for assessing higher-order clinical reasoning or problem solving. This study firstly investigated whether two paper formats with differing number of alternatives (standard five-option and extended-matching questions) can test problem-solving abilities. Secondly, the impact of the alternatives number on psychometrics and problem-solving strategies was examined. Think-aloud protocols were collected to determine the problem-solving strategy used by experts and non-experts in answering Gastroenterology questions, across the two pencil-and-paper formats. The two formats demonstrated equal ability in testing problem-solving abilities, while the number of alternatives did not significantly impact psychometrics or problem-solving strategies utilized. These results support the notion that well-constructed multiple-choice questions can in fact test higher order clinical reasoning. Furthermore, it can be concluded that in testing clinical reasoning, the question stem, or content, remains more important than the number of alternatives.

The Economics of Developing Countries Component of GCE "A" Level Economics--A Review of Examination Questions.

ERIC Educational Resources Information Center

Wood, Keith

1984-01-01

A review of the summer examination papers in 'A' level economics set by the eight boards of England and Wales during the period 1979-1983 show that, with two notable exceptions, the boards have not devoted much space to questions relating to the economics of developing countries. (Author/RM)

Curriculum Reform: Assessment in Question (La Reforme des Programmes Scolaires: L'Evaluation en Question).

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

In today's schools, the pervasiveness of assessment has often distorted teaching and learning through testing, examining, and short-term memorizing. Learning to cope with examinations has become almost as important as the learning itself. This report is the third in a series of publications derived from the Centre for Educational Research and…

A Case Study Examining the Relationship among Athletic Participation and Academic Achievement

ERIC Educational Resources Information Center

Bodenburg, Gary C.

2017-01-01

This study aims to examine the role athletics plays in academic achievement amongst varsity athletes in a large suburban Long Island school district. The study was motivated by six questions using both a quantitative and qualitative methodology. Those questions aimed to answer the extent (1) the overall grade point average of an athlete compared…

An Examination of School Accountability from the Perspective of Singapore School Leaders

ERIC Educational Resources Information Center

Ng, Pak Tee

2013-01-01

School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of…

A Dialogue about MCQs, Reliability, and Item Response Modelling

ERIC Educational Resources Information Center

Wright, Daniel B.; Skagerberg, Elin M.

2006-01-01

Multiple choice questions (MCQs) are becoming more common in UK psychology departments and the need to assess their reliability is apparent. Having examined the reliability of MCQs in our department we faced many questions from colleagues about why we were examining reliability, what it was that we were doing, and what should be reported when…

Age and Task-Related Effects on Young Children's Understanding of a Complex Picture Story

ERIC Educational Resources Information Center

Hayward, Denyse; Schneider, Phyllis; Gillam, Ronald B.

2009-01-01

In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5,…

Examining the Changes in Novice and Experienced Mathematics Teachers' Questioning Techniques through the Lesson Study Process

ERIC Educational Resources Information Center

Ong, Ewe Gnoh; Lim, Chap Sam; Ghazali, Munirah

2010-01-01

The purpose of this study was to examine the changes in novice and experienced mathematics teachers' questioning techniques. This study was conducted in Sarawak where ten (experienced and novice) teachers from two schools underwent the lesson study process for fifteen months. Four data collection methods namely, observation, interview, lesson…

The Darkness of Space: A Teaching Strategy

ERIC Educational Resources Information Center

Yurumezoglu, Kemal; Oguz, Ayse

2010-01-01

This study examines the process by which a teacher may be able to answer a question asked in the classroom by using a scientific approach and a simple activity. This article examines a discussion of the question "Is space light or dark?" Priority in the discussion has been given to determining students' preconceptions about the interaction of…

Tales of the Expected: The Influence of Students' Expectations on Question Validity and Implications for Writing Exam Questions

ERIC Educational Resources Information Center

Crisp, Victoria; Sweiry, Ezekiel; Ahmed, Ayesha; Pollitt, Alastair

2008-01-01

Background: Through classroom preparation and exposure to past papers, textbooks and practice tests students develop expectations about examinations: what will be asked, how it will be asked and how they will be judged. Expectations are also involved in the automatic process of understanding questions. Where a question and a student's expectations…

The Effects of Cultural Familiarity and Question Preview Type on the Listening Comprehension of L2 Learners at the Secondary Level

ERIC Educational Resources Information Center

Li, Chen-Hong; Chen, Cai-Jun; Wu, Meng-Jie; Kuo, Ya-Chu; Tseng, Yun-Ting; Tsai, Shi-Yi; Shih, Hung-Chun

2017-01-01

We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant…

Perceiving Prosody from the Face and Voice: Distinguishing Statements from Echoic Questions in English.

ERIC Educational Resources Information Center

Srinivasan, Ravindra J.; Massaro, Dominic W.

2003-01-01

Examined the processing of potential auditory and visual cues that differentiate statements from echoic questions. Found that both auditory and visual cues reliably conveyed statement and question intonation, were successfully synthesized, and generalized to other utterances. (Author/VWL)

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.

Relevancy of an In-Service Examination for Core Knowledge Training in a Surgical Subspecialty.

PubMed

Silvestre, Jason; Chang, Benjamin; Serletti, Joseph M

2016-01-01

To facilitate knowledge acquisition during plastic surgery residency, we analyzed the breast curriculum on the Plastic Surgery In-Service Training Exam (PSITE). Breast-related questions on 6 consecutive PSITEs were analyzed (2008-2013). Topics were categorized by the content outline for the American Board of Plastic Surgery written board examination. Question vignettes were classified by taxonomy and clinical setting. References for correct answer choices were categorized by source and publication lag. A total of 136 breast-related questions were analyzed (136/1174, 12%). Questions tended to appear more in the Breast and Cosmetic (75%) section than the Comprehensive (25%) section (p < 0.001). Most question vignettes were written in a clinical setting (64%, p < 0.001). Question taxonomy was evenly distributed among recall (34%), interpretation (28%), and decision-making (37%, p > 0.05). Only 6% of questions required photographic evaluation. Breast-related topics focused on esthetic problems (35%), traumatic deformities (22%), and tumors (21%). Answer references comprised 293 citations to 63 unique journals published a median of 6 years before PSITE administration. Plastic and Reconstructive Surgery (57%) was the most cited journal (p < 0.001) and Surgery of the Breast: Principles and Art by Spear was the most referenced textbook (22%). The PSITE affords a curriculum that reflects breast-related topics on the American Board of Plastic Surgery written board examination. These data may optimize knowledge acquisition in esthetic and reconstructive breast surgery. Copyright © 2015. Published by Elsevier Inc.

Association between EMS Question Bank Completion and Passing Rates on the EMS Certification Examination.

PubMed

Clemency, Brian; Martin-Gill, Christian; Rall, Nicole; May, Paul; Lubin, Jeffrey; Cooley, Craig; Van Dillen, Christine; Silvestri, Salvatore; Portela, Roberto; Cooney, Derek; Knutsen, Christian; March, Juan

2017-01-01

A board review question bank was created to assist candidates in their preparation for the 2015 EMS certification examination. We aimed to describe the development of this question bank and evaluate its successes in preparing candidates to obtain EMS subspecialty board certification. An online question bank was developed by 13 subject matter experts who participated as item writers, representing eight different EMS fellowship programs. The online question bank consisted of four practice tests, with each of the tests comprised of 100 questions. The number of candidates who participated in and completed the question bank was calculated. The passing rate among candidates who completed the question bank was calculated and compared to the publicly reported statistics for all candidates. The relationship between candidates' performance on the question bank and subspecialty exam pass rates was determined. A total of 252 candidates took at least one practice test and, of those, 225 candidates completed all four 100-question practice tests. The pass rate on the 2015 EMS certification exam was 79% (95%CI 74-85%) among candidates who completed the question bank, which is 12% higher than the overall pass rate (p = 0.003). Candidates' performance on the question bank was positively associated with overall success on the exam (X 2 = 75.8, p < 0.0001). Achieving a score of ≥ 70% on the question bank was associated with a higher likelihood of passing the exam (OR = 17.8; 95% CI: 8.0-39.6). Completing the question bank program was associated with improved pass rates on the EMS certification exam. Strong performance on the question bank correlated with success on the exam.

Can Questions Facilitate Learning from Illustrated Science Texts?

ERIC Educational Resources Information Center

Iding, Marie K.

1997-01-01

Examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Investigates three different elements in experiments on college students. Finds that questions about illustrations do not facilitate learning. Discusses findings with reference to cognitive load theory, the dual coding perspective, and the…

Question 1 tobacco education expenditures in Massachusetts, USA.

PubMed

Begay, M E; Glantz, S A

1997-01-01

In 1992, voters in Massachusetts (United States) approved Question 1, a state ballot initiative, which raised the state excise tax to provide funds for tobacco education. To examine Question 1 expenditures for tobacco-specific programmes in the 1994, 1995, 1996, and 1997 fiscal years. This study examined trends in Question 1 expenditures. Data were collected from the Massachusetts Department of Public Health and the Massachusetts Department of Revenue for the 1994, 1995, 1996, and 1997 fiscal years. The amount of spending on tobacco-specific programmes. Excluding the 1994 fiscal year because the state allocated 18 months of new revenues, from the 1995 fiscal year to the projected 1997 fiscal year, the state will have spent 22% of Question 1 funds for tobacco-specific programmes. Question 1 expenditures for tobacco-specific programmes have declined by 15%, whereas Question 1 expenditures for the other programmes decreased only 0.4%. The legislature has established a trend that has produced real reductions in Question 1 funding for tobacco education, which appears contrary to the mandate of the voters when they enacted Question 1 in 1992. These reductions undermine the effectiveness of tobacco-specific programmes that are an integral part of the Massachusetts Tobacco Control Programme. These results also highlight the fact that the initial compromises made after initiatives such as Question 1 are adopted have important long-term consequences for funding of tobacco control initiatives.

An Examination of the Association between Interviewer Question Type and Story-Grammar Detail in Child Witness Interviews about Abuse

ERIC Educational Resources Information Center

Feltis, Brooke B.; Powell, Martine B.; Snow, Pamela C.; Hughes-Scholes, Carolyn H.

2010-01-01

Objective: This study compared the effects of open-ended versus specific questions, and various types of open-ended questions, in eliciting story-grammar detail in child abuse interviews. Methods: The sample included 34 police interviews with child witnesses aged 5-15 years ("M" age = 9 years, 9 months). The interviewers' questions and their…

"Will a Black Hole Eventually Swallow the Earth?" Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource, and Other Students' Questions

ERIC Educational Resources Information Center

Swirski, Hani; Baram-Tsabari, Ayelet

2015-01-01

Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students' interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics "space" and "nutrition" randomly selected from three different sources: a…

Combined Online and In-Class Pretesting Improves Exam Performance in General Psychology

ERIC Educational Resources Information Center

Glass, Arnold Lewis; Brill, Gary; Ingate, Margaret

2008-01-01

This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair…

An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome

ERIC Educational Resources Information Center

Langthorne, Paul; McGill, Peter

2012-01-01

Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User's guide: questions about behavioral function…

Reliability and Validity of a German Version of the "Questions about Behavioral Function" (QABF) Scale for Self-Injurious Behavior in Individuals with Intellectual Disabilities

ERIC Educational Resources Information Center

Bienstein, Pia; Nussbeck, Susanne

2009-01-01

The psychometric properties of a German version of the Questions About Behavioral Function Scale (QABF) (Matson & Vollmer, 1995) were examined in a sample of 522 individuals with intellectual disabilities residing in large facilities participated. The factor structure was first examined by exploratory factor analysis, yielding a…

Language of the Legal Process: An Analysis of Interactions in the "Syariah" Court

ERIC Educational Resources Information Center

Hashim, Azirah; Hassan, Norizah

2011-01-01

This study examines interactions from trials in the Syariah court in Malaysia. It focuses on the types of questioning, the choice of language and the linguistic resources employed in this particular context. In the discourse of law, questioning has been a prominent concern particularly in cross-examination and can be considered one of the key…

A Content Analysis of the WH-Questions in the EFL Textbook of "Horizons"

ERIC Educational Resources Information Center

Igbaria, Abdul Kareem

2013-01-01

This study dealt with analysis of the study units in the textbook "Horizons" for 9th-grade students studying English in mixed ability classes. The study sought to examine the variety in the cognitive level represented by the WH-questions in the textbook according to Bloom's taxonomy. The study also attempted to examine the extent in…

Evaluating the impact of a classroom response system in a microbiology course.

PubMed

Suchman, Erica; Uchiyama, Kay; Smith, Ralph; Bender, Kim

2006-05-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

Evaluating the Impact of a Classroom Response System in a Microbiology Course

PubMed Central

SUCHMAN, ERICA; UCHIYAMA, KAY; SMITH, RALPH; BENDER, KIM

2006-01-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. PMID:23653562

Do Specific Relevance Instructions Promote Transfer Appropriate Processing?

ERIC Educational Resources Information Center

McCrudden, Matthew T.

2011-01-01

This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across…

Two Preferences in Question-Answer Sequences in Language Classroom Context

ERIC Educational Resources Information Center

Hosoda, Yuri; Aline, David

2013-01-01

Discussing two preferences associated with question-answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce…

Acquiescence and Resistance in Disconfirming Responses to Polar Questions

ERIC Educational Resources Information Center

Lee, Seung-Hee

2017-01-01

Here I examine three forms of disconfirming responses to polar questions in Korean conversation: type-conforming "no" responses, direct nonconforming responses such as repetitions of the question with negation, and nondirect nonconforming responses such as replacements. The use of these forms tends to be different depending on the…

Postreading Questioning and Middle School Students' Understanding of Literature

ERIC Educational Resources Information Center

Liang, Lauren Aimonette; Watkins, Naomi M.; Graves, Michael F.; Hosp, John

2010-01-01

The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This…

Lunar interferometric astronomy: Some basic questions

NASA Technical Reports Server (NTRS)

Woolf, Neville

1992-01-01

The author examines some basic questions as to why there should be astronomical facilities on the far side of the moon. The questions are ones of appropriateness, i.e., is this a proper use for human resources, what the real goals are, and are the present concepts the best match for the goals.

47 CFR 97.507 - Preparing an examination.

Code of Federal Regulations, 2013 CFR

2013-10-01

... each written question set administered to an examinee must be prepared by a VE holding an Amateur Extra Class operator license. A telegraphy message or written question set may also be prepared for the... message and each written question set administered to an examinee for an amateur operator license must be...

47 CFR 97.507 - Preparing an examination.

Code of Federal Regulations, 2011 CFR

2011-10-01

... each written question set administered to an examinee must be prepared by a VE holding an Amateur Extra Class operator license. A telegraphy message or written question set may also be prepared for the... message and each written question set administered to an examinee for an amateur operator license must be...

47 CFR 97.507 - Preparing an examination.

Code of Federal Regulations, 2010 CFR

2010-10-01

... each written question set administered to an examinee must be prepared by a VE holding an Amateur Extra Class operator license. A telegraphy message or written question set may also be prepared for the... message and each written question set administered to an examinee for an amateur operator license must be...

47 CFR 97.507 - Preparing an examination.

Code of Federal Regulations, 2012 CFR

2012-10-01

... each written question set administered to an examinee must be prepared by a VE holding an Amateur Extra Class operator license. A telegraphy message or written question set may also be prepared for the... message and each written question set administered to an examinee for an amateur operator license must be...

Three Key Questions on Measuring Learning

ERIC Educational Resources Information Center

McTighe, Jay

2018-01-01

The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…

Concealed Questions. In Search of Answers

ERIC Educational Resources Information Center

Frana, Ilaria

2010-01-01

This dissertation examines the semantic interpretation of various types of DPs in so-called concealed-question (CQ) constructions, as "Bill's phone number" in the sentence "John knows Bill's phone number". The peculiar characteristic of DP-CQs is that they are interpreted as having the meaning of an embedded question. So, for instance, the…

Evaluating the quality, clinical relevance, and resident perception of the radiation oncology in-training examination: A national survey.

PubMed

Kim, Hyun; Bar Ad, Voichita; McAna, John; Dicker, Adam P

2016-01-01

The yearly radiation oncology in-training examination (ITE) by the American College of Radiology is a widely used, norm-referenced educational assessment, with high test reliability and psychometric performance. We distributed a national survey to evaluate the academic radiation oncology community's perception of the ITE. In June 2014, a 7-question online survey was distributed via e-mail to current radiation oncology residents, program directors, and attending physicians who had completed residency in the past 5 years or junior attendings. Survey questions were designed on a 5-point Likert scale. Sign test was performed with P ≤ .05 considered statistically different from neutral. Thirty-one program directors (33.3%), 114 junior attendings (35.4%), and 225 residents (41.2%) responded. Junior attendings and program directors reported that the ITE directly contributed to their preparation for the American Board of Radiology written certification (P = .050 and .004, respectively). Residents did not perceive the examination as an accurate assessment of relevant clinical and scientific knowledge (P < .0001) and feel the quality assurance is insufficient in its current form (P < .0001). Residents and junior attendings agree that there are factual errors, and unclear questions/answers (P < .0001 and .04, respectively). Free response suggestions included: less questions on rare disease sites (16.4%), more relevance to clinical practice (15.4%), avoiding questions that discriminate between a few percentage points (11.8%), and designing the test similar to the written certification examination (9.2%). Despite high examination reliability and psychometric performance, resident and attending physicians report a need for improved quality assurance and clinical relevance in the ITE. Although the current examination allows limited feedback, establishing a venue for individualized feedback may allow continual and timely improvement of the ITE. Adopting a criterion-referenced examination may further increase resident investment in and utilization of this valuable learning tool. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

“How Did You Feel?”: Increasing Child Sexual Abuse Witnesses’ Production of Evaluative Information

PubMed Central

Lyon, Thomas D.; Scurich, Nicholas; Choi, Karen; Handmaker, Sally; Blank, Rebecca

2014-01-01

In child sexual abuse cases, the victim’s testimony is essential, because the victim and the perpetrator tend to be the only eyewitnesses to the crime. A potentially important component of an abuse report is the child’s subjective reactions to the abuse. Attorneys may ask suggestive questions or avoid questioning children about their reactions, assuming that children, given their immaturity and reluctance, are incapable of articulation. We hypothesized that How questions referencing reactions to abuse (e.g., “how did you feel”) would increase the productivity of children’s descriptions of abuse reactions. Two studies compared the extent to which children provided evaluative content, defined as descriptions of emotional, cognitive, and physical reactions, in response to different question-types, including How questions, Wh-questions, Option-posing questions (yes–no or forced-choice), and Suggestive questions. The first study examined children’s testimony (ages 5–18) in 80 felony child sexual abuse cases. How questions were more productive yet the least prevalent, and Option-posing and Suggestive questions were less productive but the most common. The second study examined interview transcripts of 61 children (ages 6 –12) suspected of being abused, in which children were systematically asked How questions regarding their reactions to abuse, thus controlling for the possibility that in the first study, attorneys selectively asked How questions of more articulate children. Again, How questions were most productive in eliciting evaluative content. The results suggest that interviewers and attorneys interested in eliciting evaluative reactions should ask children “how did you feel?” rather than more direct or suggestive questions. PMID:22309936

Academic performance of day scholars versus boarders in pharmacology examinations of a medical school in Pakistan.

PubMed

Faisal, Rizwan; Shinwari, Laiyla; Izzat, Saadia

2016-09-01

To compare the academic performance of day scholar and boarder students in Pharmacology examinations. This comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from June to September, 2015. It comprised third-year medical students of the sessions 2013-14 and 2014-15.The record of the results of examinations, which had already been conducted, were assessed. All the exams had two components, i.e. multiple-choice questions and short-essay questions. Students were categorised into 4 groups according to their academic performance: those who got <50% marks (Group 1); 51-69% marks (Group 2); 70-80% marks (Group 3); and >80% marks (Group 4). SPSS 20 was used for data analysis. Of the 200 students, 159(79.5%) were day scholars and 41(20.5%) were boarders. In multiple-choice questions, 29(70.7%) boarder students were in Group 2, while none of them was in Group 4. In short-essay questions, 11(26.8%) of them were in Group 1 and 17(41.5%) in Group 2. Results of day scholars' multiple-choice questions exams showed 93(58.5%) were in Group 2 and 2(1.3%) in Group 4. In short-essay questions, 63(39.6%) were in Group 2 (p>o.o5 each). No significant difference was found between the academic performance of boarders and day scholars.

How Do SPJC Administrative and Support Systems and Procedures Need To Change in Order To Overcome Organizational Obstacles to E-Learning Access? Project Eagle Evaluation Question #2. Benchmarking St. Petersburg Junior College: A Report to Leadership.

ERIC Educational Resources Information Center

Burkhart, Joyce

St. Petersburg Junior College (SPJC), Florida, identified critical issues in e-learning practices and posed six questions in order to formulate an evaluation process. SPJC considered one question per quarter for 18 months. The questions were reviewed using the following steps: (1) examine best e-learning practices related to that question, using…

Reliability and acceptability of six station multiple mini-interviews: past-behavioural versus situational questions in postgraduate medical admission.

PubMed

Yamada, Toru; Sato, Juichi; Yoshimura, Hiroshi; Okubo, Tomoya; Hiraoka, Eiji; Shiga, Takashi; Kubota, Tadao; Fujitani, Shigeki; Machi, Junji; Ban, Nobutaro

2017-03-16

The multiple mini-interview (MMI) is increasingly used for postgraduate medical admissions and in undergraduate settings. MMIs use mostly Situational Questions (SQs) rather than Past-Behavioural Questions (PBQs). A previous study of MMIs in this setting, where PBQs and SQs were asked in the same order, reported that the reliability of PBQs was non-inferior to SQs and that SQs were more acceptable to candidates. The order in which the questions are asked may affect reliability and acceptability of an MMI. This study investigated the reliability of an MMI using both PBQs and SQs, minimising question order bias. Acceptability of PBQs and SQs was also assessed. Forty candidates applying for a postgraduate medical admission for 2016-2017 were included; 24 examiners were used. The MMI consisted of six stations with one examiner per station; a PBQ and a SQ were asked at every station, and the order of questions was alternated between stations. Reliability was analysed for scores obtained for PBQs or SQs separately, and for both questions. A post-MMI survey was used to assess the acceptability of PBQs and SQs. The generalisability (G) coefficients for PBQs only, SQs only, and both questions were 0.87, 0.96, and 0.80, respectively. Decision studies suggested that a four-station MMI would also be sufficiently reliable (G-coefficients 0.82 and 0.94 for PBQs and SQs, respectively). In total, 83% of participants were satisfied with the MMI. In terms of face validity, PBQs were more acceptable than SQs for candidates (p = 0.01), but equally acceptable for examiners (88% vs. 83% positive responses for PBQs vs. SQs; p = 0.377). Candidates preferred PBQs to SQs when asked to choose one, though this difference was not significant (p = 0.081); examiners showed a clear preference for PBQs (p = 0.007). Reliability and acceptability of six-station MMI were good among 40 postgraduate candidates; modelling suggested that four stations would also be reliable. SQs were more reliable than PBQs. Candidates found PBQs more acceptable than SQs and examiners preferred PBQs when they had to choose between the two. Our findings suggest that it is better to ask both PBQs and SQs during an MMI to maximise acceptability.

The most important questions in cancer research and clinical oncology : Question 1. Could the vertical transmission of human papilloma virus (HPV) infection account for the cause, characteristics, and epidemiology of HPV-positive oropharyngeal carcinoma, non-smoking East Asian female lung adenocarcinoma, and/or East Asian triple-negative breast carcinoma?

PubMed

Wee, Joseph T S; Poh, Sharon Shuxian

2017-01-16

Specific research foci: (1) Mouse models of gamma-herpes virus-68 (γHV-68) and polyomavirus (PyV) infections during neonatal versus adult life. (2) For human papilloma virus (HPV)-positive oropharyngeal carcinoma (OPC)-(a) Asking the question: Is oral sex a powerful carcinogen? (b) Examining the evidence for the vertical transmission of HPV infection. (c) Examining the relationship between HPV and Epstein-Barr virus (EBV) infections and nasopharyngeal cancer (NPC) in West European, East European, and East Asian countries. (d) Examining the association between HPV-positive OPC and human leukocyte antigen (HLA). (3) For non-smoking East Asian female lung adenocarcinoma-(a) Examining the incidence trends of HPV-positive OPC and female lung adenocarcinoma according to birth cohorts. (b) Examining the association between female lung adenocarcinoma and HPV. (c) Examining the associations of lung adenocarcinoma with immune modulating factors. (4) For triple-negative breast carcinoma (TNBC) in East Asians-(a) Examining the association between TNBC and HPV. (b) Examining the unique epidemiological characteristics of patients with TNBC. A summary "epidemiological" model tying some of these findings together.

Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

NASA Astrophysics Data System (ADS)

Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.

2012-11-01

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

Analysis of an In-Service Examination for Core Pediatric Craniofacial Surgery Knowledge.

PubMed

Silvestre, Jason; Chang, Benjamin; Taylor, Jesse A

2016-01-01

Little is known about designing an effective residency curriculum for pediatric craniofacial surgery. This study elucidates the pediatric craniofacial curriculum of the Plastic Surgery In-Service Training Examination (PSITE) to facilitate knowledge acquisition during residency. Approximately, 6 consecutive PSITEs were reviewed for pediatric craniofacial questions (2010-2015). Subjects were categorized according to topics on the American Board of Plastic Surgery written board examination. Questions were categorized using an educational taxonomy model. Answer references were categorized by source and publication lag. Of 1174 PSITE questions, 147 tested pediatric craniofacial topics (12.5%). Questions appeared predominately in the Craniomaxillofacial section (83.0%, p < 0.001). The annual representation was stable more than 6 years (range: 10.2%-14.4%, p = 0.842). Question taxonomy favored interpretation (45.6%) and decision-making (40.8%) over recall (13.6%, p < 0.001) skills, and 41 questions had an associated image (27.9%) and most were photographic (76.7%, p < 0.001). The most frequently tested categories on the American Board of Plastic Surgery written examination content outline were craniofacial anomalies (23.5%), benign and malignant tumors (17.6%), and cleft lip and palate (12.5%). Overall, 80 unique journals were cited 304 times with a mean publication lag of 9.4 ± 10.9 years. Plastic and Reconstructive Surgery (34.5%) was the most cited journal (p < 0.001). These data may assist in designating core knowledge competency in pediatric craniofacial surgery for plastic surgery residents. A further understanding of PSITE utility for core knowledge competency in pediatric craniofacial surgery would be the focus of future work. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Redox Biology Final Examination 2016 | Center for Cancer Research

Cancer.gov

Numerous registrants have requested a certificate upon completion of the Redox Biology (RB) course. In order to obtain a certificate, you must answer 8 of the 12 questions below correctly. In the final examination, 1 question is derived from each of the 1-hour lectures. It is highly recommended that you have a copy of each PowerPoint presentation prior to taking the

Perovskite Technology is Scalable, But Questions Remain about the Best

Science.gov Websites

Methods | News | NREL Perovskite Technology is Scalable, But Questions Remain about the Best Methods News Release: Perovskite Technology is Scalable, But Questions Remain about the Best Methods NREL be used on a larger surface. The NREL researchers examined potential scalable deposition methods

Evaluating an Expectation-Driven Question-under-Discussion Model of Discourse Interpretation

ERIC Educational Resources Information Center

Kehler, Andrew; Rohde, Hannah

2017-01-01

According to Question-Under-Discussion (QUD) models of discourse interpretation, clauses cohere with the preceding context by virtue of providing answers to (usually implicit) questions that are situated within a speaker's goal-driven strategy of inquiry. In this article we present four experiments that examine the predictions of a QUD model of…

Teenagers' Web Questions Compared with a Sexuality Curriculum: An Exploration

ERIC Educational Resources Information Center

Goldman, Juliette D. G.; McCutchen, Lisa E.

2012-01-01

Background: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered. Purpose: This research examines teenagers' web questions on sexuality, and an example of…

Negatively-Worded Multiple Choice Questions: An Avoidable Threat to Validity

ERIC Educational Resources Information Center

Chiavaroli, Neville

2017-01-01

Despite the majority of MCQ writing guides discouraging the use of negatively-worded multiple choice questions (NWQs), they continue to be regularly used both in locally produced examinations and commercially available questions. There are several reasons why the use of NWQs may prove resistant to sound pedagogical advice. Nevertheless, systematic…

Postsecondary Education Issues: Visible Questions. Invisible Answers.

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, Boulder, CO. National Center for Higher Education Management Systems.

With some justification, the inability to answer most of the important questions in higher education is due to the lack of necessary information. But careful examination of our many faceted questions suggests that more information may not be the only answer. The National Center for Higher Education Management Systems (NCHEMS) has found other…

Linkages Between Library Uses Through the Study of Individual Patron Behavior.

ERIC Educational Resources Information Center

Clark, Philip M.; Benson, James

1985-01-01

Proposes and investigates feasibility of using three new variables in addition to simple activity counts in measuring reference services: (1) user questioning regardless of where activity occurs; (2) treating individual user and question as unit of analysis; and (3) examination of questioning in context of other library use. (11 references) (EJS)

Profiling Students' Multiple Source Use by Question Type

ERIC Educational Resources Information Center

List, Alexandra; Grossnickle, Emily M.; Alexander, Patricia A.

2016-01-01

The present study examined undergraduate students' multiple source use in response to two different types of academic questions, one discrete and one open-ended. Participants (N = 240) responded to two questions using a library of eight digital sources, varying in source type (e.g., newspaper article) and reliability (e.g., authors' credentials).…

The Art of Questions: Inquiry, the CCSS, and School Librarians

ERIC Educational Resources Information Center

Wadham, Rachel

2013-01-01

This article examines the association among inquiry, the Common Core State Standards (CCSS) and school librarians. It explains the significance of asking questions, and describes the characteristics of the questions that are central to inquiry learning. The role of school librarians in inquiry learning and the implementation of CCSS is also…

A Comparison of Methods for Transforming Sentences into Test Questions for Instructional Materials. Technical Report #1.

ERIC Educational Resources Information Center

Roid, Gale; And Others

Several measurement theorists have convincingly argued that methods of writing test questions, particularly for criterion-referenced tests, should be based on operationally defined rules. This study was designed to examine and further refine a method for objectively generating multiple-choice questions for prose instructional materials. Important…

Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions

ERIC Educational Resources Information Center

Polly, Drew

2016-01-01

Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school…

Career Education and Labour Market Conditions: The Skills Gap Myth.

ERIC Educational Resources Information Center

Hyslop-Margison, Emery J.; Welsh, Benjamin H.

The rhetoric surrounding career education programs was examined by exploring two questions. The first question was which employment sectors anticipate significant job growth and what skill levels and academic competencies were required to work within those sectors. The second question was whether increasing the level of student knowledge and skill…

The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish

ERIC Educational Resources Information Center

Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark

2013-01-01

The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded "what" questions and elaborative "why" questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without…

The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

ERIC Educational Resources Information Center

Al-Zahrani, Mona Yousef; Al-Bargi, Abdullah

2017-01-01

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques.…

Enhancing Cognitive Presence in Online Case Discussions with Questions Based on the Practical Inquiry Model

ERIC Educational Resources Information Center

Sadaf, Ayesha; Olesova, Larisa

2017-01-01

The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students' levels of cognitive presence in online discussions. Students' discussion postings were collected and categorized according to the four levels of cognitive presence:…

Examining Adolescents' Strategic Processing during Online Reading with a Question-Generating Task

ERIC Educational Resources Information Center

Cho, Byeong-Young; Woodward, Lindsay; Li, Dan; Barlow, Wendy

2017-01-01

Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants' concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with…

Learned Helplessness: The Effect of Failure on Test-Taking

ERIC Educational Resources Information Center

Firmin, Michael; Hwang, Chi-En; Copella, Margaret; Clark, Sarah

2004-01-01

This study examined learned helplessness and its effect on test taking. Students were given one of two tests; the first began with extremely difficult questions and the other started with easy questions. The researchers hypothesized that those who took the test beginning with difficult questions would become easily frustrated and possibly doubt…

Climbing Bloom's Taxonomy Pyramid: Lessons from a Graduate Histology Course

ERIC Educational Resources Information Center

Zaidi, Nikki B.; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-01-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were…

An Algorithm for Converting Contours to Elevation Grids.

ERIC Educational Resources Information Center

Reid-Green, Keith S.

Some of the test questions for the National Council of Architectural Registration Boards deal with the site, including drainage, regrading, and the like. Some questions are most easily scored by examining contours, but others, such as water flow questions, are best scored from a grid in which each element is assigned its average elevation. This…

Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities

ERIC Educational Resources Information Center

Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick

2012-01-01

We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…

Test-Retest Reliability of the National Health and Nutrition Examination Survey’s 5-Question Food Insecurity Survey Completed by Fourth-Grade Children

PubMed Central

Baxter, Suzanne D.; Smith, Albert F.; Hitchcock, David B.; Collins, Kathleen L.; Guinn, Caroline H.; Finney, Christopher J.; Royer, Julie A.; Miller, Patricia H.

2015-01-01

Objective To examine test-retest reliability and internal consistency of a 5-question food insecurity survey used in the National Health and Nutrition Examination Survey. Methods Researchers administered the National Health and Nutrition Examination Survey in the classroom to 92 fourth-grade children (74 African American; 48 girls) in 2 sessions 27–30 days apart in spring, 2011. Each classroom administration lasted 5–10 minutes. Results Test-retest reliability was 0.66 (Kendall tau), which is modest. Internal consistency (Cronbach alpha) was .67 and .70 for respective administrations. Food insecurity scores were related to gender (adjusted P = .05) and academic achievement (adjusted P = .004) but not to socioeconomic status or body mass index percentile (binomial regression). On average, boys reported higher food insecurity than girls. Children with lower academic achievement scores reported higher food insecurity than children with higher academic achievement scores. Conclusions and Implications The National Health and Nutrition Examination 5-question survey may be group administered to assess food insecurity efficiently as reported by individual fourth-grade children. PMID:26363937

Student laboratory presentations as a learning tool in anatomy education.

PubMed

Chollet, Madeleine B; Teaford, Mark F; Garofalo, Evan M; DeLeon, Valerie B

2009-01-01

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12-minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two-way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool.

Question order sensitivity of subjective well-being measures: focus on life satisfaction, self-rated health, and subjective life expectancy in survey instruments.

PubMed

Lee, Sunghee; McClain, Colleen; Webster, Noah; Han, Saram

2016-10-01

This study examines the effect of question context created by order in questionnaires on three subjective well-being measures: life satisfaction, self-rated health, and subjective life expectancy. We conducted two Web survey experiments. The first experiment (n = 648) altered the order of life satisfaction and self-rated health: (1) life satisfaction asked immediately after self-rated health; (2) self-rated health immediately after life satisfaction; and (3) two items placed apart. We examined their correlation coefficient by experimental condition and further examined its interaction with objective health. The second experiment (n = 479) asked life expectancy before and after parental mortality questions. Responses to life expectancy were compared by order using ANOVA, and we examined interaction with parental mortality status using ANCOVA. Additionally, response time and probes were examined. Correlation coefficients between self-rated health and life satisfaction differed significantly by order: 0.313 (life satisfaction first), 0.508 (apart), and 0.643 (self-rated health first). Differences were larger among respondents with chronic conditions. Response times were the shortest when self-rated health was asked first. When life expectancy asked after parental mortality questions, respondents reported considering parents more for answering life expectancy; and respondents with deceased parents reported significantly lower expectancy, but not those whose parents were alive. Question context effects exist. Findings suggest placing life satisfaction and self-rated health apart to avoid artificial attenuation or inflation in their association. Asking about parental mortality prior to life expectancy appears advantageous as this leads respondents to consider parental longevity more, an important factor for true longevity.

[On the history of teaching to Russian physicians the communicative skills].

PubMed

Denisov, I N; Reze, A G; Volnukhin, A V

2010-01-01

The views of G.A. Zkhariin and S.P. Botkin, the founders of national therapeutic scientific schools, concerning the skills of communication with patients drastically differed. The detailed systematic questioning, the priority of examining the anamnesis data prior to the results of instrumental examination are the characteristic traits of the technique developed by G.A. Zkhariin. S.P. Botkin proposed to apply the communicative technology targeted on the questioning and gathering the anamnesis data in a free manner and having minor importance in comparison with the instrumental examination.

The association of preterm birth and small birthweight for gestational age on childhood disability screening using the Ten Questions Plus tool in rural Sarlahi district, southern Nepal.

PubMed

Wu, L A; Katz, J; Mullany, L C; Khatry, S K; Darmstadt, G L; LeClerq, S C; Tielsch, J M

2012-05-01

The Ten Questions tool was developed in 1984 as a low-cost, simple screen for childhood disability and referral for diagnosis in low-resource settings, and its use in Nepal has not been previously evaluated. Preterm birth and intrauterine growth restriction are potential risk factors for child disability and loss of developmental potential, but there are few studies examining this relationship from developing settings.   To examine the associations of small for gestational age and preterm birth as predictors of Ten Questions Plus positivity. The Ten Questions Plus questionnaire was administered to caregivers of 680 children between 2 and 5 years of age from August 2007 to March 2008 in rural Sarlahi, southern Nepal. Participants had previously been enrolled in a randomized trial of chlorhexidine cleansing at birth. At 1 month of age, children were then enrolled into a randomized 2 × 2 factorial trial of daily iron and zinc supplementation between October 2001 and January 2006. None. Positive screen on the Ten Questions Plus tool defined as a positive response to one or more questions. Of preterm children, 37 (33.6%) had a positive response to at least one question on the Ten Questions Plus and were considered at risk for disability. One hundred and seventy term children (29.8%) were at risk for disability. The Ten Questions Plus tool can be used in this rural Nepali setting to identify children at increased risk for mental and physical disability to be targeted for further examination. The prevalence of parent-reported disabilities is high in this population (almost one-third of children); children who are both preterm and small-for-gestational age are at increased risk for motor milestone delay, reported learning difficulty, speech and behavioural problems. Intrauterine growth restriction may affect child development and result in disabilities later in childhood. © 2011 Blackwell Publishing Ltd.

Instructor perspectives of multiple-choice questions in summative assessment for novice programmers

NASA Astrophysics Data System (ADS)

Shuhidan, Shuhaida; Hamilton, Margaret; D'Souza, Daryl

2010-09-01

Learning to program is known to be difficult for novices. High attrition and high failure rates in foundation-level programming courses undertaken at tertiary level in Computer Science programs, are commonly reported. A common approach to evaluating novice programming ability is through a combination of formative and summative assessments, with the latter typically represented by a final examination. Preparation of such assessment is driven by instructor perceptions of student learning of programming concepts. This in turn may yield instructor perspectives of summative assessment that do not necessarily correlate with student expectations or abilities. In this article, we present results of our study around instructor perspectives of summative assessment for novice programmers. Both quantitative and qualitative data have been obtained via survey responses from programming instructors with varying teaching experience, and from novice student responses to targeted examination questions. Our findings highlight that most of the instructors believed that summative assessment is, and is meant to be, a valid measure of a student's ability to program. Most instructors further believed that Multiple-choice Questions (MCQs) provide a means of testing a low level of understanding, and a few added qualitative comments to suggest that MCQs are easy questions, and others refused to use them at all. There was no agreement around the proposition that if a question was designed to test a low level of skill, or a low level in a hierarchy of a body of knowledge, that such a question should or would be found to be easy by the student. To aid our analysis of assessment questions, we introduced four measures: Syntax Knowledge; Semantic Knowledge; Problem Solving Skill and the Level of Difficulty of the Problem. We applied these measures to selected examination questions, and have identified gaps between the instructor perspectives of what is considered to be an easy question and also in what is required to be assessed to determine whether students have achieved the goals of their course.

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.

Bioethics in Denmark. Moving from first- to second-order analysis?

PubMed

Nielsen, Morten Ebbe Juul; Andersen, Martin Marchman

2014-07-01

This article examines two current debates in Denmark--assisted suicide and the prioritization of health resources--and proposes that such controversial bioethical issues call for distinct philosophical analyses: first-order examinations, or an applied philosophy approach, and second-order examinations, what might be called a political philosophical approach. The authors argue that although first-order examination plays an important role in teasing out different moral points of view, in contemporary democratic societies, few, if any, bioethical questions can be resolved satisfactorily by means of first-order analyses alone, and that bioethics needs to engage more closely with second-order enquiries and the question of legitimacy in general.

[Success quotas in exercise questions in the discipline of rheumatology in preparation for the written state examination in German universities from 2012 to 2016 : Evaluation of the AMBOSS databank according to professorships in rheumatology with and without freedom of instruction in German universities].

PubMed

Sengewein, R; Brinks, R; Pongratz, G

2018-04-30

The discipline rheumatology is underrepresented in German universities with only seven professorial chairs with freedom of instruction. The teaching positions with and without freedom of instruction are associated with a different quantity of teaching. The effect of the teaching position on the quality of teaching and on the training of medical students is unclear. In order to approach the answer to this question we have evaluated 2,610,217 examination questions from 32,166 students over a time period of 4 years according to location and freedom of instruction, which are documented on the teaching platform AMBOSS. In total, in the evaluated examination performance in the discipline of rheumatology, the majority of students just about achieved the grade of "sufficient". Locations with freedom of instruction had significantly better grades; however, these differences had no relevance with respect to the complete state examination. The examination pressure on German medical students to learn for the examination discipline of rheumatology can be estimated as rather low.

Tablet computers in assessing performance in a high stakes exam: opinion matters.

PubMed

Currie, G P; Sinha, S; Thomson, F; Cleland, J; Denison, A R

2017-06-01

Background Tablet computers have emerged as a tool to capture, process and store data in examinations, yet evidence relating to their acceptability and usefulness in assessment is limited. Methods We performed an observational study to explore opinions and attitudes relating to tablet computer use in recording performance in a final year objective structured clinical examination at a single UK medical school. Examiners completed a short questionnaire encompassing background, forced-choice and open questions. Forced choice questions were analysed using descriptive statistics and open questions by framework analysis. Results Ninety-two (97% response rate) examiners completed the questionnaire of whom 85% had previous use of tablet computers. Ninety per cent felt checklist mark allocation was 'very/quite easy', while approximately half considered recording 'free-type' comments was 'easy/very easy'. Greater overall efficiency of marking and resource savings were considered the main advantages of tablet computers, while concerns relating to technological failure and ability to record free type comments were raised. Discussion In a context where examiners were familiar with tablet computers, they were preferred to paper checklists, although concerns were raised. This study adds to the limited literature underpinning the use of electronic devices as acceptable tools in objective structured clinical examinations.

Parameterized examination in econometrics

NASA Astrophysics Data System (ADS)

Malinova, Anna; Kyurkchiev, Vesselin; Spasov, Georgi

2018-01-01

The paper presents a parameterization of basic types of exam questions in Econometrics. This algorithm is used to automate and facilitate the process of examination, assessment and self-preparation of a large number of students. The proposed parameterization of testing questions reduces the time required to author tests and course assignments. It enables tutors to generate a large number of different but equivalent dynamic questions (with dynamic answers) on a certain topic, which are automatically assessed. The presented methods are implemented in DisPeL (Distributed Platform for e-Learning) and provide questions in the areas of filtering and smoothing of time-series data, forecasting, building and analysis of single-equation econometric models. Questions also cover elasticity, average and marginal characteristics, product and cost functions, measurement of monopoly power, supply, demand and equilibrium price, consumer and product surplus, etc. Several approaches are used to enable the required numerical computations in DisPeL - integration of third-party mathematical libraries, developing our own procedures from scratch, and wrapping our legacy math codes in order to modernize and reuse them.

Performance on large-scale science tests: Item attributes that may impact achievement scores

NASA Astrophysics Data System (ADS)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.

Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: Diagnosis

MedlinePlus

... the patient and their family Do a thorough physical and mental status examination Order blood, urine or other tests To get a better idea about the illness, the healthcare provider will ask many questions. Questions ...

Pharmacy Student Performance on Constructed-Response Versus Selected-Response Calculations Questions

PubMed Central

Addo, Richard T.

2013-01-01

Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types. Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback. Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare. Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education. PMID:23459503

Using Cluster Analysis to Identify Patterns in Students' Responses to Contextually Different Conceptual Problems

ERIC Educational Resources Information Center

Stewart, John; Miller, Mayo; Audo, Christine; Stewart, Gay

2012-01-01

This study examined the evolution of student responses to seven contextually different versions of two Force Concept Inventory questions in an introductory physics course at the University of Arkansas. The consistency in answering the closely related questions evolved little over the seven-question exam. A model for the state of student knowledge…

Open-Ended (Extended/Constructed) Response Questions as Predictors of Success on Subsequent State Mathematics Examination: The Influence of Mathematical Awareness and Conceptual Knowledge

ERIC Educational Resources Information Center

Gullie, Kathy A.

2011-01-01

This study investigated the predictive ability of students' responses to open-ended, constructed/extended questions in third and fourth grade mathematics content subcategories on subsequent fifth grade mathematics achievement proficiency levels. Open-ended, extended/constructed response questions reflected content as outlined by the National…

Analysis of Questions Used in the Teaching of Non-Narrative Poetry.

ERIC Educational Resources Information Center

McBride, William Gilbert

The purposes of this study were to analyze questions used in the teaching of non-narrative poetry and to ascertain whether it is possible to establish any generally useful, basic pattern of question asking that would provide the student some fundamental guidelines for the study of this type of literature. First, a detailed examination of Robert…

Literacy Discussions in Low-Income Families: The Effect of Parent Questions on Fourth Graders' Retellings

ERIC Educational Resources Information Center

Capotosto, Lauren; Kim, James S.

2016-01-01

This study examines the effects of four types of reading comprehension questions--immediate, non-immediate, summary, and unanswerable questions--that linguistically diverse and predominantly low-income parents asked their fourth graders on children's text retellings. One-hundred-twenty (N = 120) parent and child dyads participated in a home visit…

An Analysis of Teacher Question Types in Inquiry-Based Classroom and Traditional Classroom Settings

ERIC Educational Resources Information Center

Kim, Sungho

2015-01-01

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a…

Examination of Test and Item Statistics from Visual and Verbal Mathematics Questions

ERIC Educational Resources Information Center

Alpayar, Cagla; Gulleroglu, H. Deniz

2017-01-01

The aim of this research is to determine whether students' test performance and approaches to test questions change based on the type of mathematics questions (visual or verbal) administered to them. This research is based on a mixed-design model. The quantitative data are gathered from 297 seventh grade students, attending seven different middle…

Handwriting Examination: Moving from Art to Science

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

Jarman, Kristin H.; Hanlen, Richard C.; Manzolillo, P. A.

The scientific basis for handwriting individuality and the expertise of handwriting examiners has been questioned in several court cases and law review articles. The criticisms were originally directed at the proficiency and expertise of forensic document examiners (FDE's). However, these criticisms also illustrate the lack of empirical data to support and validate the premises and methodology of handwriting examination. As a result the admissibility and weight of FDE testimony has been called into question. These assaults on the scientific integrity of handwriting analysis have created an urgent need for the forensic document examination community to develop objective standards, measurable criteriamore » and a uniform methodology supported by properly controlled studies that evaluate and validate the significance of measurable handwriting characteristics.« less

[Sexual behaviors among students of the Medical University in Gdańsk].

PubMed

Grabowski, Karol; Wichowicz, Hubert M; Cubała, Wiesław Jerzy

2006-01-01

The aim of this study was to illustrate sexual behaviours, needs and expectations as well as attitudes towards contraception among students of the Faculty of Medicine, Medical University of Gdańsk. A group of 340 medical students aged 18 to 28 (195 females and 118 males) was examined with the questionnaire from October till December 2003. The examined group was representative for the investigated population (chi squared test: p> 0.005 for the entire group and both sexes). 313 questionnaires were qualified for further analysis. The questionnaire applied was composed of three groups of questions: questions concerning relationships and associated sexuality, questions concerning attitudes towards various aspects of sexuality and a set of questions dedicated to the role of sexology in the medical curriculum and general medical practice. The presented paper deals with the forms of sexual behaviours and attitudes towards contraception. The examined group is well educated in theoretical and practical aspects of sex-related phenomena. The efficient contraception methods are widely used in the studied population. A preferred form of contraception in the examined group is the use of condoms followed by oral contraceptives. The sexual initiation was mainly under the influence an emotional relationship. The examined individuals indicate love as the main factor positively influencing the quality of sexual life, followed by partner's loyalty and sexual satisfaction. The examined population has a positive attitude towards alternative forms of sexual practices. The students perceive sex as an important aspect of their functioning and are satisfied with their sexual partners.

47 CFR 13.203 - Examination elements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Examination elements. (a) A written examination (written Element) must prove that the examinee possesses the... pass the examination. Each written examination must consist of questions relating to the pertinent... be able to express oneself satisfactorily both orally and in writing; knowledge of and ability to...

47 CFR 13.203 - Examination elements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Examination elements. (a) A written examination (written Element) must prove that the examinee possesses the... pass the examination. Each written examination must consist of questions relating to the pertinent... be able to express oneself satisfactorily both orally and in writing; knowledge of and ability to...

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.

PubMed

Zaidi, Nikki B; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-09-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The effect of changes to question order on the prevalence of 'sufficient' physical activity in an Australian population survey.

PubMed

Hanley, Christine; Duncan, Mitch J; Mummery, W Kerry

2013-03-01

Population surveys are frequently used to assess prevalence, correlates and health benefits of physical activity. However, nonsampling errors, such as question order effects, in surveys may lead to imprecision in self reported physical activity. This study examined the impact of modified question order in a commonly used physical activity questionnaire on the prevalence of sufficient physical activity. Data were obtained from a telephone survey of adults living in Queensland, Australia. A total of 1243 adults participated in the computer-assisted telephone interview (CATI) survey conducted in July 2008 which included the Active Australia Questionnaire (AAQ) presented in traditional or modified order. Binary logistic regression analyses was used to examine relationships between question order and physical activity outcomes. Significant relationships were found between question order and sufficient activity, recreational walking, moderate activity, vigorous activity, and total activity. Respondents who received the AAQ in modified order were more likely to be categorized as sufficiently active (OR = 1.28, 95% CI 1.01-1.60). This study highlights the importance of question order on estimates of self reported physical activity. This study has shown that changes in question order can lead to an increase in the proportion of participants classified as sufficiently active.

Class-Wide Access to a Commercial Step 1 Question Bank During Preclinical Organ-Based Modules: A Pilot Project.

PubMed

Baños, James H; Pepin, Mark E; Van Wagoner, Nicholas

2018-03-01

The authors examined the usefulness of a commercially available Step 1 question bank as a formative academic support tool throughout organ-based modules in an integrated preclinical medical curriculum. The authors also determined the extent to which correlation between question bank utilization and academic metrics varied with Medical College Admission Test (MCAT) scores. In 2015, a cohort of 185 first-year medical students at University of Alabama School of Medicine were provided with 18-month full access to a commercially available Step 1 question bank of over 2,100 items throughout organ-based modules, although there were no requirements for use. Data on student use of the question bank were collected via an online administrative portal. Relationships between question bank utilization and academic outcomes including exams, module grades, and United States Medical Licensing Examination (USMLE) Step 1 were determined using multiple linear regression. MCAT scores and number of items attempted in the question bank significantly predicted all academic measures, with question bank utilization as the stronger predictor. The association between question bank utilization and academic outcome was stronger for individuals with lower MCAT scores. The findings elucidate a novel academic support mechanism that, for some programs, may help bridge the gap between holistic and mission-based admissions practices and a residency match process that places a premium on USMLE exam scores. Distributed formative use of USMLE Step 1 practice questions may be of value as an academic support tool that benefits all students, but particularly those entering with lower MCAT scores.

The use of self-report questions to examine the prevalence of musculoskeletal problems: a test-retest study.

PubMed

Gill, Tiffany K; Tucker, Graeme R; Avery, Jodie C; Shanahan, E Michael; Menz, Hylton B; Taylor, Anne W; Adams, Robert J; Hill, Catherine L

2016-02-24

Case definition has long been an issue for comparability of results obtained for musculoskeletal pain prevalence, however the test-retest reliability of questions used to determine joint pain prevalence has not been examined. The objective of this study was to determine question reliability and the impact of question wording, ordering and the time between questions on responses. A Computer Assisted Telephone Interviewing (CATI) survey was used to re-administer questions collected as part of a population-based longitudinal cohort study. On two different occasions questions were asked of the same sample of 203 community dwelling respondents (which were initially randomly selected) aged 18 years and over at two time points 14 to 27 days apart (average 15 days). Reliability of the questions was assessed using Cohen's kappa (κ) and intraclass correlation coefficient (ICC) and whether question wording and period effects existed was assessed using a crossover design. The self-reported prevalence of doctor diagnosed arthritis demonstrated excellent reliability (κ = 0.84 and κ = 0.79 for questionnaires 1 and 2 respectively). The reliability of questions relating to musculoskeletal pain and/or stiffness ranged from moderate to excellent for both types of questions, that is, those related to ever having joint pain on most days for at least a month (κ = 0.52 to κ = 0.95) and having pain and/or stiffness on most days for the last month (κ = 0.52 to κ = 0.90). However there was an effect of question wording on the results obtained for hand, foot and back pain and/or stiffness indicating that the area of pain may influence prevalence estimates. Joint pain and stiffness questions are reliable and can be used to determine prevalence. However, question wording and pain area may impact on estimates with issues such as pain perception and effect on activities playing a possible role in the recall of musculoskeletal pain.

[The Bremen periodic health exam - feasibility of a new concept].

PubMed

Schmiemann, Guido; Biesewig-Siebenmorgen, Jürgen; Gebhardt, Klaus; Egidi, Günther

2014-01-01

All members of the Statutory Health Insurance are entitled to receive preventive health examinations. The current concept, however, does not take individual risk factors into account systematically. To improve this, the "Bremen Health Examination" was developed. The central component is a screening questionnaire to be completed by the patient, which is stratified by age, i.e., 35 to 69 years and ≥ 70 years. The feasibility and acceptance of this concept have been assessed. In a prospective observational study, a selected sample of general practitioners (GPs) was asked to implement the questionnaires during all preventive health examinations within a four-week period. The GPs subsequently answered content-related questions as well as Likert-scaled questions on the relevance of the issues addressed, and the feasibility of the new concept. 17 out of 20 GPs approached for the study included a total of 171 patients. On average, the patients in the two groups were 52 and 75 years of age, respectively, and answered 4.4 prompting questions positively. Age and gender had no significant effect on the frequency of "positively" answered questions. Implementing the questionnaire extended the duration of the health examination, however, GPs overall rated the time required for discussing newly assessed problems as adequate (four-level Likert scale, 1=yes; 4=no; Ø 1.59; SD 0.77). The implementation of the Bremen Health Examination appears to be feasible from the GP perspective. Copyright © 2014. Published by Elsevier GmbH.

Examination of the Compatibility of the Questions Used by Social Studies Teachers in the Class with the Program Achievements According to the SOLO Taxonomy

ERIC Educational Resources Information Center

Keskin, Yusuf; Keskin, Sevgi C.; Kirtel, Aysegül

2016-01-01

The purpose of this study is to examine the compatibility of the questions used by the social studies branch teachers in the level of 6th and 7th grade with the achievements included in the teaching program. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom's cognitive…

Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

PubMed

Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-02-17

To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

Questioned document workflow for handwriting with automated tools

NASA Astrophysics Data System (ADS)

Das, Krishnanand; Srihari, Sargur N.; Srinivasan, Harish

2012-01-01

During the last few years many document recognition methods have been developed to determine whether a handwriting specimen can be attributed to a known writer. However, in practice, the work-flow of the document examiner continues to be manual-intensive. Before a systematic or computational, approach can be developed, an articulation of the steps involved in handwriting comparison is needed. We describe the work flow of handwritten questioned document examination, as described in a standards manual, and the steps where existing automation tools can be used. A well-known ransom note case is considered as an example, where one encounters testing for multiple writers of the same document, determining whether the writing is disguised, known writing is formal while questioned writing is informal, etc. The findings for the particular ransom note case using the tools are given. Also observations are made for developing a more fully automated approach to handwriting examination.

47 CFR 13.203 - Examination elements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Examination elements. (a) A written examination (written Element) must prove that the examinee possesses the... pass the examination. Each written examination must consist of questions relating to the pertinent... knowledge of English to be able to express oneself satisfactorily both orally and in writing; knowledge of...

47 CFR 13.203 - Examination elements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Examination elements. (a) A written examination (written Element) must prove that the examinee possesses the... pass the examination. Each written examination must consist of questions relating to the pertinent... knowledge of English to be able to express oneself satisfactorily both orally and in writing; knowledge of...

Physics 30 Program Machine-Scorable Open-Ended Questions: Unit 2: Electric and Magnetic Forces. Diploma Examinations Program.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This document outlines the use of machine-scorable open-ended questions for the evaluation of Physics 30 in Alberta. Contents include: (1) an introduction to the questions; (2) sample instruction sheet; (3) fifteen sample items; (4) item information including the key, difficulty, and source of each item; (5) solutions to items having multiple…

A Survey on the Levels of Questioning of ELT: A Case Study in an Indonesian Tertiary Education

ERIC Educational Resources Information Center

Ashadi, Rido Imam; Lubis, Nazriani

2017-01-01

This present study focused on examining the levels of questions in Indonesia tertiary education. A survey research was conducted in one of the private universities in North Sumatra. The English summative assessment in an undergraduate education was used as target of survey. There were a collection of questions that had been administered by four…

Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-Study

ERIC Educational Resources Information Center

Olsher, Gila; Kantor, Itay-Danny

2012-01-01

This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when…

An Examination of Second Graders' Construction and Interpretation of Questions Used during Social Studies Interviews

ERIC Educational Resources Information Center

Kelley, Lynn Allyson

2009-01-01

An investigation was conducted to determine whether the level of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This was a quantitative study using both qualitative and quantitative data in which…

Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension

PubMed Central

Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E.

2014-01-01

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader’s passage fluency. Further, an exploratory analysis of two-way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. PMID:24535914

5 CFR 300.201 - Examinations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Examinations. 300.201 Section 300.201...) Examinations and Related Subjects § 300.201 Examinations. (a) The Office makes available information that will... examinations. This includes the types of questions and the categories of knowledge or skill pertinent to a...

Visions and reality: the idea of competence-oriented assessment for German medical students is not yet realised in licensing examinations

PubMed Central

Huber-Lang, Markus; Palmer, Annette; Grab, Claudia; Boeckers, Anja; Boeckers, Tobias Maria; Oechsner, Wolfgang

2017-01-01

Objective: Competence orientation, often based on the CanMEDS model, has become an important goal for modern curricula in medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has been adopted in Germany. However, it is currently unknown whether the vision of competence orientation has also reached the licensing examination procedures. Methods: Therefore, a prospective, descriptive, single-centre, exemplary study design was applied to evaluate 4051 questions/tasks (from 28 examiners at 7 two-day licensing oral-practical exams) for undergraduate medical students at the University of Ulm. The oral and practical questions/tasks as well as the real bedside assessment were assigned to specific competence roles (NKLM section I), categories (NKLM section II) and taxonomy levels of learning domains. Results: Numerous questions/tasks were set per candidate (day 1/2: 70±24/86±19 questions) in the licensing oral-practical exam. Competence roles beyond the “medical expert” were scarcely considered. Furthermore, practical and communication skills at the bedside were hardly addressed (less than 3/15 min). Strikingly, there was a significant predominance of questions with a low-level taxonomy. Conclusions: The data indicate a misalignment of competence-oriented frameworks and the “real world” licensing practical-oral medical exam, which needs improvement in both evaluation and education processes. PMID:28584873

An Examination of Chinese Foreign Direct Investment into the Economies of Sub-Saharan Africa

DTIC Science & Technology

2014-06-13

International Financial Institutions.”12 They further assert it is hypocritical for institutions such as the IMF and World Bank to denigrate China for providing...Africa’s exposure goes well beyond resource extraction. This IMF working paper posits that during the global financial crisis of 2008, Africa was...addition to the stated thesis question, the following sub-questions were considered in the examination: Is Chinese financial aid to sub-Saharan

Enhancing learning using questions, adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions - test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment.

Enhancing learning using questions adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions--test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment).

Interviews of Children in a Portuguese Special Judicial Procedure.

PubMed

Peixoto, Carlos Eduardo; Fernandes, Raquel Veludo; Almeida, Telma Sousa; Silva, Júlia Marina; La Rooy, David; Ribeiro, Catarina; Magalhães, Teresa; Lamb, Michael E

2017-05-01

Since 2007, alleged victims of child sexual abuse in Portugal have provided evidence in a mandatory "Declarações para Memória Futura" (DMF; English transl. 'Statement for future use') proceeding. In order to protect children from having to testify in court, interviews conducted at the DMF can be used later as trial evidence because the hearings are conducted by judges. The present study examined 137 interviews with 3- to 17-year-olds conducted in several Portuguese criminal courts. Detailed examination of interview transcripts showed that 69% of all questions asked were option-posing questions, 16% were directive questions, 11% were suggestive questions, and only 3% were open-ended prompts. The vast majority of details provided by children were thus obtained using the risky recognition-based prompts (i.e., option posing and suggestive questions) associated with the risks of contaminating and limiting children's informativeness, both potential threats to the credibility of their testimony. There is an urgent need to address this issue and consider the implementation of a scientifically validated structured interview protocol in Portugal. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension

PubMed Central

Eason, Sarah H.; Goldberg, Lindsay F.; Young, Katherine M.; Geist, Megan C.; Cutting, Laurie E.

2015-01-01

Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also all been linked to reading comprehension, but have not been examined with regard to specific text and question types. The aim of this study was to explore the relationships between reader characteristics, text types, and question types, in children aged 10–14. We sought to compare children’s performance when comprehending narrative, expository, and functional text, as well as to explore differences between children’s performance on comprehension questions that assess their literal or inferential comprehension of a passage. To examine such differences, we analyzed the degree to which distinct cognitive skills (semantic and syntactic awareness, inferencing, planning/organizing) contribute to performance on varying types of texts and questions. This study found main effects of text and question types, as well as an interaction in which relations between question types varied between text types. Analyses indicated that higher order cognitive skills, including the ability to make inferences and to plan and organize information, contribute to comprehension of more complex text (e.g., expository vs. narrative) and question types (e.g., inferential vs. literal), and therefore are important components of reading for later elementary and middle school students. These findings suggest that developing these skills in early elementary school may better equip students for comprehending the texts they will encounter in higher grades. PMID:26566295

Do You Remember? How Caregivers Question Their Spouses Who Have Alzheimer's Disease and the Impact on Communication

ERIC Educational Resources Information Center

Small, Jeff A.; Perry, JoAnn

2005-01-01

This study examined the types of questions caregivers use and their outcomes when conversing with their spouse with Alzheimer's disease (AD). Of particular interest was caregivers' use of yes-no and open-ended questions and the demands they make on the memory of the person with AD. It was hypothesized that communication between caregivers and…

The Effect of Response and Type of Posttest on Understanding of and Memory for Text.

ERIC Educational Resources Information Center

Raphael, Taffy E.; Wonnacott, Clydie A.

A study examined whether (1) the performance of students on text explicit (TE), text implicit (TI), and script implicit (SI) questions inserted in a text would vary as a function of the type of question received; (2) students responding in writing to the inserted questions would perform at a higher level on a subsequent criterion test than those…

Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation

ERIC Educational Resources Information Center

Yu, Fu-Yun; Wu, Chun-Ping

2016-01-01

The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and…

Student-Content Interactions in Online Courses: The Role of Question Prompts in Facilitating Higher-Level Engagement with Course Content

ERIC Educational Resources Information Center

Ertmer, Peggy A.; Sadaf, Ayesha; Ertmer, David J.

2011-01-01

This study examined the relationships among question types and levels and students' subsequent responses/interactions in online discussion forums. Question prompts were classified both by type, as outlined by Andrews ("POD Q J Prof Organ Dev Net Higher Education" 2(34):129-163, 1980), and by levels of critical thinking, as outlined by Bloom…

Questions for Surveys

PubMed Central

Schaeffer, Nora Cate; Dykema, Jennifer

2011-01-01

We begin with a look back at the field to identify themes of recent research that we expect to continue to occupy researchers in the future. As part of this overview, we characterize the themes and topics examined in research about measurement and survey questions published in Public Opinion Quarterly in the past decade. We then characterize the field more broadly by highlighting topics that we expect to continue or to grow in importance, including the relationship between survey questions and the total survey error perspective, cognitive versus interactional approaches, interviewing practices, mode and technology, visual aspects of question design, and culture. Considering avenues for future research, we advocate for a decision-oriented framework for thinking about survey questions and their characteristics. The approach we propose distinguishes among various aspects of question characteristics, including question topic, question type and response dimension, conceptualization and operationalization of the target object, question structure, question form, response categories, question implementation, and question wording. Thinking about question characteristics more systematically would allow study designs to take into account relationships among these characteristics and identify gaps in current knowledge. PMID:24970951

49 CFR 386.37 - Discovery.

Code of Federal Regulations, 2010 CFR

2010-10-01

... methods: Depositions upon oral examination or written questions; written interrogatories; request for production of documents or other evidence for inspection and other purposes; physical and mental examinations...

Using Rasch model to analyze the ability of pre-university students in vector

NASA Astrophysics Data System (ADS)

Ibrahim, Faridah Mohamed; Shariff, Asma Ahmad; Tahir, Rohayatimah Muhammad

2015-10-01

Evaluating students' performance only from overall examination marks does not give accurate evidence of their achievement on a particular subject. For a more detailed analysis, an instrument called Rasch Measurement Model (Rasch Model), widely used in education research, may be applied. Using the analysis map, the level of each student's ability and the level of the questions difficulty can be measured. This paper describes how the Rasch Model is used to evaluate students' achivement and performance in Vector, a subject taken by students enrolled in the Physical Science Program at the Centre for Foundation Studies in Science, University of Malaya. Usually, students' understanding of the subject and performance are assessed and examined at the end of the semester in the final examination, apart from continuous assessment done throughout the course. In order to evaluate the individual achievement and get a better and accurate evidence on the performance, 28 male and 28 female students' marks were taken randomly from the final examination results and analysed using the Rasch Model. Observation made from the map showed that more than half of the questions were categorized as difficult while the two most difficult questions could be answered correctly by 33.9% of the students. Results showed that the students performed very well and their achievement was above expectation. About 27% of the sudents could be considered as having very high ability in answering all the questions, with one student being able to answer well, obtaining perfect score. However, two students were found to be misfits since they were able to answer difficult questions but gave poor response to easy ones.

47 CFR 13.3 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 47 Telecommunication 1 2012-10-01 2012-10-01 false Definitions. 13.3 Section 13.3 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL RADIO OPERATORS General § 13.3 Definitions... Telecommunication Union. (g) PPC. Proof-of-Passing Certificate. (h) Question pool. All current examination questions...

Vocabulary Questions on Informal Reading Inventories.

ERIC Educational Resources Information Center

Duffelmeyer, Fredrick A.; And Others

1989-01-01

Examines the utility of informal reading inventories (IRI) and acknowledges four limitations of the research. Indicates that no validity-enhancing measures were implemented in conjunction with the three IRIs analyzed. Suggests that IRI vocabulary questions do not appear to be useful. (MG)

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology.

PubMed

Jones, J Shawn; Tincher, Lindsay; Odeng-Otu, Emmanuel; Herdman, Michelle

2015-10-25

Objective. To examine whether playing a board game can assist PharmD students in learning autonomic nervous system (ANS) pharmacology. Design. Of 72 students enrolled in a required second-year pharmacology course, 22 students volunteered to play the board game, which was followed by an in-class examination consisting of 42 ANS questions (ANSQs) and 8 control questions (CTLQs). Participants were given a pretest and a posttest to assess immediate educational improvement. Participants' scores for pretest, posttest, in-class examination, and ANSQs were compared. Also, scores for examination, ANSQs, and CTLQs were compared between board game participants (PART) and nonparticipating classmates (NPART). Assessment. Board game participants scored progressively higher between the pretest, posttest, examination, and ANSQs. Additionally, PART scores were higher than NPART scores for examination and ANSQs. Difference between PART and NPART CTLQ scores was not significant. Conclusion. A board game can assist PharmD students in learning ANS pharmacology.

Utilization and value of personal digital assistants on an epidemiology final examination.

PubMed

Lawler, Frank H; Cacy, Jim

2005-01-01

The utility of personal digital assistants (PDAs) in basic science medical education is uncertain. Student outcomes on an epidemiology course final examination for academic years 2003 and 2004 were examined. Students were given permission to use PDAs on the final examination, and self-selected whether these instruments were used. Performance on the examination based on use of a PDA and whether students thought it was useful for the examination was compared. A total of 389 students took the final examination, with an 88% response rate to the survey questions. No statistically significant differences were found on final examination scores. No trends toward significance were found on analyses of the total examination, specific topical domains, or on specific questions where a PDA might be expected to be especially useful. From this study, it can be concluded that use of PDAs and whether students thought they might be helpful had no measurable effect on performance on an epidemiology final examination. Further delineation of the possible use of PDAs in a basic science course and on the final examination is indicated.

Social and cognitive factors associated with children’s secret-keeping for a parent

PubMed Central

Gordon, Heidi M.; Lyon, Thomas D.; Lee, Kang

2014-01-01

This study examined children’s secret-keeping for a parent and its relationship to trust, theory of mind, secrecy endorsement, and executive functioning (EF). Children (N = 107) between 4 and 12 years of age participated in a procedure wherein parents broke a toy and asked children to promise secrecy. Responses to open-ended and direct questions were examined. Overall, secret-keeping increased with age and promising to keep the secret was related to fewer disclosures in open-ended questioning. Children who kept the secret in direct questioning exhibited greater trust and better parental ratings of EF than children who disclosed the secret. Findings highlight the importance of both social and cognitive factors in secret-keeping development. PMID:25291258

Past-behavioural versus situational questions in a postgraduate admissions multiple mini-interview: a reliability and acceptability comparison.

PubMed

Yoshimura, Hiroshi; Kitazono, Hidetaka; Fujitani, Shigeki; Machi, Junji; Saiki, Takuya; Suzuki, Yasuyuki; Ponnamperuma, Gominda

2015-04-14

The Multiple Mini-Interview (MMI) mostly uses 'Situational' Questions (SQs) as an interview format within a station, rather than 'Past-Behavioural' Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations. Twenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience. The PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates' ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners. Both PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the same station, and with a fixed order, is not the best to maximise its utility as an admission test. Future studies are required to evaluate how best the SQs and PBQs should be combined as station interview formats to enhance reliability, feasibility, acceptability and predictive validity of the MMI.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses "Do You Know/Remember" Questions.

PubMed

Evans, Angela D; Stolzenberg, Stacia N; Lyon, Thomas D

2017-05-01

"Do you know" and "Do you remember" (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated "Yes" responses. Attorneys' follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated "Yes" or "No" responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children's answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses “Do You Know/Remember” Questions

PubMed Central

Evans, Angela D.; Stolzenberg, Stacia N.; Lyon, Thomas D.

2016-01-01

“Do you know” and “Do you remember” (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated “Yes” responses. Attorneys’ follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated “Yes” or “No” responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children’s answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify. PMID:28652686

Education, Racism, and the Military: A Critical Race Theory Analysis of the GI Bill and Its Implications for African Americans in Higher Education

ERIC Educational Resources Information Center

Mencke, Bernadette Kristine Buchanan

2010-01-01

This study examined the impact of the Serviceman's Readjustment Act of 1944 (the GI Bill) on African Americans' quest for higher education. The central question guiding this study follows: Why has higher education been so elusive for African Americans? With reference to this question, the following sub-questions were addressed: (1) How can the…

Relationship between Future Time Orientation and Item Nonresponse on Subjective Probability Questions: A Cross-Cultural Analysis.

PubMed

Lee, Sunghee; Liu, Mingnan; Hu, Mengyao

2017-06-01

Time orientation is an unconscious yet fundamental cognitive process that provides a framework for organizing personal experiences in temporal categories of past, present and future, reflecting the relative emphasis given to these categories. Culture lies central to individuals' time orientation, leading to cultural variations in time orientation. For example, people from future-oriented cultures tend to emphasize the future and store information relevant for the future more than those from present- or past-oriented cultures. For survey questions that ask respondents to report expected probabilities of future events, this may translate into culture-specific question difficulties, manifested through systematically varying "I don't know" item nonresponse rates. This study drew on the time orientation theory and examined culture-specific nonresponse patterns on subjective probability questions using methodologically comparable population-based surveys from multiple countries. The results supported our hypothesis. Item nonresponse rates on these questions varied significantly in the way that future-orientation at the group as well as individual level was associated with lower nonresponse rates. This pattern did not apply to non-probability questions. Our study also suggested potential nonresponse bias. Examining culture-specific constructs, such as time orientation, as a framework for measurement mechanisms may contribute to improving cross-cultural research.

Executive function impairment in community elderly subjects with questionable dementia.

PubMed

Lam, Linda C W; Lui, Victor W C; Chiu, Helen F K; Chan, Sandra S M; Tam, Cindy W C

2005-01-01

The neurocognitive profile of community-dwelling Chinese subjects with 'questionable' dementia was studied. One hundred and fifty-four ambulatory Chinese subjects were recruited from local social centers for the elderly. Each subject was examined using the Clinical Dementia Rating (CDR), the Cantonese version of the Mini-Mental State Examination (CMMSE), the Chinese version of the Alzheimer's Disease Assessment Scale-Cognitive Subscale (ADAS-Cog), the Category Verbal Fluency Test (CVFT), digit and visual span tests, and the Cambridge Neurological Inventory. The neurocognitive profile of nondemented subjects (CDR 0) was compared with that of subjects with 'questionable' dementia (CDR 0.5). Subjects with 'questionable' dementia were older, and had lower educational levels and global cognitive assessment scores than the controls (CMMSE and ADAS-Cog; t tests, p < 0.001). In addition, they also had significantly lower scores in delayed recall, reverse span, verbal fluency tests and worse performance in complex motor tasks related to executive function (Mann-Whitney tests, p < 0.001). Logistic regression analysis revealed that ADAS-Cog, CVFT, and reverse visual span were significant predictors for the CDR of 'questionable' dementia. Aside from memory impairment, executive function deficits were also present in subjects with 'questionable' dementia. To identify groups cognitively at risk for dementia, concomitant assessments of memory and executive function are suggested.

Relationship between Future Time Orientation and Item Nonresponse on Subjective Probability Questions: A Cross-Cultural Analysis

PubMed Central

Lee, Sunghee; Liu, Mingnan; Hu, Mengyao

2017-01-01

Time orientation is an unconscious yet fundamental cognitive process that provides a framework for organizing personal experiences in temporal categories of past, present and future, reflecting the relative emphasis given to these categories. Culture lies central to individuals’ time orientation, leading to cultural variations in time orientation. For example, people from future-oriented cultures tend to emphasize the future and store information relevant for the future more than those from present- or past-oriented cultures. For survey questions that ask respondents to report expected probabilities of future events, this may translate into culture-specific question difficulties, manifested through systematically varying “I don’t know” item nonresponse rates. This study drew on the time orientation theory and examined culture-specific nonresponse patterns on subjective probability questions using methodologically comparable population-based surveys from multiple countries. The results supported our hypothesis. Item nonresponse rates on these questions varied significantly in the way that future-orientation at the group as well as individual level was associated with lower nonresponse rates. This pattern did not apply to non-probability questions. Our study also suggested potential nonresponse bias. Examining culture-specific constructs, such as time orientation, as a framework for measurement mechanisms may contribute to improving cross-cultural research. PMID:28781381

Effects of Re-Using a Conceptual Examination Question in Physics

NASA Astrophysics Data System (ADS)

Sharma, Manjula D.; Sefton, Ian M.; Cole, Martyn; Whymark, Aaron; Millar, Rosemary M.; Smith, Andrew

2005-12-01

We report on a study of what happened when we recycled a conceptual examination question in a first-year university physics course. The question, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. Our original intention was to use a phenomenographic approach to look for differences in students' descriptive answers. Having done that, we decided to add a study of the marks that were awarded to those answers. The first time that the question was re-used, the distribution of answers amongst our phenomenographic categories showed a decrease in the common conception that gravity is zero in the satellite and an increase in explanations in terms of free fall. When the question was re-used a second time, that difference was maintained but it was not significantly increased. The distribution of marks for the question was different over the three years in a way that appears to be unrelated to differences in students' conceptual understandings. Differences in the distribution of marks are more likely to be related to differences in marking procedures. We conclude that studies like this one have the potential to contribute to improvements in university assessment procedures. In particular we propose that phenomenographic analysis could be used in the design of marking schemes.

Computer grading of examinations

NASA Technical Reports Server (NTRS)

Frigerio, N. A.

1969-01-01

A method, using IBM cards and computer processing, automates examination grading and recording and permits use of computational problems. The student generates his own answers, and the instructor has much greater freedom in writing questions than is possible with multiple choice examinations.

26 CFR 601.106 - Appeals functions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... obtain Appeals consideration in (1) all office interview or correspondence examination cases or (2) a... technical advice on any technical or procedural question that develops during the processing and... on any technical or procedural question arising in connection with a case described in subdivision (i...

Extended Essay Marking on Screen: Is Examiner Marking Accuracy Influenced by Marking Mode?

ERIC Educational Resources Information Center

Johnson, Martin; Hopkin, Rebecca; Shiell, Hannah; Bell, John F.

2012-01-01

In the UK and elsewhere, large-scale educational assessment agencies are shifting the mode of school examination marking towards having examiners mark examination scripts on screen rather than on paper. This shift has prompted questions about whether the mode of marking might influence examiner marking accuracy, particularly in relation to…

The Act of Answering Questions Elicited Differentiated Responses in a Concealed Information Test.

PubMed

Otsuka, Takuro; Mizutani, Mitsuyoshi; Yagi, Akihiro; Katayama, Jun'ichi

2018-04-17

The concealed information test (CIT), a psychophysiological detection of deception test, compares physiological responses between crime-related and crime-unrelated items. In previous studies, whether the act of answering questions affected physiological responses was unclear. This study examined effects of both question-related and answer-related processes on physiological responses. Twenty participants received a modified CIT, in which the interval between presentation of questions and answering them was 27 s. Differentiated respiratory movements and cardiovascular responses between items were observed for both questions (items) and answers, while differentiated skin conductance response was observed only for questions. These results suggest that physiological responses to questions reflected orientation to a crime-related item, while physiological responses during answering reflected inhibition of psychological arousal caused by orienting. Regarding the CIT's accuracy, participants' perception of the questions themselves more strongly influenced physiological responses than answering them. © 2018 American Academy of Forensic Sciences.

Mathematical literacy in Plant Physiology undergraduates: results of interventions aimed at improving students' performance

NASA Astrophysics Data System (ADS)

Vila, Francisca; Sanz, Amparo

2013-09-01

The importance of mathematical literacy in any scientific career is widely recognized. However, various studies report lack of numeracy and mathematical literacy in students from various countries. In the present work, we present a detailed study of the mathematical literacy of Spanish undergraduate students of Biology enrolled in a Plant Physiology course. We have performed individual analyses of results obtained during the period 2000-2011, for questions in the examinations requiring and not requiring mathematical skills. Additionally, we present the outcome of two interventions introduced with the aim of helping students improve their prospects for success in the course. Our results confirm previous research showing students' deficiencies in mathematical skills. However, the scores obtained for mathematical questions in the examinations are good predictors of the final grades attained in Plant Physiology, as there are strong correlations at the individual level between results for questions requiring and not requiring mathematical skills. The introduction of a laboratory session devoted to strengthening the application of students' previously acquired mathematical knowledge did not change significantly the results obtained for mathematical questions. Since mathematical abilities of students entering university have declined in recent years, this intervention may have helped to maintain students' performance to a level comparable to that of previous years. The outcome of self-assessment online tests indicates that although Mathematics anxiety is lower than during examinations, the poor results obtained for questions requiring mathematical skills are, at least in part, due to a lack of self-efficacy.

Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

PubMed Central

Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

[Criteria for determining the category of readiness for military service].

PubMed

Kulikov, V V; Liufing, A A; Panteleev, A Ia; Koval'skiĭ, O N

1997-12-01

In connection with professionalization of the Armed Forces of Russian Federation there was the necessity of deep study of laws and theoretical bases of the estimation criterion of readiness to the military service of various quota of military personnel. In this article the approaches to the given problem decision are reflected. The authors consider, that the military-medical examination represents complex process of study and estimation of the biomedical and social status of the person, definition of his conformity to conditions of the military service, the correlation of diseases and injuries with military service, but also sanction of other questions with removal of the written conclusion. The scientific development of the methodical approaches to definition of estimation of criteria of readiness category to the military service on the basis of priority of medical criteria over social in peace time becomes now one of the major problem of the military-medical examination. The authors discussed the methodological and theory questions of military-medical examination. These disputable questions require further discussion and scientific substantiation.

Towards a Bayesian evaluation of features in questioned handwritten signatures.

PubMed

Gaborini, Lorenzo; Biedermann, Alex; Taroni, Franco

2017-05-01

In this work, we propose the construction of a evaluative framework for supporting experts in questioned signature examinations. Through the use of Bayesian networks, we envision to quantify the probative value of well defined measurements performed on questioned signatures, in a way that is both formalised and part of a coherent approach to evaluation. At the current stage, our project is explorative, focusing on the broad range of aspects that relate to comparative signature examinations. The goal is to identify writing features which are both highly discriminant, and easy for forensic examiners to detect. We also seek for a balance between case-specific features and characteristics which can be measured in the vast majority of signatures. Care is also taken at preserving the interpretability at every step of the reasoning process. This paves the way for future work, which will aim at merging the different contributions to a single probabilistic measure of strength of evidence using Bayesian networks. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper

PubMed Central

Palmer, Edward J; Devitt, Peter G

2007-01-01

Background Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution. Methods An analysis of multiple-choice questions and modified essay questions (MEQs) used for summative assessment in a clinical undergraduate curriculum was undertaken. A total of 50 MCQs and 139 stages of MEQs were examined, which came from three exams run over two years. The effectiveness of the questions was determined by two assessors and was defined by the questions ability to measure higher cognitive skills, as determined by a modification of Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. Results Over 50% of all of the MEQs tested factual recall. This was similar to the percentage of MCQs testing factual recall. The modified essay question failed in its role of consistently assessing higher cognitive skills whereas the MCQ frequently tested more than mere recall of knowledge. Conclusion Construction of MEQs, which will assess higher order cognitive skills cannot be assumed to be a simple task. Well-constructed MCQs should be considered a satisfactory replacement for MEQs if the MEQs cannot be designed to adequately test higher order skills. Such MCQs are capable of withstanding the intellectual and statistical scrutiny imposed by a high stakes exit examination. PMID:18045500

A Process for Curricular Improvement Based on Evaluation of Student Performance on Milestone Examinations

PubMed Central

Hylton, Ann C.; Justice, Michael

2016-01-01

Objective. To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Design. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Assessment. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students’ grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Conclusion. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies. PMID:28090108

Cost analysis for computer supported multiple-choice paper examinations

PubMed Central

Mandel, Alexander; Hörnlein, Alexander; Ifland, Marianus; Lüneburg, Edeltraud; Deckert, Jürgen; Puppe, Frank

2011-01-01

Introduction: Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results. Methods: Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS) 2009/10 eleven, in the summer semester (SS) 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. Results: The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. Discussion: For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam. PMID:22205913

Cost analysis for computer supported multiple-choice paper examinations.

PubMed

Mandel, Alexander; Hörnlein, Alexander; Ifland, Marianus; Lüneburg, Edeltraud; Deckert, Jürgen; Puppe, Frank

2011-01-01

Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results. Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS) 2009/10 eleven, in the summer semester (SS) 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam.

Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial

PubMed Central

Rotthoff, Thomas; Baehring, Thomas; Dicken, Hans-Dieter; Fahron, Urte; Richter, Bernd; Fischer, Martin R; Scherbaum, Werner A

2006-01-01

Background Long-menu questions (LMQs) are viewed as an alternative method for answering open-ended questions (OEQs) in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF) examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. Methods We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. Results The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93). Among all 630 LM answers only one correct term (0.32%) was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65). Conclusion LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs), the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ) then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment. PMID:17032439

Training program to raise consciousness among adolescents for protection against skin cancer through performance of skin self examination.

PubMed

Balyaci, Ozüm Erkin; Kostu, Nazan; Temel, Ayla Bayik

2012-01-01

Overexposure to sunlight in childhood and the adolescent period and associated sunburns significantly increase the risk of skin cancer in adulthood. In Turkey, the incidence of skin cancer in the general population is 0.8%. The incidence is 0.6% and the mortality rate is 0.4% for men, while these rates are 1.0% and 0.7%, respectively, for women. If skin cancer is found early, its treatment is facilitated. Therefore, personal skin examination is important for early diagnosis. Our aim was to determine the effects of training for raising consciousness among adolescents to protect against skin cancer by influencing skin self examination behavior. This quasi experimental intervention study was conducted between February and April 2012 in Izmir. The study population consisted of students attending 6th, 7th and 8th classes of a primary school (n:302). No sampling was performed. Data were collected with a form developed by the researchers based on the literature. The first part of form is aimed to determine demographic characteristics of adolescents (3 questions) and their risk status of skin cancer (6 questions). The second part was prepared for skin cancer risks of adolescents (8 questions) and indications of skin cancer (12 questions). The last part was intended to determine their knowledge about skin self examination (4 questions) and behavioral stages of skin self examination (1 question). Data collection was achieved with a questionnaire form in three phases. In the 1st phase, data about demographic characteristics of students, risk status of skin cancer, knowledge level of skin cancer and behavior stages were collected. In the 2nd phase, skin self examination training based on the transtheoretical model was performed within the same day just after obtaining preliminary data. In the 3rd phase, adolescents were followed up three times to establish the efficacy of the training (on the 15th day after training program and at end of the 1st and 2nd months). Follow-up data were evaluated by questioning skin self examination performing behavior stages through electronic mail. Half of the adolescents (50.5%) are male, and 58.4% of them are 13 years old with a mean age of 12 ± 1.15 years. About 29.4% of adolescents had brown hair color, 37.9% had brown/ hazel eye color, 29.4% had white skin, and 47.2% had fewer than 10 moles in their body. The pretest mean score on knowledge level about risks of skin cancer was found to be 4.19 ± 1.96, while the post-test mean score was 6.79 ± 1.67 (min:0, max:8).The pretest mean score about indications of skin cancer was 7.45 ± 3.76, while the post-test mean score was 10.7 ± 2.60 (min:0, max:12). The increases were statistically significant (p<0.05). The behavior "I do not perform skin self examination regularly in every month and I do not think to perform it in the next 6 months" was reduced from 52.8 to 35.5% after training. The training program organized to raise consciousness among adolescents for protection against skin cancer increased the knowledge level about risks and indications of skin cancer and it also improved the behavior of performing skin self examination.

The Punishment Dilemmma.

ERIC Educational Resources Information Center

Grupp, Stanley E.

1984-01-01

Examines the punishment issue and considers factors contributing to the dilemma. Questions and selected comments are offered concerning the major contenders in the dilemma: retribution, deterrence, rehabilitation, and integration. The resolution of the punishment must ultimately come to terms with the question, what values do we try to support and…

Mixed Methods, Triangulation, and Causal Explanation

ERIC Educational Resources Information Center

Howe, Kenneth R.

2012-01-01

This article distinguishes a disjunctive conception of mixed methods/triangulation, which brings different methods to bear on different questions, from a conjunctive conception, which brings different methods to bear on the same question. It then examines a more inclusive, holistic conception of mixed methods/triangulation that accommodates…

Six questions about translational due diligence.

PubMed

Selinger, Evan

2010-04-28

To maintain stable respect and support, translational research must be guided by appropriate ethical, social, legal, and political concerns and carry out culturally competent practices. Considering six key questions concerning due diligence will enable the translational research community to examine critically how it approaches these endeavors.

Simulation Detection in Handwritten Documents by Forensic Document Examiners.

PubMed

Kam, Moshe; Abichandani, Pramod; Hewett, Tom

2015-07-01

This study documents the results of a controlled experiment designed to quantify the abilities of forensic document examiners (FDEs) and laypersons to detect simulations in handwritten documents. Nineteen professional FDEs and 26 laypersons (typical of a jury pool) were asked to inspect test packages that contained six (6) known handwritten documents written by the same person and two (2) questioned handwritten documents. Each questioned document was either written by the person who wrote the known documents, or written by a different person who tried to simulate the writing of the person who wrote the known document. The error rates of the FDEs were smaller than those of the laypersons when detecting simulations in the questioned documents. Among other findings, the FDEs never labeled a questioned document that was written by the same person who wrote the known documents as "simulation." There was a significant statistical difference between the responses of the FDEs and layperson for documents without simulations. © 2015 American Academy of Forensic Sciences.

'Where were your clothes?' Eliciting descriptions of clothing placement from children alleging sexual abuse in criminal trials and forensic interviews.

PubMed

Stolzenberg, Stacia N; Lyon, Thomas D

2017-09-01

The present study examined how children alleging sexual abuse are asked about clothing placement during abusive episodes, both in criminal trials and forensic interviews. The placement of clothing is of great importance, because it facilitates distinguishing abusive touch from non-abusive touch, as well as the severity of abuse when the touching is in fact sexual. If clothing has not been removed, then sexual abuse appears less likely and certain types of sexual contact are physically impossible (or at least highly improbable). We examined how trial attorneys ( n = 142) and forensic interviewers in investigative interviews ( n = 155) questioned 5- 12-year-olds about the location of clothing during alleged sexual abuse. To do so, we identified all question-answer pairs that included references to clothing placement, and coded for the clothing item mentioned, whether the interviewer elicited information about clothing placement or the child spontaneously provided such information, question-type, and response-type. Discussions about clothing placement were commonplace in both settings, particularly in court. Fewer than one in five question-answer pairs about clothing placement were spontaneous mentions by children; the questioner elicited most discussions. When interviewers asked wh- questions rather than yes/no and forced-choice questions, children provided more elaboration, more detailed clothing information, and were over six times more likely to describe clothing placement in a fashion that could not be captured by a single preposition (e.g., neither on nor off). The findings suggest that descriptions of clothing placement are subject to serious misinterpretation when closed-ended questions are asked.

Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

NASA Astrophysics Data System (ADS)

Cone, Christina Schull

Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

Student questions in urban middle school science communities of practice

NASA Astrophysics Data System (ADS)

Groome, Meghan

This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate questioning. This data should be shared with teachers and teacher educators to inform them how to increase and use student questions as well as alternate participation methods that strive for "science for all". Future research should focus on how students act as "gatekeepers" for the participation and potential ways to shift underrepresented students into the STEM pipeline.

The role of student’s critical asking question in developing student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.; Erman, E.

2018-01-01

Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.

Effects of questions' repetition and variation on the efficiency of the guilty knowledge test: a reexamination.

PubMed

Ben-Shakhar, Gershon; Elaad, Eitan

2002-10-01

The effect of question repetition and variation on the efficiency of the Guilty Knowledge Test (GKT), based on electrodermal and respiration measures, was examined in a between-subjects experiment with 3 conditions. Each participant was presented with a sequence of 12 biographical questions. In Condition 1, a single question was repeated 12 times; in Condition 4, each of 4 different questions was repeated 3 times; and in Condition 12, 12 different questions were used. A monotonic relationship between the number of different questions used and detection efficiency was observed only with the electrodermal measure (the areas under the receiver operating characteristic curves, obtained with this measure in Conditions 1, 4, and 12 were .68, .81, and .99, respectively). These results demonstrate that a GKT based on multiple questions is superior to the use of many repetitions of a single or a few questions, and it can reach an almost perfect detection efficiency.

Student Difficulties in Analyzing Thin-Film Interference

NASA Astrophysics Data System (ADS)

Newburgh, Ronald; Goodale, Douglass

2009-04-01

A question we posed in a recent final examination has uncovered a fundamental difficulty for students in understanding destructive interference. The problem stated that glass of index n3 was coated with a thin film of a substance with index n2. The question then asked the student to calculate (a) the minimum coating thickness for maximum transmission into the glass and (b) the minimum thickness for minimum transmission into the glass, in both cases for a given wavelength. Questions from students during and after the examination showed that many had a problem in relating the interference to the transmission. We finally concluded that the source of confusion lay with an almost universally used figure in teaching interference in thin films, as well as the omission of the role of the electric field in reflection.

Multimedial data base and management system for self-education and testing the students' knowledge on pathomorphology.

PubMed

Szymaś, J; Gawroński, M

1993-01-01

The composition assumed our experience in creating and using multimedial data base of examination questions and management system, which is used for. This system is implemented on microcomputers compatible with IBM PC and works in network system Net Ware 3.11. The test questions exceeded 2000 until now. The packet consists of the two functionally individual programs: ASSISTANT, which is the administrator for the databases, and EXAMINATOR which is the executive program. This system enables to use text files and add images to each question, which are adjusted to display on standard graphics devices (VGA). Standard format of the notation files enables to elaborate the results in order to estimate the scale of answers and to find correlations between the results.

Measurement of sexual identity in surveys: implications for substance abuse research.

PubMed

McCabe, Sean Esteban; Hughes, Tonda L; Bostwick, Wendy; Morales, Michele; Boyd, Carol J

2012-06-01

Researchers are increasingly recognizing the need to include measures of sexual orientation in health studies. However, relatively little attention has been paid to how sexual identity, the cognitive aspect of sexual orientation, is defined and measured. Our study examined the impact of using two separate sexual identity question formats: a three-category question (response options included heterosexual, bisexual, or lesbian/gay), and a similar question with five response options (only lesbian/gay, mostly lesbian/gay, bisexual, mostly heterosexual, only heterosexual). A large probability-based sample of undergraduate university students was surveyed and a randomly selected subsample of participants was asked both sexual identity questions. Approximately one-third of students who identified as bisexual based on the three-category sexual identity measure chose "mostly heterosexual" or "mostly lesbian/gay" on the five-category measure. In addition to comparing sample proportions of lesbian/gay, bisexual, or heterosexual participants based on the two question formats, rates of alcohol and other drug use were also examined among the participants. Substance use outcomes among the sexual minority subgroups differed based on the sexual identity question format used: bisexual participants showed greater risk of substance use in analyses using the three-category measure whereas "mostly heterosexual" participants were at greater risk when data were analyzed using the five-category measure. Study results have important implications for the study of sexual identity, as well as whether and how to recode responses to questions related to sexual identity.

Are Reference Desks Dying Out?

ERIC Educational Resources Information Center

Carlson, Scott

2007-01-01

This article examines how librarians are struggling to redefine, and in some cases eliminate, the venerable institution of reference desk services and it explores the new ways in which reference questions get answered at university libraries. These include fielding questions through e-mail, instant messaging, and other mobile technologies, making…

Leveling the Playing Field: Graphical Aids on Mathematics Tests

ERIC Educational Resources Information Center

Jiménez, Albert M.; Nixon, Casey B.; Zepeda, Sally J.

2017-01-01

This research suggests that structural accommodation can be implemented during the construction phase of standardized mathematics examinations. Data from a racially diverse district in the United States are used to compare student performance on questions with and without graphical aids. Findings suggest that mathematics questions possessing…

Sexual Orientation and First-Year College Students' Nonmedical Use of Prescription Drugs

ERIC Educational Resources Information Center

Shadick, Richard; Dagirmanjian, Faedra Backus; Trub, Leora; Dawson, Heather

2016-01-01

Objective: To examine differences between heterosexual and lesbian, gay, bisexual, and questioning students' nonmedical use of prescription drugs (NMUPD). Participants: First-year university students between October 2009 and October 2013 who self-identified as heterosexual, lesbian, gay, bisexual, or questioning. Methods: Students completed…

Questions of Matter: Critical Conversations in Online Spaces

ERIC Educational Resources Information Center

Albers, Peggy; Turnbull, Sarah; Angay-Crowder, Tuba

2015-01-01

How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the…

Cognitive Psychology--An Educational Insight

ERIC Educational Resources Information Center

Muirhead, Brent

2007-01-01

Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.

Psychology, the Population Explosion, and the Question of Freedom and Dignity.

ERIC Educational Resources Information Center

Platzek, Donna Brown

This paper examines the question of why women want children from several disciplinary viewpoints including psychoanalysis; role learning; and economic, political, and religious aspects. Basically, however, childbearing motivations can be divided into four categories: altruistic, fatalistic, narcissistic, and instrumental. Children can fulfill a…

What Makes Writing Good? An Essential Question for Teachers

ERIC Educational Resources Information Center

Nauman, April D.; Stirling, Terry; Borthwick, Arlene

2011-01-01

The question of what makes writing "good" touches several important areas of classroom writing instruction: assessment and evaluation, instruction, and teacher response during one-on-one conferences. The current paper examines contemporary views of what makes writing "good," along with the classroom implications and limitations…

Developing a Security Profile.

ERIC Educational Resources Information Center

Woodcock, Chris

1999-01-01

Examines the questions schools should address when re-evaluating how to protect people, property, and assets. Questions addressed include where and how to begin to improve security in a school, getting the most protection economically, establishing where electronic security should be used, using surveillance cameras and systems, and what the role…

Unsuccessful Retrieval Attempts Enhance Subsequent Learning

ERIC Educational Resources Information Center

Kornell, Nate; Hays, Matthew Jensen; Bjork, Robert A.

2009-01-01

Taking tests enhances learning. But what happens when one cannot answer a test question--does an unsuccessful retrieval attempt impede future learning or enhance it? The authors examined this question using materials that ensured that retrieval attempts would be unsuccessful. In Experiments 1 and 2, participants were asked fictional…

The Lexicographic Treatment of Color Terms

ERIC Educational Resources Information Center

Williams, Krista

2014-01-01

This dissertation explores the main question, "What are the issues involved in the definition and translation of color terms in dictionaries?" To answer this question, I examined color term definitions in monolingual dictionaries of French and English, and color term translations in bilingual dictionaries of French paired with nine…

The Sally-Anne test: an interactional analysis of a dyadic assessment.

PubMed

Korkiakangas, Terhi; Dindar, Katja; Laitila, Aarno; Kärnä, Eija

2016-11-01

The Sally-Anne test has been extensively used to examine children's theory of mind understanding. Many task-related factors have been suggested to impact children's performance on this test. Yet little is known about the interactional aspects of such dyadic assessment situations that might contribute to the ways in which children respond to the test questions. To examine the interactional factors contributing to the performance of two children in the Sally-Anne test. To identify the interactional practices used by the tester administering the task and to describe how interactional features can pose challenges in the critical belief and reality questions for both the tester and the testee. The Sally-Anne test was carried out as part of a project examining children's interactions in a technology-enhanced environment. The present study uses video recordings of two children with communication disorders (one with a current diagnosis of autism spectrum disorder [ASD]) and an adult tester. We draw on a multimodal approach to conversation analysis (CA) to examine the sequential organization of the test questions and answers. The children drew on diverse resources when producing responses to the test questions: responding verbally, pointing or manually handling objects. The tester treated these responses differently depending on how they were produced. When the child pointed at an object and verbally indicated their response, the tester moved on to the next question apparently accepting the child's answer. When the child manually handled an object or produced a quiet verbal response, the tester repeated the question indicating that the child's actions did not constitute an adequate response to a test question. In response to this, both children modified or changed their previous responses. Through monitoring each other, the tester and the child produced actions highly responsive to the features of each other's conduct, which underpinned the conduct of the test itself. Children's responses in the test might not be solely indicative of socio-cognitive capacities but also show orientation to interactional nuances. The study proposes that children can demonstrate diverse ways of responding to questions, yet testers may treat these as test-irrelevant behaviours if they do not correspond to the scoring criteria. A video-based CA study can broaden our understanding of children's pragmatic competencies in responsiveness that may not always embody an expected form. This can have implications for the development of future assessment tasks and revision of existing scoring practices. © 2016 Royal College of Speech and Language Therapists.

The use of impression management tactics in structured interviews: a function of question type?

PubMed

Ellis, Aleksander P J; West, Bradley J; Ryan, Ann Marie; DeShon, Richard P

2002-12-01

This study investigated impression management tactic use during structured interviews containing both experience-based and situational questions. Specifically, the authors examined whether applicants' use of impression management tactics depended on question type. Results from 119 structured interviews indicated that almost all of the applicants used some form of impression management. Significantly more assertive than defensive impression management tactics were used, and among assertive tactics, applicants tended to use self-promotion rather than ingratiation. However, different question types prompted the use of different impression management tactics. Ingratiation tactics were used significantly more when applicants answered situational questions, whereas self-promotion tactics were used significantly more when applicants answered experience-based questions. Furthermore, the use of self-promotion and ingratiation tactics was positively related to interviewer evaluations.

A Humorously Serious Take on Plight of Postgraduate Medical Entrance Examinees in India

PubMed Central

2017-01-01

Following is a satire on the plight of postgraduate medical entrance examinees in India. It highlights the questions they have to face during their entrance examination preparations and the annoying explanations they have to read in the entrance preparation books. Though the system of examination is improving in India, few loopholes do exist and need to be rectified. This article, thus, attracts the attention of readers towards one such backdrop regarding controversial/wrong/misprinted questions which has come a long way but still has scope of improvement. PMID:28969159

A Humorously Serious Take on Plight of Postgraduate Medical Entrance Examinees in India.

PubMed

Singh, Kaushal Deep

2017-08-01

Following is a satire on the plight of postgraduate medical entrance examinees in India. It highlights the questions they have to face during their entrance examination preparations and the annoying explanations they have to read in the entrance preparation books. Though the system of examination is improving in India, few loopholes do exist and need to be rectified. This article, thus, attracts the attention of readers towards one such backdrop regarding controversial/wrong/misprinted questions which has come a long way but still has scope of improvement.

Communication about HIV and death: Maternal reports of primary school-aged children's questions after maternal HIV disclosure in rural South Africa.

PubMed

Rochat, Tamsen J; Mitchell, Joanie; Lubbe, Anina M; Stein, Alan; Tomlinson, Mark; Bland, Ruth M

2017-01-01

Children's understanding of HIV and death in epidemic regions is under-researched. We investigated children's death-related questions post maternal HIV-disclosure. Secondary aims examined characteristics associated with death-related questions and consequences for children's mental health. HIV-infected mothers (N = 281) were supported to disclose their HIV status to their children (6-10 years) in an uncontrolled pre-post intervention evaluation. Children's questions post-disclosure were collected by maternal report, 1-2 weeks post-disclosure. 61/281 children asked 88 death-related questions, which were analysed qualitatively. Logistic regression analyses examined characteristics associated with death-related questions. Using the parent-report Child Behaviour Checklist (CBCL), linear regression analysis examined differences in total CBCL problems by group, controlling for baseline. Children's questions were grouped into three themes: 'threats'; 'implications' and 'clarifications'. Children were most concerned about the threat of death, mother's survival, and prior family deaths. In multivariate analysis variables significantly associated with asking death-related questions included an absence of regular remittance to the mother (AOR 0.25 [CI 0.10, 0.59] p = 0.002), mother reporting the child's initial reaction to disclosure being "frightened" (AOR 6.57 [CI 2.75, 15.70] p=<0.001) and level of disclosure (full/partial) to the child (AOR 2.55 [CI 1.28, 5.06] p = 0.008). Controlling for significant variables and baseline, all children showed improvements on the CBCL post-intervention; with no significant differences on total problems scores post-intervention (β -0.096 SE1.366 t = -0.07 p = 0.944). The content of questions children asked following disclosure indicate some understanding of HIV and, for almost a third of children, its potential consequence for parental death. Level of maternal disclosure and stability of financial support to the family may facilitate or inhibit discussions about death post-disclosure. Communication about death did not have immediate negative consequences on child behaviour according to maternal report. In sub-Saharan Africa, given exposure to death at young ages, meeting children's informational needs could increase their resilience. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

NASA Astrophysics Data System (ADS)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.

Disorder in the Courtroom? Child Witnesses under Cross-Examination

ERIC Educational Resources Information Center

Zajac, Rachel; O'Neill, Sarah; Hayne, Harlene

2012-01-01

When a witness gives evidence in an adversarial criminal trial, there are two main questioning phases: direct examination and cross-examination. Special provisions are sometimes made for children to give direct evidence, but the majority of child witnesses are still cross-examined. While several decades of research have demonstrated how to elicit…

Equivalence of Students' Scores on Timed and Untimed Anatomy Practical Examinations

ERIC Educational Resources Information Center

Zhang, Guiyun; Fenderson, Bruce A.; Schmidt, Richard R.; Veloski, J. Jon

2013-01-01

Untimed examinations are popular with students because there is a perception that first impressions may be incorrect, and that difficult questions require more time for reflection. In this report, we tested the hypothesis that timed anatomy practical examinations are inherently more difficult than untimed examinations. Students in the Doctor of…

Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

PubMed Central

Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

2015-01-01

One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312

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.

Do Japanese children with high-functioning autism spectrum disorder respond differently to Wh-questions and Yes/No-questions?

PubMed

Oi, Manabu

2010-09-01

The present study compared 12 Japanese children with high-functioning autism spectrum disorder (HFASD), ranging in age from 7.3-14.8 years, with 12 typically developing (TD) children matched for age, gender, and vocabulary. The means of full-scale IQ and verbal-IQ of the children with HFASD were 95.92 (SD = 15.30) and 98.00 (SD = 18.44), respectively. Children responded to questions from their mothers in conversations collected under a semi-structured setting, and the responses of both groups were examined from the viewpoint of adequacy. Compared to TD children, HFASD children produced more inadequate responses to Wh-questions than to Yes/No questions. To both types of questions, HFASD children produced more inappropriate responses than TD children. The findings suggest that parents of HFASD children should consider the influence of the question format on these children's response inadequacies.

Compstat 2.0: An Innovative Police Strategic Management Plan That Facilitates Performance in the All Crimes and All Hazards Environment

DTIC Science & Technology

2011-03-01

1 B. RESEARCH QUESTION (S) .........................................................................3 C. RESEARCH OBJECTIVES...3 D. SIGNIFICANCE OF RESEARCH ... RESEARCH QUESTION (S) The research herein is designed to examine Compstat, as it is practiced currently, and to determine what, if any

Applying Questioning or Reading Strategy to Review Technology Enhanced Coedited Notes of Elementary School Students

ERIC Educational Resources Information Center

Chiu, Chiung-Hui; Cheng, Hsiao-Wei; Wu, Chiu-Yi

2016-01-01

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary…

A Preliminary Examination of Specific Risk Assessment for Sexual Offenders against Children

ERIC Educational Resources Information Center

Proeve, Michael

2009-01-01

Specific risk questions concerning sexual offending, such as risk of offending against male victims given identified female victims, have seldom been discussed in the child sexual abuse literature. Two approaches to specific risk questions are described: (a) conditional probability calculations, and (b) the development of risk assessment…

Comparative Ratings of the Utility of Portfolio Requirements: Toward Content Validity.

ERIC Educational Resources Information Center

McFarland, Jacqueline; Wisniewski, Shirley; Vermette, Paul

While the value of portfolio learning and assessment has gained much support from the educational community, many questions arise as specific implementations are attempted. This study examined one aspect, namely, the content validity of specific requirements, and addressed the question "How do various constituencies (methods students, student…

What Is the Question?

ERIC Educational Resources Information Center

Woodruff, Melba D.

Second language educators need to examine in greater depth the learning processes of young children in order to provide them with the kind of teaching they need in order to really learn. This means searching other fields to learn as much as possible about: questioning strategies and the development of critical thinking skills; hemispheric…

What Makes a Scientific Research Question Worth Investigating? Students' Epistemic Criteria and Considerations of Contribution

ERIC Educational Resources Information Center

Berson, Eric Bruckner

2012-01-01

This dissertation introduces the construct of "worthwhileness" as an important aspect of students' "practical" epistemologies of science (Sandoval, 2005). Specifically, it examines how students conceptualize what makes a scientific research question worthwhile, through a close analysis of the criteria they use for…

Are Educational Shows Teaching Our Children to Become Life-Long Learners?

ERIC Educational Resources Information Center

Sullins, Jeremiah; Howard, Tiffany; Goza, Kimberly

2014-01-01

The purpose of this study was to investigate various textual characteristics of popular children television shows. More specifically, researchers examined both the quantity and quality of question asked (i.e., question training). Furthermore, several readability components among the different shows (e.g., narrativity, syntactic simplicity,…

76 FR 59761 - Self-Regulatory Organizations; Financial Industry Regulatory Authority, Inc.; Notice of Filing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-27

... associated with FINRA members have attained specified levels of competence and knowledge, consistent with... questions that assess knowledge of options since individuals wishing to sit for the Series 37 examination... through Customers and Potential Customers, 22 questions; F2: Evaluates Customers' Other Security Holdings...

Relationship of Students' Prior Knowledge and Order of Questions on Tests to Students' Test Scores.

ERIC Educational Resources Information Center

Papp, Klara K.; And Others

1987-01-01

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

Sectarian Universities, Federal Funding, and the Question of Academic Freedom.

ERIC Educational Resources Information Center

Zagano, Phyllis

1990-01-01

Addresses the question of sectarianism and its relationship to academic freedom. Provides a case history of U.S. Roman Catholic education, examining the financial problems of Catholic universities denied GI Bill monies. Defines the parameters of the Catholic college. Delineates the relationship between the Vatican's control of Catholic…

Studying Teacher Preparation: The Questions That Drive Research

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Maria Villegas, Ana

2015-01-01

This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences…

Getting Specific about Qualitative Research Generalizability

ERIC Educational Resources Information Center

Chenail, Ronald J.

2010-01-01

The question of generalizability or the usefulness of qualitative research results beyond the confines of the primary site, sample, and study has been hotly debated by qualitative researchers for decades. When examining this question of generalization the first surprising finding is there appears to be no general consensus about the definition,…

Teacher Values and Relationship: Factors in Values Education

ERIC Educational Resources Information Center

Brady, Laurie

2011-01-01

Intrigued by the notion that effective teaching is as much about relationship as it is about "technical" proficiency, the author examines the values of teachers that inform classroom relationships, and poses the question as to whether there are particular teacher values that are necessary for quality values education. This question is…

Breaking the Mold: A Fresh Look at Children's Understanding of Questions About Lies and Mistakes.

ERIC Educational Resources Information Center

Siegal, Michael; Peterson, Candida C.

1996-01-01

Examined the claim that young children (three to five years old) regard all false statements as lies. Found that most young children at all ages could distinguish between lies and mistaken statements, if care was taken to clarify the form of question. (Author/DR)

School Psychologist Diagnostic Decision-Making: A Pilot Study

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Stevens, Tara; Robinson, Eric; Holt, Ann

2013-01-01

The current study examined the diagnostic decision-making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly-selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly…

Video-Based Test Questions: A Novel Means of Evaluation

ERIC Educational Resources Information Center

Hertenstein, Matthew J.; Wayand, Joseph F.

2008-01-01

Many psychology instructors present videotaped examples of behavior at least occasionally during their courses. However, few include video clips during examinations. We provide examples of video-based questions, offer guidelines for their use, and discuss their benefits and drawbacks. In addition, we provide empirical evidence to support the use…

The China Strategy: A Tale of Two Case Leaders.

ERIC Educational Resources Information Center

Jackson, J.

2002-01-01

Examines case discussion leadership in two English-medium strategic management courses in Hong Kong. Perceptions of case leaders and their students were investigated to better understand the learning situation from their perspectives. Questions and responses were coded and analyzed. Analysis revealed questioning and grouping techniques that group…

Visual Memory for Objects Following Foveal Vision Loss

ERIC Educational Resources Information Center

Geringswald, Franziska; Herbik, Anne; Hofmüller, Wolfram; Hoffmann, Michael B.; Pollmann, Stefan

2015-01-01

Allocation of visual attention is crucial for encoding items into visual long-term memory. In free vision, attention is closely linked to the center of gaze, raising the question whether foveal vision loss entails suboptimal deployment of attention and subsequent impairment of object encoding. To investigate this question, we examined visual…

Questions of Intimacy: Rethinking Population Education.

ERIC Educational Resources Information Center

King, Linda, Ed.

This document contains 14 papers that examine recent changes in the definition, principles, and delivery of population education throughout the world. The paper titles are as follows: "Introduction" (Linda King); "Reaching Men for Health and Development" (Benno de Keijzer); "Boys, Men and Questions of Masculinity in South Africa" (Robert Morrell);…

The Use of Technology by Nonformal Environmental Educators

ERIC Educational Resources Information Center

Peffer, Tamara Elizabeth; Bodzin, Alec M.; Smith, Judith Duffield

2013-01-01

This study examined the use of instructional and learning technologies by nonformal environmental educators. A 40-question survey was developed to inquire about practitioner demographics, technology use in practice, and beliefs about technology. The survey consisted of multiple choice, open-ended questions, and a Likert-type scale component--the…

Multivariate Longitudinal Methods for Studying Developmental Relationships between Depression and Academic Achievement

ERIC Educational Resources Information Center

Grimm, Kevin J.

2007-01-01

Recent advances in methods and computer software for longitudinal data analysis have pushed researchers to more critically examine developmental theories. In turn, researchers have also begun to push longitudinal methods by asking more complex developmental questions. One such question involves the relationships between two developmental…

Surveying Parental Mediation: Connections, Challenges and Questions for Media Literacy

ERIC Educational Resources Information Center

Mendoza, Kelly

2009-01-01

This paper examines three strategies of parental mediation--coviewing, restrictive mediation, and active mediation--in order to make connections, challenge, and raise questions for media literacy. Coviewing, whether it is intentional practice, or whether it functions to promote media literacy, is explored. Restrictive mediation, how it connects to…

Co-Curricular Leadership Education: Considering Critical Questions

ERIC Educational Resources Information Center

Fincher, Justin; Shalka, Tricia R.

2009-01-01

This article highlights the importance of examining the ways that leadership educators approach leadership education on college campuses. It also raises questions by which co-curricular leadership educators can re-evaluate how they prepare students for leadership that is relevant to meet the challenges of today's world. Through these questions…

Reframing "The Italian": Questions of Audience Address in Early Cinema.

ERIC Educational Resources Information Center

Keil, Charlie

1990-01-01

Analyzes "The Italian" (1915), an early "immigrant" film, examining its problematic relation to questions of working-class and middle-class audience composition. Shows how this film reveals that the creation of narratives suitable for diverse audiences requires continuous readjustment of an adequate mode of address. (MM)

Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

ERIC Educational Resources Information Center

Smart, Julie B.; Marshall, Jeff C.

2013-01-01

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…

Stuttering and Language Ability in Children: Questioning the Connection

ERIC Educational Resources Information Center

Nippold, Marilyn A.

2012-01-01

Purpose: This article explains why it is reasonable to question the view that stuttering and language ability in children are linked--the so-called "stuttering-language connection." Method: Studies that focused on syntactic, morphologic, and lexical development in children who stutter (CWS) are examined for evidence to support the following…

AAPT/NSTA High School Physics Examination.

ERIC Educational Resources Information Center

Nelson, James

1983-01-01

Discusses development of the American Association of Physics Teachers and National Science Teachers Association (AAPT/NSTA) high school physics examination. Includes sample examination questions and distribution of topics: mechanics (30 percent), waves/optics/sound (20 percent), heat/kinetic theory (10 percent), electricity/magnetism (25 percent),…

Technology's Role in Shaping Literacy Discourse

ERIC Educational Resources Information Center

Crowder, Deborah Stephens

2009-01-01

Philosophical examinations untie question "What is literacy?" lie at the center of many, if not most, educational debates. Current Discourse surrounding literacy practices is a result of the history and theories surrounding reading instruction. This philosophical inquiry examines, through the careful examination of historical events and theories…

Examining Curricular Coherence in an Exemplary Elementary School Program

ERIC Educational Resources Information Center

Ennis, Catherine D.

2008-01-01

A coherent curriculum is characterized by visible connections between purposes and experiences so that students acknowledge the content's immediate value. This study examined an exemplary elementary physical education curriculum for coherence components. Research questions examined the role of coherence in connecting and engaging students…

Asking Questions: Will Army Tactical Interrogation be Ready for War?

DTIC Science & Technology

1986-12-17

still never answer the basic question: "Is there enough?" It is the interrogator portion of this question that this paper will address to provide a...tenative answer for the near to midrange future. Section II of this paper will examine the historical 2 AA 4 importance of interrogator derived...the former that this paper will concern itself. In addition to interrogators, there have historically existed, and there continue to exist today (almost

Use of questioning during lectures in a dental hygiene didactic course.

PubMed

Hessheimer, Heather M; Rogo, Ellen J; Howlett, Bernadette

2011-08-01

The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.

Measuring Generalized Trust: An Examination of Question Wording and the Number of Scale Points.

PubMed

Lundmark, Sebastian; Gilljam, Mikael; Dahlberg, Stefan

2016-01-01

Survey institutes recently have changed their measurement of generalized trust from the standard dichotomous scale to an 11-point scale. Additionally, numerous survey institutes use different question wordings: where most rely on the standard, fully balanced question (asking if "most people can be trusted or that you need to be very careful in dealing with people"), some use minimally balanced questions, asking only if it is "possible to trust people." By using two survey-embedded experiments, one with 12,009 self-selected respondents and the other with a probability sample of 2,947 respondents, this study evaluates the generalized trust question in terms of question wording and number of scale points used. Results show that, contrary to the more commonly used standard question format (used, for example, by the American National Election Studies and the General Social Survey), generalized trust is best measured with a minimally balanced question wording accompanied with either a seven- or an 11-point scale.

Social and cognitive factors associated with children's secret-keeping for a parent.

PubMed

Gordon, Heidi M; Lyon, Thomas D; Lee, Kang

2014-01-01

This study examined children's secret-keeping for a parent and its relation to trust, theory of mind, secrecy endorsement, and executive functioning (EF). Children (N = 107) between 4 and 12 years of age participated in a procedure wherein parents broke a toy and asked children to promise secrecy. Responses to open-ended and direct questions were examined. Overall, secret-keeping increased with age and promising to keep the secret was related to fewer disclosures in open-ended questioning. Children who kept the secret in direct questioning exhibited greater trust and better parental ratings of EF than children who disclosed the secret. Findings highlight the importance of both social and cognitive factors in secret-keeping development. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

The relationship between formative and summative examinations and PANCE scores; can the past predict the future?

PubMed

Massey, Scott; Stallman, John; Lee, Louise; Klingaman, Kathy; Holmerud, David

2011-01-01

This paper describes how a systematic analysis of students at risk for failing the Physician Assistant National Certifying Examination (PANCE) may be used to identify which students may benefit from intervention prior to taking the PANCE and thus increase the likelihood of successful completion of the PANCE. The intervention developed and implemented uses various formative and summative examinations to predict students' PANCE scores with a high degree of accuracy. Eight end-of-rotation exams (EOREs) based upon discipline-specific diseases and averaging 100 questions each, a 360-question PANCE simulation (SUMM I), the PACKRAT, and a 700-question summative cognitive examination based upon the NCCPA blueprint (SUMM II) were administered to all students enrolled in the program during the clinical year starting in January 2010 and concluding in December 2010. When the PACKRAT, SUMM I, SUMM II, and the surgery, women's health, and pediatrics EOREs were combined in a regression model, an Rvalue of 0.87 and an R2 of 0.75 were obtained. A predicted score was generated for the class of 2009. The predicted PANCE score based upon this model had a final correlation of 0.790 with the actual PANCE score. This pilot study demonstrated that valid predicted scores could be generated from formative and summative examinations to provide valuable feedback and to identify students at risk of failing the PANCE.

47 CFR 13.207 - Preparing an examination.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Preparing an examination. 13.207 Section 13.207 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL RADIO OPERATORS Examination System § 13.207... examinee for a commercial radio operator license must be provided by a COLEM. (b) Each question set...

Conservation Reasoning Ability and Performance on BSCS Blue Version Examinations.

ERIC Educational Resources Information Center

Lawson, Anton E.; Nordland, Floyd H.

Twenty-three high school biology students were individually administered three conservation tasks (weight, volume, volume displacement). During one semester, they were examined over the course material using published Biological Sciences Curriculum Study (BSCS) Blue Version examination questions which were previously classified as requiring either…

Assessment of medical communication skills by computer: assessment method and student experiences.

PubMed

Hulsman, R L; Mollema, E D; Hoos, A M; de Haes, J C J M; Donnison-Speijer, J D

2004-08-01

A computer-assisted assessment (CAA) program for communication skills designated ACT was developed using the objective structured video examination (OSVE) format. This method features assessment of cognitive scripts underlying communication behaviour, a broad range of communication problems covered in 1 assessment, highly standardised assessment and rating procedures, and large group assessments without complex organisation. The Academic Medical Centre (AMC) at the University of Amsterdam, the Netherlands. Aims To describe the development of the AMC Communication Test (ACT); to describe our experiences with the examination and rating procedures; to present test score descriptives, and to present the students' opinions of ACT. The ACT presents films on history taking, breaking bad news and shared decision making. Each film is accompanied by 3 types of short essay questions derived from our assessment model: "knows", "knows why/when" and "knows how". Evaluation questions about ACT were integrated into the assessment. Participants A total of 210 third year medical undergraduates were assessed. This study reports on the 110 (53%) students who completed all evaluation questions. Marking 210 examinations took about 17 days. The test score matched a normal distribution and showed a good level of discrimination of the students. About 75% passed the examination. Some support for the validity of our assessment model was found in the students' differential performance on the 3 types of questions. The ACT was well received. Student evaluations confirmed our efforts to develop realistic films that related well to the communication training programme. The ACT is a useful assessment method which complements interpersonal assessment methods for the evaluation of the medical communication skills of undergraduates.

Job insecurity during recessions: effects on survivors' work stress.

PubMed

Modrek, Sepideh; Cullen, Mark R

2013-10-06

Previous studies show a variety of negative health consequences for the remaining workforce after downsizing events. This study examined self-reported work stress from 2009-2012 in the context of a large multi-site aluminum manufacturing company that underwent severe downsizing in 2009. This study examined the association between work stress and working at a work site that underwent severe downsizing. We assessed the level of downsizing across thirty plants in 2009 and categorized seven as having undergone severe downsizing. We linked plant-level downsizing information to individual workers' responses to an annual work engagement survey, which included three work stress questions. From 2009 to 2012 over 14, 000 employees were asked about their experience of work stress. Though the surveys were anonymous, the surveys captured employees' demographic and employment characteristic as well as plant location. We used hierarchical logistic regressions to compare responses of workers at severely downsized plants to workers at all other plant while controlling for demographic and plant characteristics. Responses to the work stress questions and one control question were examined. In all yearly surveys salaried workers consistently reported having more work stress than hourly workers. There was no differential in work stress for workers at severely downsized plants in 2009. In 2010 to 2012, salaried workers who remained at severely downsized plants reported significantly higher work stress than salaried workers at all other plants across multiple work stress questions. Examination of the 2006 survey confirmed that there were no pre-existing differences in work stress among salaried employees working at plants that would eventually experience severe downsizing. In addition, there was no difference in responses to the control question at severely downsized plants. Salaried workers at plants with high layoffs experienced more work stress after 2009 than their counterparts at non-high layoff plants. Increased work stress is important to monitor and may be a mediating pathway through which the external economic environment leads to adverse health outcomes.

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…

Is that your final answer? Relationship of changed answers to overall performance on a computer-based medical school course examination.

PubMed

Ferguson, Kristi J; Kreiter, Clarence D; Peterson, Michael W; Rowat, Jane A; Elliott, Scott T

2002-01-01

Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely. This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course. This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students). There was a small but significant net improvement in overall score when answers were changed: one student's score increased by 7 points, 93 increased by 1 to 4 points, and 38 decreased by 1 to 3 points. On average, lower-performing students benefited slightly less than higher-performing students. Students spent more time on questions for which they changed the answers and were more likely to change items that were more difficult. Students should not be discouraged from changing answers, especially to difficult questions that require careful consideration, although the net effect is quite small.

Statistical characterization of handwriting characteristics using automated tools

NASA Astrophysics Data System (ADS)

Ball, Gregory R.; Srihari, Sargur N.

2011-01-01

We provide a statistical basis for reporting the results of handwriting examination by questioned document (QD) examiners. As a facet of Questioned Document (QD) examination, the analysis and reporting of handwriting examination suffers from the lack of statistical data concerning the frequency of occurrence of combinations of particular handwriting characteristics. QD examiners tend to assign probative values to specific handwriting characteristics and their combinations based entirely on the examiner's experience and power of recall. The research uses data bases of handwriting samples that are representative of the US population. Feature lists of characteristics provided by QD examiners, are used to determine as to what frequencies need to be evaluated. Algorithms are used to automatically extract those characteristics, e.g., a software tool for extracting most of the characteristics from the most common letter pair th, is functional. For each letter combination the marginal and conditional frequencies of their characteristics are evaluated. Based on statistical dependencies of the characteristics the probability of any given letter formation is computed. The resulting algorithms are incorporated into a system for writer verification known as CEDAR-FOX.

Assessing health risk behaviors among adolescents: the effect of question wording and appeals for honesty.

PubMed

Brener, Nancy D; Grunbaum, Jo Anne; Kann, Laura; McManus, Tim; Ross, Jim

2004-08-01

To understand how methodological factors influence prevalence estimates of health-risk behaviors obtained from surveys, we examined the effect of varying question wording and honesty appeals while holding other aspects of the surveys constant. A convenience sample of students (n = 4140) in grades 9 through 12 was randomly assigned to complete one of six versions of a paper-and-pencil questionnaire in classrooms. Each questionnaire version represented a different combination of honesty appeal (standard vs. strong) and questionnaire type. The questionnaire types varied in wording and in the number of questions assessing particular types of behaviors. The questionnaires were based on those used in three national surveys--the Youth Risk Behavior Survey, Monitoring the Future, and the National Household Survey on Drug Abuse. Logistic regression analyses examined how responses to each survey question assessing behavior were associated with questionnaire type, honesty appeal, and the interaction of those two variables. Among 32 behaviors with different question wording across questionnaire types, 12 showed a significant effect of questionnaire type. Among 45 behaviors with identical question wording across questionnaire types, five showed a significant main effect of questionnaire type. Among all 77 behaviors, one showed a significant main effect for honesty appeal and two showed a significant interaction between honesty appeal and questionnaire type. When population, setting, questionnaire context, mode of administration, and data-editing protocols are held constant, differences in question wording can create statistically significant differences in some prevalence estimates. Varying honesty appeals does not have an effect on prevalence estimates.

FLEX: A Modular Software Architecture for Flight License Exam

NASA Astrophysics Data System (ADS)

Arsan, Taner; Saka, Hamit Emre; Sahin, Ceyhun

This paper is about the design and implementation of an examination system based on World Wide Web. It is called FLEX-Flight License Exam Software. We designed and implemented flexible and modular software architecture. The implemented system has basic specifications such as appending questions in system, building exams with these appended questions and making students to take these exams. There are three different types of users with different authorizations. These are system administrator, operators and students. System administrator operates and maintains the system, and also audits the system integrity. The system administrator can not be able to change the result of exams and can not take an exam. Operator module includes instructors. Operators have some privileges such as preparing exams, entering questions, changing the existing questions and etc. Students can log on the system and can be accessed to exams by a certain URL. The other characteristic of our system is that operators and system administrator are not able to delete questions due to the security problems. Exam questions can be inserted on their topics and lectures in the database. Thus; operators and system administrator can easily choose questions. When all these are taken into consideration, FLEX software provides opportunities to many students to take exams at the same time in safe, reliable and user friendly conditions. It is also reliable examination system for the authorized aviation administration companies. Web development platform - LAMP; Linux, Apache web server, MySQL, Object-oriented scripting Language - PHP are used for developing the system and page structures are developed by Content Management System - CMS.

An investigation into the optimal number of distractors in single-best answer exams.

PubMed

Kilgour, James M; Tayyaba, Saadia

2016-08-01

In UK medical schools, five-option single-best answer (SBA) questions are the most widely accepted format of summative knowledge assessment. However, writing SBA questions with four effective incorrect options is difficult and time consuming, and consequently, many SBAs contain a high frequency of implausible distractors. Previous research has suggested that fewer than five-options could hence be used for assessment, without deterioration in quality. Despite an existing body of empirical research in this area however, evidence from undergraduate medical education is sparse. The study investigated the frequency of non-functioning distractors in a sample of 480 summative SBA questions at Cardiff University. Distractor functionality was analysed, and then various question models were tested to investigate the impact of reducing the number of distractors per question on examination difficulty, reliability, discrimination and pass rates. A survey questionnaire was additionally administered to 108 students (33 % response rate) to gain insight into their perceptions of these models. The simulation of various exam models revealed that, for four and three-option SBA models, pass rates, reliability, and mean item discrimination remained relatively constant. The average percentage mark however consistently increased by 1-3 % with the four and three-option models, respectively. The questionnaire survey revealed that the student body had mixed views towards the proposed format change. This study is one of the first to comprehensively investigate distractor performance in SBA examinations in undergraduate medical education. It provides evidence to suggest that using three-option SBA questions would maximise efficiency whilst maintaining, or possibly improving, psychometric quality, through allowing a greater number of questions per exam paper.

Toward automated classification of consumers' cancer-related questions with a new taxonomy of expected answer types.

PubMed

McRoy, Susan; Jones, Sean; Kurmally, Adam

2016-09-01

This article examines methods for automated question classification applied to cancer-related questions that people have asked on the web. This work is part of a broader effort to provide automated question answering for health education. We created a new corpus of consumer-health questions related to cancer and a new taxonomy for those questions. We then compared the effectiveness of different statistical methods for developing classifiers, including weighted classification and resampling. Basic methods for building classifiers were limited by the high variability in the natural distribution of questions and typical refinement approaches of feature selection and merging categories achieved only small improvements to classifier accuracy. Best performance was achieved using weighted classification and resampling methods, the latter yielding an accuracy of F1 = 0.963. Thus, it would appear that statistical classifiers can be trained on natural data, but only if natural distributions of classes are smoothed. Such classifiers would be useful for automated question answering, for enriching web-based content, or assisting clinical professionals to answer questions. © The Author(s) 2015.

Medical certification questions and concerns.

DOT National Transportation Integrated Search

2005-03-01

Most (more than 90%) medical certification applicants pass their physical examinations, and the Aviation Medical Examiner (AME) is able to issue a medical certificate at the time of the exam. Occasionally, however, a condition is found that requires ...

A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery.

PubMed

Wirth, Keith; Malone, Bethany; Turner, Christopher; Schulze, Robert; Widmann, Warren; Sanni, Aliu

2015-04-01

The aim of this study was to evaluate the effect of a resident-driven, student taught educational curriculum on the medical students' performance on the National Board of Medical Examiners surgery subject examination (NBME). On daily morning rounds, medical students or the chief resident delivered preassigned brief presentations on 1 or 2 of the 30 common surgical topics selected for the curriculum. An initial assessment of student knowledge and an end-rotation in-house examination (multiple choice question examination) were conducted. The mean scores on the NBME examination were compared between students in teams using this teaching curriculum and those without it. A total of 57 third-year medical students participated in the study. The mean score on the in-house postclerkship multiple choice question examination was increased by 23.5% (P < .05). The mean NBME scores were significantly higher in the students who underwent the teaching curriculum when compared with their peers who were not exposed to the teaching curriculum (78 vs 72, P < .05). The implementation of a resident-driven structured teaching curriculum improved performance of medical students on the NBME examination. Copyright © 2015 Elsevier Inc. All rights reserved.

Aligning In-Service Training Examinations in Plastic Surgery and Orthopaedic Surgery With Competency-Based Education.

PubMed

Ganesh Kumar, Nishant; Benvenuti, Michael A; Drolet, Brian C

2017-10-01

In-service training examinations (ITEs) are used to assess residents across specialties. However, it is not clear how they are integrated with the Accreditation Council for Graduate Medical Education Milestones and competencies. This study explored the distribution of specialty-specific milestones and competencies in ITEs for plastic surgery and orthopaedic surgery. In-service training examinations were publicly available for plastic surgery (PSITE) and orthopaedics (OITE). Questions on the PSITE for 2014-2016 and the OITE for 2013-2015 were mapped to the specialty-specific milestones and the 6 competencies. There was an uneven distribution of milestones and competencies in ITE questions. Nine of the 36 Plastic Surgery Milestones represented 52% (341 of 650) of questions, and 3 were not included in the ITE. Of 41 Orthopaedic Surgery Milestones, 7 represented 51% (201 of 394) of questions, and 5 had no representation on the ITE. Among the competencies, patient care was the most common (PSITE = 62% [403 of 650]; OITE = 59% [233 of 394]), followed by medical knowledge (PSITE = 34% [222 of 650]; OITE = 31% [124 of 394]). Distribution of the remaining competencies differed between the 2 specialties (PSITE = 4% [25 of 650]; OITE = 9% [37 of 394]). The ITEs tested slightly more than half of the milestones for the 2 specialties, and focused predominantly on patient care and medical knowledge competencies.

Research in School Library Media for the Next Decade: Polishing the Diamond.

ERIC Educational Resources Information Center

Neuman, Delia

2003-01-01

Suggesting a diamond as a visual metaphor for upcoming research in school library media, this article discusses four questions that would occupy the corners. Questions examine contributions of library media programs to student achievement; roles of the library media specialist in today's schools; how students use electronic information resources…

Four Questions to Ask Yourself

ERIC Educational Resources Information Center

Abilock, Debbie, Ed.

2007-01-01

One's commitment to intellectual freedom is manifested not just in the creation of a strong and clear selection policy or the celebration of Banned Books Week but by his or her willingness to examine his or her practices openly with others. In this article, the author proposes four questions to explore in one's teaching and in professional…

Big Questions Facing Vocational Psychology: A Cognitive Information Processing Perspective

ERIC Educational Resources Information Center

Reardon, Robert C.; Lenz, Janet G.; Sampson, James P., Jr.; Peterson, Gary W.

2011-01-01

This article draws upon the authors' experience in developing cognitive information processing theory in order to examine three important questions facing vocational psychology and assessment: (a) Where should new knowledge for vocational psychology come from? (b) How do career theories and research find their way into practice? and (c) What is…

Adolescent Sexual Initiation through the Lens of Letters to the Editor Published in Polish Teenage Magazines

ERIC Educational Resources Information Center

Kopacz, Marek S.; Bajka-Kopacz, Aleksandra

2012-01-01

Almost all teenage magazines invite readers to submit questions concerning relationships, published as letters to the editor, popularly called "advice columns," often containing explicit questions about sexuality. This study aims to examine, firstly, how themes related to sexual initiation are presented in letters to the editor published…

Parent View of Pre-school Content.

ERIC Educational Resources Information Center

Johansson, Inge

This study examined ratings of program quality and cooperation made by parents and staff from three types of Swedish preschools: (1) run by the local government; (2) run by private parent cooperatives; and (3) private enterprises. Questionnaires with open-ended and closed questions were used to collect data. The same questions were asked once a…

On the Charter Question: Black Marxism and Black Nationalism

ERIC Educational Resources Information Center

Stern, Mark; Hussain, Khuram

2015-01-01

This article brings two black intellectual traditions to bear on the question of charter schools: black Marxism and black nationalism. The authors examine the theoretical and rhetorical devices used to talk about charters schools by focusing on how notions of "black liberation" are deployed by the charter movement, and to what end. The…

Effects of Interviewer Behavior on Accuracy of Children's Responses

ERIC Educational Resources Information Center

Sparling, Jessica; Wilder, David A.; Kondash, Jennifer; Boyle, Megan; Compton, Megan

2011-01-01

Previous research has shown that certain interviewer behaviors can evoke inaccurate answers by children. In the current study, we examined the effects of approving and disapproving statements on the accuracy of 3 children's answers to questions in an interview (Experiment 1). We then evaluated 3 questioning techniques that may be used by…

More Than the Rules of Precedence

ERIC Educational Resources Information Center

Liang, Yawei

2005-01-01

In a fundamental computer-programming course, such as CSE101, questions about how to evaluate an arithmetic expression are frequently used to check if our students know the rules of precedence. The author uses two of our final examination questions to show that more knowledge of computer science is needed to answer them correctly. Furthermore,…

Interaction in Storytelling in Japanese Conversations: An Analysis of Story Recipients' Questions

ERIC Educational Resources Information Center

Koike, Chisato

2009-01-01

This study investigates how "unknowing" story recipients (C. Goodwin, 1979) use different types of questions in order to actively participate in storytelling and collaboratively construct a story when a storyteller is relaying his or her past experience, by examining grammar, intonation, gaze, body movements, and sequence organization in Japanese…

Modelling Question Difficulty in an A Level Physics Examination

ERIC Educational Resources Information Center

Crisp, Victoria; Grayson, Rebecca

2013-01-01

"Item difficulty modelling" is a technique used for a number of purposes such as to support future item development, to explore validity in relation to the constructs that influence difficulty and to predict the difficulty of items. This research attempted to explore the factors influencing question difficulty in a general qualification…

Fillers as Signals: Evidence from a Question-Answering Paradigm

ERIC Educational Resources Information Center

Walker, Esther J.; Risko, Evan F.; Kingstone, Alan

2014-01-01

The present study examined the influence of a human or computer "partner" on the production of fillers ("um" and "uh") during a question and answer task. Experiment 1 investigated whether or not responding to a human partner as opposed to a computer partner results in a higher rate of filler production. Participants…

Children's Explanations of the Causes of Wellness, Illness, and Injury.

ERIC Educational Resources Information Center

Phillips, G. M.; And Others

This study examined children's explanatory style for health- and safety-related events. Fifty children (ages 8 to 11) were interviewed using 12 health-related questions based on Seligman's Content Analysis of Verbatim Explanations (CAVE) method. Children and their mothers also completed a health status form, which included questions on the…

The Question of Elitism: Some Movement to the Left?

ERIC Educational Resources Information Center

Haack, Paul

1987-01-01

Calls for a synthesis of beneficial elitism and beneficial populism to ensure excellence for all. Suggests that Robert Penn Warren's views on how to collapse dualisms between these two philosophies provides the key to their synthesis. Concludes by comparing differences between elitism and populism and examining questions raised by Ralph Smith's…

Relations between Inductive Reasoning and Deductive Reasoning

ERIC Educational Resources Information Center

Heit, Evan; Rotello, Caren M.

2010-01-01

One of the most important open questions in reasoning research is how inductive reasoning and deductive reasoning are related. In an effort to address this question, we applied methods and concepts from memory research. We used 2 experiments to examine the effects of logical validity and premise-conclusion similarity on evaluation of arguments.…

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

Interactive Learning in the Classroom: Is Student Response Method Related to Performance?

ERIC Educational Resources Information Center

Elicker, Joelle D.; McConnell, Nicole L.

2011-01-01

This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand…

The Intonation and Signaling of Declarative Questions in Manchego Peninsular Spanish

ERIC Educational Resources Information Center

Henriksen, Nicholas C.

2012-01-01

This paper is an experimental investigation on the tonal structure and phonetic signaling of declarative questions by speakers of Manchego Peninsular Spanish, a dialect of Spanish for which little experimental research on intonation is currently available. Analysis 1 examines the scaling and timing properties of final rises produced by 16 speakers…

The Search for a Legal Ethic: The Adversary System, Liberalism and Beyond

ERIC Educational Resources Information Center

Verkuil, Paul R.

1977-01-01

The Code of Professional Responsibility of lawyers is examined in terms of ethical responsibility. Two major questions are addressed: to what degree does the profession understand and act consistently with its own ethic; and to what extent should legal ethics relate to larger questions of societal and political ethics? (LBH)

Framing Classroom Discussion of Same-Sex Marriage

ERIC Educational Resources Information Center

Hand, Michael

2013-01-01

Assuming that the issue of same-sex marriage should be discussed in schools, how should the discussion be framed? Michael Hand first distinguishes this question from the related but distinct question of whether discussion on this topic should be steered. He then examines three possible frames for discussion of same-sex marriage: the perfectionist…

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

ERIC Educational Resources Information Center

Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori

2015-01-01

Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate…

"The Philosophy of Childhood," by Gareth B. Matthews. Book Review.

ERIC Educational Resources Information Center

Palermo, James

1998-01-01

Asserts that this text by Matthews is a remedy to the scant attention paid to philosophical questioning by children. Describes the book's attempt to set children's philosophical questions against a re-examination of children's art and literature, legal issues regarding children's autonomy, and psychological models of the child's cognitive and…

Cyberbullying and Suicide among a Sample of Lesbian, Gay, Bisexual, Transgender, and Questioning Young Adults

ERIC Educational Resources Information Center

Schwickrath, Heather M.

2012-01-01

After an extensive literature review, results indicated research has been conducted examining the links between traditional bullying and suicide, lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) identification and cyberbullying, as well as LGBTQ identification and suicide. However, it appears as though there is a dearth of studies…

Student Difficulties in Analyzing Thin-Film Interference

ERIC Educational Resources Information Center

Newburgh, Ronald; Goodale, Douglass

2009-01-01

A question we posed in a recent final examination has uncovered a fundamental difficulty for students in understanding destructive interference. The problem stated that glass of index n[subscript 3] was coated with a thin film of a substance with index n[subscript 2]. The question then asked the student to calculate (a) the minimum coating…

Going beyond Input Quantity: "Wh"-Questions Matter for Toddlers' Language and Cognitive Development

ERIC Educational Resources Information Center

Rowe, Meredith L.; Leech, Kathryn A.; Cabrera, Natasha

2017-01-01

There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to "wh"-questions, a challenging quality of…

Cartesian Dualism and Physical Education: Epistemological Incompatibility.

ERIC Educational Resources Information Center

Ross, Saul

Two questions arise in examining the implications of physical education: Is physical education an education of the physical? and Is physical education an education through the physical? In these two questions there are two distinct points of view, two different ways of understanding the meaning, scope, and aim of education, two conceptions of man,…

Using Social Network Methods to Study School Leadership

ERIC Educational Resources Information Center

Pitts, Virginia M.; Spillane, James P.

2009-01-01

Social network analysis is increasingly used in the study of policy implementation and school leadership. A key question that remains is that of instrument validity--that is, the question of whether these social network survey instruments measure what they purport to measure. In this paper, we describe our work to examine the validity of the…

User Satisfaction with Referrals at a Collaborative Virtual Reference Service

ERIC Educational Resources Information Center

Kwon, Nahyun

2006-01-01

Introduction: This study investigated unmonitored referrals in a nationwide, collaborative chat reference service. Specifically, it examined the extent to which questions are referred, the types of questions that are more likely to be referred than others, and the level of user satisfaction with the referrals in the collaborative chat reference…

Processing of Written Irony: An Eye Movement Study

ERIC Educational Resources Information Center

Kaakinen, Johanna K.; Olkoniemi, Henri; Kinnari, Taina; Hyönä, Jukka

2014-01-01

We examined processing of written irony by recording readers' eye movements while they read target phrases embedded either in ironic or non-ironic story context. After reading each story, participants responded to a text memory question and an inference question tapping into the understanding of the meaning of the target phrase. The results of…

Response: Training Doctoral Students to Be Scientists

ERIC Educational Resources Information Center

Pollio, David E.

2012-01-01

The purpose of this article is to begin framing doctoral training for a science of social work. This process starts by examining two seemingly simple questions: "What is a social work scientist?" and "How do we train social work scientists?" In answering the first question, some basic assumptions and concepts about what constitutes a "social work…

The AP Descriptive Chemistry Question: Student Errors

ERIC Educational Resources Information Center

Crippen, Kent; Brooks, David W.

2005-01-01

For over a decade, the authors have been involved in a design theory experiment providing software for high school students preparing for the descriptive question on the Advanced Placement (AP) chemistry examination. Since 1997, the software has been available as a Web site offering repeatable practice. This study describes a 4-year project during…

Leading via Teacher Evaluation: The Case of the Missing Clothes?

ERIC Educational Resources Information Center

Murphy, Joseph; Hallinger, Philip; Heck, Ronald H.

2013-01-01

Over the last decade, teacher evaluation has moved onto center stage in efforts to strengthen schooling. In this article, we address the question of whether focusing on this administrative process is likely to accomplish what reformers hope. We answer that question by examining the available evidence, both direct and indirect. We deepen the…

Analysis of Student Responses to Peer-Instruction Conceptual Questions Answered Using an Electronic Response System: Trends by Gender and Ethnicity

ERIC Educational Resources Information Center

Steer, David; McConnell, David; Gray, Kyle; Kortz, Karen; Liang, Xin

2009-01-01

This descriptive study investigated students' answers to geoscience conceptual questions answered using electronic personal response systems. Answer patterns were examined to evaluate the peer-instruction pedagogical approach in a large general education classroom setting. (Contains 3 figures and 2 tables.)

What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?

ERIC Educational Resources Information Center

Balajthy, Ernest

1987-01-01

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents

ERIC Educational Resources Information Center

Qureshi, Mariam

2013-01-01

This research study examined the general question "What do Asian American parents believe to be important characteristics of an effective elementary teacher?" In order to investigate this question, the researcher used a qualitative research design employing a semi-structured interview which probed into the personal perceptions voiced by…

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;…

Provocative Mathematics Questions: Drawing Attention to a Lack of Attention

ERIC Educational Resources Information Center

Klymchuk, Sergiy

2015-01-01

The article investigates the role of attention in the reflective thinking of school mathematics teachers. It analyses teachers' ability to pay attention to detail and "use" their mathematical knowledge. The vast majority of teachers can be expected to have an excellent knowledge of mathematical techniques. The question examined here is…

The Right to be Left Alone.

ERIC Educational Resources Information Center

McNulty, Jill K.

This pamphlet examines the question of what the proper role of the juvenile court should be. It specifically questions the wisdom of the juvenile court's involvement with children engaged in anti-social but non-criminal activity. It includes a brief discussion of the historical origin of juvenile court, along with a history of jurisdiction over…

The State of Writing Instruction in America's Schools: What Existing Data Tell Us

ERIC Educational Resources Information Center

Applebee, Arthur N.; Langer, Judith A.

2006-01-01

This study examined student writing over the past decades. The National Study of Writing Instruction addressed questions through analyses of existing data sets, particularly those from the National Assessment of Educational Progress (NAEP), which include background questions on instructional practices in U.S. middle and high schools. NAEP…

Poverty and Maternal Responsiveness: The Role of Maternal Stress and Social Resources

ERIC Educational Resources Information Center

Evans, Gary W.; Boxhill, Louise; Pinkava, Michael

2008-01-01

One of the main reasons poverty is bad for children's development is because it reduces maternal responsiveness. This study addresses a heretofore unanswered question: why do low-income children experience diminished maternal responsiveness compared with their more affluent counterparts? In addition, we examine this question among a largely…

When the Majority Rules: Ballot Initiatives, Race-Conscious Education Policy, and the Public Good

ERIC Educational Resources Information Center

Moses, Michele S.; Saenz, Lauren P.

2012-01-01

This chapter examines the following central question: How do direct democratic ballot initiatives affect the public good? A second, related question is this: When voters collectively make policy decisions, what responsibilities do researchers have to contribute to informing public deliberation about the relevant issues? In an attempt to answer…

Teacher Questioning and Invitations to Participate in Advanced Mathematics Lectures

ERIC Educational Resources Information Center

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith

2018-01-01

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

Are Charters Different? Public Education, Teachers, and the Charter School Debate

ERIC Educational Resources Information Center

Oberfield, Zachary W.

2017-01-01

In his new book, Zachary W. Oberfield investigates the question of whether charter schools cultivate different teaching climates from those found in traditional public schools. To answer this question, Oberfield examined hundreds of thousands of teacher surveys from across the nation. The result is a trenchant analysis that deepens our…

What Determines GCSE Marking Accuracy? An Exploration of Expertise among Maths and Physics Markers

ERIC Educational Resources Information Center

Suto, W. M. Irenka; Nadas, Rita

2008-01-01

Examination marking utilises a variety of cognitive processes, and from a psychological perspective, the demands that different questions place on markers will vary considerably. To what extent does marking accuracy vary among markers with differing backgrounds and experiences? More fundamentally, what makes some questions harder to mark…

Space station architectural elements and issues definition study

NASA Technical Reports Server (NTRS)

Taylor, T. C.; Spencer, J. S.; Rocha, C. J.

1986-01-01

A study was conducted to define the architectural elements and issues of the Space Station. The objective of the study was to identify those questions which require further research and suggest ways in which the research can be undertaken. The study examined five primary topics, asked salient questions and described the merits of alternative solutions.

Primary, Secondary, and Meta-Analysis of Research

ERIC Educational Resources Information Center

Glass, Gene V.

1976-01-01

Examines data analysis at three levels: analysis of data; secondary analysis is the re-analysis of data for the purpose of answering the original research question with better statistical techniques, or answering new questions with old data; and, meta-analysis refers to the statistical analysis of many analysis results from individual studies for…

Deconstructing the Master Narrative on Tibet: Lessons for Education

ERIC Educational Resources Information Center

Yu, Tianlong

2010-01-01

In this article, I touch upon the complex and largely ignored controversy surrounding the Tibet question. Casting a critical eye on the "official" or dominant stature of the Dalai Lama in the West, I examine the socio-cultural construction of the common view of him. Specifically, I explore the question: what social discourses have…

Is Quality Assurance in Higher Education Contextually Relative?

ERIC Educational Resources Information Center

Ntshoe, I.; Higgs, P.; Wolhuter, C. C.; Higgs, L. G.

2010-01-01

This article examines notions of quality and quality assurance in higher education. It does this by raising questions such as whether quality in higher education is the same as, for example, quality of clothing or the quality of meat in local butcheries. The article questions the assumption that if certain things, such as criteria or…

Predictions and the Limiting Effects of Prequestions.

ERIC Educational Resources Information Center

Shanahan, Timothy

A study examined the effects of teacher questioning and student prediction (purpose-setting procedures) upon the reading comprehension of 188 students in grades 3 through 6. Thirty-two constructed-answer questions were developed for use with an article about kangaroos, written in an expository style and approximately 900 words in length. Half of…

The Auditory Comprehension of "Wh"-Questions in Aphasia: Support for the Intervener Hypothesis

ERIC Educational Resources Information Center

Sheppard, Shannon M.; Walenski, Matthew; Love, Tracy; Shapiro, Lewis P.

2015-01-01

Purpose: This study examines 3 hypotheses about the processing of "wh"-questions in both neurologically healthy adults and adults with Broca's aphasia. Method: We used an eye tracking while listening method with 32 unimpaired participants (Experiment 1) and 8 participants with Broca's aphasia (Experiment 2). Accuracy, response time, and…

"Don't Know" Responding to Answerable and Unanswerable Questions during Misleading and Hypnotic Interviews

ERIC Educational Resources Information Center

Scoboria, Alan; Mazzoni, Giuliana; Kirsch, Irving

2008-01-01

"Don't know" (DK) responses to interview questions are conceptually heterogeneous, and may represent uncertainty or clear statements about the contents of memory. A study examined the subjective intent of DK responses in relation to the objective status of information queried, in the context of memory distorting procedures. Participants…

Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs

ERIC Educational Resources Information Center

Kaya, Sibel

2014-01-01

The current study examines if the occurrence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through…

Reframing Responsibility in the Social Justice Classroom

ERIC Educational Resources Information Center

Applebaum, Barbara

2012-01-01

This article examines a question that white students often ask when they learn about their role in systemic racial oppression: "Why am I responsible?" I argue that the conception of responsibility that grounds this question is focused on causality and individual action and makes it difficult for white students to understand how within the context…

How Teachers Teach and Students Learn: "Successful Strategies for School." OECD Education Working Papers, No. 130

ERIC Educational Resources Information Center

Echazarra, Alfonso; Salinas, Daniel; Méndez, Ildefonso; Denis, Vanessa; Rech, Giannina

2016-01-01

This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented…

Border Curricula and the Construction of Identity: Implications for Multicultural Theorists.

ERIC Educational Resources Information Center

Davidson, Ann Locke

The question of what constitutes a multicultural curriculum was addressed by examining the experiences of three Latina students, each attending a different urban high school, who were followed through freshman and sophomore years. Two questions guided the inquiry: (1) where is curriculum relevant to ethnicity? and (2) how do students evaluate and…

The Cost of Question Concealment: Eye-Tracking and MEG Evidence

ERIC Educational Resources Information Center

Harris, Jesse; Pylkkanen, Liina; McElree, Brian; Frisson, Steven

2008-01-01

Although natural language appears to be largely compositional, the meanings of certain expressions cannot be straightforwardly recovered from the meanings of their parts. This study examined the online processing of one such class of expressions: "concealed questions", in which the meaning of a complex noun phrase ("the proof of the theorem")…

Prescribed Fire: The Influence of Site Visits on Citizen Attitudes

ERIC Educational Resources Information Center

Toman, Eric; Shindler, Bruce; Reed, Michelle

2004-01-01

This research employed a panel design to measure the effect of site visits on public perceptions of prescribed fire. On-site survey questions were devised to compare answers to a mail questionnaire previously completed by the same respondents. Questions were designed to examine how site visits influence public opinion and affect acceptance of…

The Comprehension and Production of Wh-Questions in Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Friedmann, Naama; Szterman, Ronit

2011-01-01

Hearing loss during the critical period for language acquisition restricts spoken language input. This input limitation, in turn, may hamper syntactic development. This study examined the comprehension, production, and repetition of Wh-questions in deaf or hard-of-hearing (DHH) children. The participants were 11 orally trained Hebrew-speaking…

8 CFR 204.1 - General information about immediate relative and family-sponsored petitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... question. When an interview is required, all original documents must be presented for examination at the interview. (3) Foreign language documents must be accompanied by an English translation which has been... Service. If questions arise concerning the filing of the petition which cannot be resolved through a check...

8 CFR 204.1 - General information about immediate relative and family-sponsored petitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... question. When an interview is required, all original documents must be presented for examination at the interview. (3) Foreign language documents must be accompanied by an English translation which has been... Service. If questions arise concerning the filing of the petition which cannot be resolved through a check...

Flight Engineer. Question Book. Expires September 1, 1991.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This question book was developed by the Federal Aviation Administration (FAA) to be used by FAA testing centers and FAA-designated written test examiners when administering the flight engineer written test. The book can be used to test applicants in the following flight engineer knowledge areas: basic, turbojet powered, turbopropeller powered, and…

Knowledge and Attitudes towards Children with Special Needs by Physical Education Students

ERIC Educational Resources Information Center

Mousouli, Maria; Kokaridas, Dimitrios; Angelopoulou-Sakadami, Nicoletta; Aristotelous, Maria

2009-01-01

The purpose of this study was to examine the knowledge and attitudes of physical education undergraduate students towards children with special needs. A questionnaire of seven questions was submitted to 140 physical education students. Questions concerned the knowledge about the different kinds of disability, the acceptance of children with…

Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge.

PubMed

Wirth, Stefan; William, York-Alexander; Paolini, Marco; Wirth, Kathrin; Maxien, Daniel; Reiser, Maximilian; Fischer, Martin R

2018-02-01

 Based on evaluation and examination results of students, a necessity for improvement of so far purely instructor-based radiological teaching at the local institution was determined. Aim of our study was to use one out of eight seminars to exemplify adaptation of the teaching concept according to learning theory knowledge, to determine the resulting effects and to interpret them.  The institutional review board approved the prospective study of the seminar conversion, which was performed after the end of the winter semester 2015/2016. Didactically, this included a course split into online preparation, attendance phase and online follow-up with integration of interactive scaffolding, practice-oriented clinical teaching according to Stanford, Peyton skills transfer and extensive feedback into the attendance phase. At the beginning and at the end of each course, each student filled in identical, standardized questionnaires (n = 256 before and after conversion) using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered two randomly chosen written examination questions from a content-adapted questionnaire pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was used for evaluation data and Fisher's Exact test for exam questions.  Before/after conversion, the subjective total evaluation score of students was 3.22 (mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p < 0.001) and the objective proportion of correctly answered examination questions in the respective cohort at the beginning of the seminar 37.7/53.9 % and at the end of the seminar 55.1/84.6 % (p < 0.001).  The conversion of the test seminar resulted in both a better evaluation of the teaching unit by the students (evaluation) and a considerably higher rate of correctly answered examination questions from past state examinations (learning success). This supports transferring the concept to comparable teaching units.   · Radiological teaching allows integration of current learning theory concepts with reasonable effort.. · In a test seminar this improved the evaluation results of the teaching unit by the students.. · In addition, this also led to a higher rate of correctly answered examination questions from past state examinations.. · This supports further steps towards excellent radiological teaching.. · Wirth S, William Y, Paolini M et al. Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge. Fortschr Röntgenstr 2018; 190: 161 - 174. © Georg Thieme Verlag KG Stuttgart · New York.

Some Questions Concerning the Standards of External Examinations.

ERIC Educational Resources Information Center

Kahn, Michael J.

1990-01-01

Variance as a function of time is described for the Cambridge Local Examinations Syndicate's examination standards, with emphasis on the performance of candidates from Botswana and Zimbabwe. Results demonstrate the value of simple linear modeling in extracting performance trends for a range of subjects over time across six countries. (TJH)

Determination of Passing Scores on Certification Examinations: An Unresolved Issue.

ERIC Educational Resources Information Center

Karni, Karen R.; Lofsness, Karen G.

1985-01-01

This study examined the results obtained from certification applicants and practitioners on a national certification examination for clinical laboratory scientists (medical technologists), using a modified Angoff procedure to establish the cut-off score. The major question of the investigation concerned whether the cut-off score was appropriate.…

A Case Study on Multiple-Choice Testing in Anatomical Sciences

ERIC Educational Resources Information Center

Golda, Stephanie DuPont

2011-01-01

Objective testing techniques, such as multiple-choice examinations, are a widely accepted method of assessment in gross anatomy. In order to deter cheating on these types of examinations, instructors often design several versions of an examination to distribute. These versions usually involve the rearrangement of questions and their corresponding…

Certified Nurse Assistant Certification Examination Test Booklet.

ERIC Educational Resources Information Center

Bonnot, Lois; And Others

This document contains four certification examinations (Forms A-D) for a certified nurse assistant in Missouri. Each of the four test booklets contains general instructions for completing the information section of the answer sheet, general instructions for taking the certification examination, and 100 questions. All test problems are in a…

75 FR 28062 - Meeting of the Advisory Committee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-19

... questions which may be recommended for inclusion on future Joint Board examinations in actuarial mathematics... meeting of the Advisory Committee on Actuarial Examinations (a portion of which will be open to the public... the Advisory Committee on Actuarial Examinations will meet in at the Internal Revenue Service Building...

Examining Social Acceptance & Rejection. FPG Snapshot #44

ERIC Educational Resources Information Center

FPG Child Development Institute, 2007

2007-01-01

This FPG Snapshot summarizes the findings of a study, published in the November 2006 issue of the "Journal of Educational Psychology," that examined whether children with disabilities are accepted or rejected by their classmates in inclusive classrooms. Specifically, the study examined two sets of related questions: (1) Are individual…

Intersection of opposing pedagogical frameworks: Native Hawaiian ancestral stories and scientific inquiry in a high school science class

NASA Astrophysics Data System (ADS)

Kanahele-Mossman, Huihui

Inquiry is defined as "an examination into facts and principles." In science education science inquiry is a process through which important discoveries are made by students through scientific methodology. The most important step in this process is forming the right question. The questions formed by students are usually the wrong questions which deem the remainder of the inquiry process impotent. This research will look at the pedagogy of ancestral stories for a solution. For the researcher, ancestral stories were a source of wonderment and learning not only from the lessons the stories revealed but mainly from the questions that still remained after the stories were told. Questions such as "why does the eel only swim near that part?", or "why does the story only talk about the uhu?" are examples of questions that remained after experiencing an ancestral narrative. The research questions were composed for the purpose of finding compatibility between the two pedagogies. The first research question which reads "how can Native Hawaiian ancestral stories encourage an increased level of student driven interactions at all levels of feedback from Native Hawaiian students in science classroom" focuses the research on the level of student feedback that initiate questions. Question two which reads "how can teachers of Native Hawaiian students facilitate the construction of science inquiry projects from ancestral stories" addresses the skill of the teacher and imbeds the concept of pedagogical knowledge into the literature. The last research question "how do analysis and discussion of the stories connect Native Hawaiian students to their ancestral intelligence" examines the role of identity and identity to ancestral intelligence. The method intended for this research was Grounded theory which allows the researcher to develop principles, concepts and theories based on the data presented. Another method utilized in this research is an undocumented but culturally imbedded method identified as the Native Hawaiian Research method for lack of a better title. The result of the data analysis was the development of the intersection of story and science that occurs when the story line is stripped away to reveal an interconnection of natural phenomena.

M-OSCE as a method to measure dental hygiene students' critical thinking: a pilot study.

PubMed

McComas, Martha J; Wright, Rebecca A; Mann, Nancy K; Cooper, Mary D; Jacks, Mary E

2013-04-01

Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfactory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.

WhatsApp: a telemedicine platform for facilitating remote oral medicine consultation and improving clinical examinations.

PubMed

Petruzzi, Massimo; De Benedittis, Michele

2016-03-01

Increased use of smartphone and related software applications has created a new era in clinical data exchange among patients and clinicians. This study describes use of the smartphone-based application WhatsApp to share clinical oral medicine information. Clinical images and related questions were submitted by general dentists, physicians, dental hygienists, and patients to the authors via WhatsApp. For each submission, a clinical impression was made and categorized as traumatic, infective, neoplastic, autoimmune, or unclassified. Submissions were summarized by sender type, number of photographs per sender, and category of question. Patients were invited to undergo a clinical examination with biopsy, when indicated. The telemedicine impression was compared to the clinicopathologic diagnosis. Three hundred and thirty-nine images were received for 96 patients; 92 (95.8%) patients underwent clinicopathologic examination, and 45 (49%) received a biopsy. General dentists (62%) and dental hygienists (26%) were the most frequent senders. The most common question was related to diagnosis (56%). The telemedicine impression agreed with the clinicopathologic assessment for 82% of cases. Telemedicine applications, such as WhatsApp, can support communication about oral conditions among clinicians and patients. Telemedicine consultation reduced geographic barriers to initial clinical consultation and encouraged the significant majority of patients to pursue expert clinical examination. Copyright © 2016 Elsevier Inc. All rights reserved.

Primary FRCS Eng

PubMed Central

Hobsley, Michael

1974-01-01

In five consecutive Primary Examinations for the Fellowship of the Royal College of Surgeons of England, the scores of candidates in the multiple choice question paper, written paper, and oral interview have been analysed for mutual correlations and for the reproducibility of the written paper score. The conclusions reached were that all these scores correlate with each other, that no score can be left out without reducing the reliability of the examination, that the marking of written papers in a close-marking system is remarkably reproducible, and that the oral score contributes most, the multiple choice question paper the least, to the overall assessment. PMID:4417893

Database trial impact on graduate nursing comprehensive exams

PubMed Central

Pionke, Katharine; Huckstadt, Alicia

2015-01-01

While the authors were doing a test period of databases, the question of whether or not databases affect outcomes of graduate nursing comprehensive examinations came up. This study explored that question through using citation analysis of exams that were taken during a database trial and exams that were not. The findings showed no difference in examination pass/fail rates. While the pass/fail rates did not change, a great deal was learned in terms of citation accuracy and types of materials that students used, leading to discussions about changing how citation and plagiarism awareness were taught. PMID:26512218

Productive whole-class discussions: A qualitative analysis of peer leader behaviors in general chemistry

NASA Astrophysics Data System (ADS)

Eckart, Teresa Mcclain

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

46 CFR 176.670 - Tailshaft examinations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... inspector may require any part or all of the propeller shafting to be drawn for examination of the shafting... propeller shafting whenever the condition of shafting is in question. [CGD 85-080, 61 FR 953, Jan. 10, 1996...

46 CFR 176.670 - Tailshaft examinations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... inspector may require any part or all of the propeller shafting to be drawn for examination of the shafting... propeller shafting whenever the condition of shafting is in question. [CGD 85-080, 61 FR 953, Jan. 10, 1996...

46 CFR 176.670 - Tailshaft examinations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... inspector may require any part or all of the propeller shafting to be drawn for examination of the shafting... propeller shafting whenever the condition of shafting is in question. [CGD 85-080, 61 FR 953, Jan. 10, 1996...

46 CFR 176.670 - Tailshaft examinations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... inspector may require any part or all of the propeller shafting to be drawn for examination of the shafting... propeller shafting whenever the condition of shafting is in question. [CGD 85-080, 61 FR 953, Jan. 10, 1996...

46 CFR 176.670 - Tailshaft examinations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... inspector may require any part or all of the propeller shafting to be drawn for examination of the shafting... propeller shafting whenever the condition of shafting is in question. [CGD 85-080, 61 FR 953, Jan. 10, 1996...

[Consistency and Reliability of MDK Expertise Examining the Encoding in the German DRG System].

PubMed

Gaertner, T; Lehr, F; Blum, B; van Essen, J

2015-09-01

Hospital inpatient stays are reimbursed on the basis of German diagnosis-related groups (G-DRG). The G-DRG classification system is based on complex coding guidelines. The Medical Review Board of the Statutory Health Insurance Funds (MDK) examines the encoding by hospitals and delivers individual expertises on behalf of the German statutory health insurance companies in cases in which irregularities are suspected. A study was conducted on the inter-rater reliability of the MDK expertises regarding the scope of the assessment. A representative sample of 212 MDK expertises was taken from a selected pool of 1 392 MDK expertises in May 2013. This representative sample underwent a double-examination by 2 independent MDK experts using a special software based on the 3MTM G-DRG Grouper 2013 of 3M Medica, Germany. The following items encoded by the hospitals were examined: DRG, principal diagnosis, secondary diagnoses, procedures and additional payments. It was analysed whether the results of MDK expertises were consistent, reliable and correct. 202 expertises were eligible for evaluation, containing a total of 254 questions regarding one or more of the 5 items encoded by hospitals. The double-examination by 2 independent MDK experts showed matching results in 187 questions (73.6%) meaning they had been examined consistently and correctly. 59 questions (23.2%) did not show matching results, nevertheless they had been examined correctly regarding the scope of the assessment. None of the principal diagnoses was significantly affected by inconsistent or wrong judgment. A representative sample of MDK expertises examining the DRG encoding by hospitals showed a very high percentage of correct examination by the MDK experts. Identical MDK expertises cannot be achieved in all cases due to the scope of the assessment. Further improvement and simplification of codes and coding guidelines are required to reduce the scope of assessment with regard to correct DRG encoding and its examination. © Georg Thieme Verlag KG Stuttgart · New York.

The Psychometric Entrance Examination of the Universities in Israel. Information Booklet, English Version.

ERIC Educational Resources Information Center

National Inst. for Testing and Evaluation, Jerusalem (Israel).

The purpose of this booklet is to explain examination registration procedures and to introduce the Psychometric Entrance Examination so that students will know what to expect, what types of questions they will be asked, and how they will be expected to answer. The aim of the examination is to evaluate a variety of cognitive abilities: verbal,…

Analytic methods for questions pertaining to a randomized pretest, posttest, follow-up design.

PubMed

Rausch, Joseph R; Maxwell, Scott E; Kelley, Ken

2003-09-01

Delineates 5 questions regarding group differences that are likely to be of interest to researchers within the framework of a randomized pretest, posttest, follow-up (PPF) design. These 5 questions are examined from a methodological perspective by comparing and discussing analysis of variance (ANOVA) and analysis of covariance (ANCOVA) methods and briefly discussing hierarchical linear modeling (HLM) for these questions. This article demonstrates that the pretest should be utilized as a covariate in the model rather than as a level of the time factor or as part of the dependent variable within the analysis of group differences. It is also demonstrated that how the posttest and the follow-up are utilized in the analysis of group differences is determined by the specific question asked by the researcher.

Context effects: the role of collectivism as a moderator.

PubMed

Puente-Díaz, Rogelio

2011-02-01

Social cognition experts have shown that participants' answers to research questions can be influenced by previous questions, something known as context effects. It has been suggested that participants from collectivist cultures pay more attention to the context, resulting in larger context effects. The present investigation examined context effects in an experiment that involved manipulating the order in which two questions, one about satisfaction with life as a whole and one about satisfaction with romantic life, were answered by a representative sample of participants from Mexico City. The results were consistent with other investigations that used samples from collectivistic cultures. Participants' responses to questions about satisfaction are influenced by a previous question, and country of origin affects the amount of attention given to the context. The implications of these results are discussed.

Do Prosecutors Use Interview Instructions or Build Rapport with Child Witnesses?

PubMed

Ahern, Elizabeth C; Stolzenberg, Stacia N; Lyon, Thomas D

2015-08-01

This study examined the quality of interview instructions and rapport-building provided by prosecutors to 168 children aged 5-12 years testifying in child sexual abuse cases, preceding explicit questions about abuse allegations. Prosecutors failed to effectively administer key interview instructions, build rapport, or rely on open-ended narrative producing prompts during this early stage of questioning. Moreover, prosecutors often directed children's attention to the defendant early in the testimony. The productivity of different types of wh- questions varied, with what/how questions focusing on actions being particularly productive. The lack of instructions, poor quality rapport-building, and closed-ended questioning suggest that children may not be adequately prepared during trial to provide lengthy and reliable reports to their full ability. Copyright © 2015 John Wiley & Sons, Ltd.

Unique Assessment of Hand Surgery Knowledge by Specialty.

PubMed

Silvestre, Jason; Lin, Ines C; Chang, Benjamin; Levin, L Scott

2016-03-01

Orthopedic and plastic surgery residents receive unique training yet often compete for similar hand surgery fellowships. This study compared didactic hand surgery training during orthopedic and plastic surgery residency. The Plastic Surgery In-Service Training Exam and Orthopaedic In-Training Examination were analyzed for hand content for the years 2009 to 2013. Topics were categorized with the content outline for the Surgery of the Hand Examination. Differences were elucidated by means of Fisher's exact test. Relative to the Orthopaedic In-Training Examination, the Plastic Surgery In-Service Training Exam had greater hand representation (20.3 percent versus 8.1 percent; p < 0.001) with more annual hand questions (40 ± 3 versus 24 ± 2; p < 0.001). The Plastic Surgery Exam questions had more words, were less often level I-recall type, and were less often image-based. The questions focused more on finger and hand/palm anatomy, whereas the Orthopaedic examination was more wrist-focused. The Plastic Surgery Exam emphasized wound management and muscle/tendon injuries, but underemphasized fractures/dislocations. References differed, but Journal of Hand Surgery (American Volume) and Green's Operative Hand Surgery were common on both examinations. The Plastic Surgery Exam had a greater publication lag for journal references (10.7 ± 0.5 years versus 9.0 ± 0.6; p = 0.035). Differences in didactic hand surgery training are elucidated for plastic surgery and orthopedic residents. Deficiencies in the Plastic Surgery In-Service Training Exam hand curriculum relative to the Orthopaedic In-Training Examination may underprepare plastic surgeons for the Surgery of the Hand Examination. These data may assist future modifications to hand surgery training in the United States.

Psychometric Analysis and Qualitative Review of an Outpatient Radiology-Specific Patient Satisfaction Survey: A Call for Collaboration in Validating a Survey Instrument.

PubMed

Dibble, Elizabeth H; Baird, Grayson L; Swenson, David W; Healey, Terrance T

2017-10-01

The aim of this study was to perform a psychometric analysis of the constructs and reliability of an outpatient radiology-specific patient satisfaction survey and identify factors that drive patient experience so that radiology practices can improve the quality of their diagnostic imaging services. This retrospective study examined responses to eight patient satisfaction questions from a survey originally developed by a nascent marketing team and then administered at five outpatient imaging centers from January 7, 2013, to November 11, 2015. Patients' responses were reviewed to identify factors that affected patient experience, and a psychometric analysis of the survey instrument itself was performed, including exploratory factor analyses and reliability testing. Patient responses were compared among sites, examination types, and questions. Free-text comments were qualitatively categorized and compared by examination type. In total, 6,512 surveys were completed among 137,059 patient encounters. Using exploratory factor analyses of the eight survey questions, three relevant patient experience constructs were derived: (1) front office experience, (2) intake experience, and (3) examination experience. Overall, good scale reliability was observed. Perceived quality of care had the most positive ratings; wait time had the most nonpositive ratings. Of 2,024 free-text comments, 1,859 were positive (most pertaining to staff), and 155 were negative (most pertaining to convenience). MRI patients were most likely to share negative comments, typically regarding the examination experience itself. Psychometric analysis of a patient survey derived three core patient experience constructs: front office experience, intake experience, and examination experience. The survey indicates the need to decrease wait times, streamline the registration process, and improve patient comfort during MRI examinations. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Assessing Children’s Competency to Take the Oath in Court: The Influence of Question Type on Children’s Accuracy

PubMed Central

Lyon, Thomas D.

2012-01-01

This study examined children’s accuracy in response to truth–lie competency questions asked in court. The participants included 164 child witnesses in criminal child sexual abuse cases tried in Los Angeles County over a 5-year period (1997–2001) and 154 child witnesses quoted in the U.S. state and federal appellate cases over a 35-year period (1974–2008). The results revealed that judges virtually never found children incompetent to testify, but children exhibited substantial variability in their performance based on question-type. Definition questions, about the meaning of the truth and lies, were the most difficult largely due to errors in response to “Do you know” questions. Questions about the consequences of lying were more difficult than questions evaluating the morality of lying. Children exhibited high rates of error in response to questions about whether they had ever told a lie. Attorneys rarely asked children hypothetical questions in a form that has been found to facilitate performance. Defense attorneys asked a higher proportion of the more difficult question types than prosecutors. The findings suggest that children’s truth–lie competency is underestimated by courtroom questioning and support growing doubts about the utility of the competency requirements. PMID:22667809

[Wishes for the future of science: an analysis of dementia and ageing on The National Research Agenda (NWA)].

PubMed

Jansen, Sytske; Meulenbroek, Olga; Olde Rikkert, Marcel G M

2016-09-01

The National Research Agenda (NWA) assembles topics on which scientist can focus in the coming years. A study carried out by de Radboudumc in Nijmegen examined how many questions are put to the NWA on dementia and ageing. What priority does society give to this research field and who ask questions about this? With the method of the NWA as reference frame a supplementary route on dementia/ageing was proposed. Of the 11.700 questions submitted to the NWA almost 2.5% is about dementia/ageing. Compared to other medical issues this is a relatively high percentage. This analysis provides 21 research questions which give a good idea of the questions that where asked about the themes of ageing and dementia. Half of the questions came from citizens, therefore we can speak of a socially supported agenda in this area. However, most of the valid questions came from professional organizations involved in dementia. In the Netherlands a relatively high priority is given by authors of questions for the NWA to research on dementia and ageing. Questions from professionals are complemented by citizens who ask other relevant questions that provide a new perspective and are an addition to the knowledge questions from scientists.

Medical Resident Ability to Self-Assess in Relation to Their Competence within the Assessed Domain

ERIC Educational Resources Information Center

Whicker, Shari Ann

2012-01-01

The purpose of the study was to examine the relationship between resident communication skills competence and their ability to self-assess within that domain. Six research questions guided the study. The first research question sought to explore the varied levels with which residents demonstrated competence within the domain of communication…

Investigation of Teaching Competencies to Enhance Students' EFL Learning at Taif University

ERIC Educational Resources Information Center

Tawalbeh, Tha'er Issa; Ismail, Nasrah Mahmoud

2014-01-01

The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any…

Do Text-dependent Questions Need to Be Teacher-Dependent? Close Reading from Another Angle

ERIC Educational Resources Information Center

Santori, Diane; Belfatti, Monica

2017-01-01

The term "close reading" often conjures up an image of a teacher asking students several scripted questions that encourage them to reread and critically examine a text. The teacher then evaluates the students' responses. In this article, the authors offer another approach to close reading--one that places students' text-dependent…

Heterosexism in High School and Victimization among Lesbian, Gay, Bisexual, and Questioning Students

ERIC Educational Resources Information Center

Chesir-Teran, Daniel; Hughes, Diane

2009-01-01

This study examined relationships between perceived heterosexism in high school policies and programs, social environments, and victimization rates among lesbian, gay, bisexual and questioning (LGBQ) students. Secondary analyses of Internet survey data from a large cohort of LGBQ students (N = 2037; 76% male, 82% White; mean age = 16.07; 56% gay…

Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses

ERIC Educational Resources Information Center

Kim, Hoe Kyeung; Bateman, Betzi

2010-01-01

The purpose of this article was to explore student participation patterns in online discussion boards related to their characteristics and question types. The characteristics of students enrolled in an online course and the impact of types of discussion questions on student posts were examined. During the 16 weeks of a course, the participation…

Analyzing Inquiry Questions of High-School Students in a Gas Chromatography Open-Ended Laboratory Experiment

ERIC Educational Resources Information Center

Blonder, Ron; Mamlock-Naaman, Rachel; Hofstein, Avi

2008-01-01

This paper describes the implementation of an open-ended inquiry experiment for high-school students, based on gas chromatography (GC). The research focuses on identifying the level of questions that students ask during the GC open inquiry laboratory, and it examines whether implementing the advanced inquiry laboratory opens up new directions for…

Policy Discourses in Higher Education: Impact on Access and Equity

ERIC Educational Resources Information Center

Panigrahi, Jinusha

2014-01-01

The article examines the question of access to higher education (HE) in the context of unprecedented and irreversible changes in the higher education sector in the current scenario. It is based on a comparative study that seeks to probe the question of access based on a secondary data analysis using the NSSO data regarding household consumer…

Identification of Childhood Disability in Jamaica: Evaluation of the Ten Question Screen.

ERIC Educational Resources Information Center

Thorburn, Marigold; And Others

1992-01-01

This study examined the internal validity and reasons for false positives for the Ten Question Screen (with and without probes), used by community workers in developing nations to assess type and severity of disability. Results support the use of the screen but only if paired with measurements of hearing and visual impairments. (DB)

The Influence of Question Type, Text Availability, Answer Confidence and Language Background on Student Comprehension of an Expository Text

ERIC Educational Resources Information Center

Marmolejo-Ramos, Fernando; Miller, Julia; Habel, Chad

2014-01-01

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be "constructively aligned" with the learning outcomes they hope their students to exhibit. In examination conditions, questions…

Teaching Experience and Expectations of Early-Career Academics in Mozambique: The Case of Universidade Eduardo Mondlane

ERIC Educational Resources Information Center

Cossa, Eugénia Flora Rosa; Buque, Domingos Carlos; Fringe, Jorge Jaime dos Santos

2016-01-01

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71…

The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language

ERIC Educational Resources Information Center

Lee, Nancy

2013-01-01

The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students'…

Failures and Inabilities of High School Students about Quadratic Equations and Functions

ERIC Educational Resources Information Center

Memnun, Dilek Sezgin; Aydin, Bünyamin; Dinç, Emre; Çoban, Merve; Sevindik, Fatma

2015-01-01

In this research study, it was aimed to examine failures and inabilities of eleventh grade students about quadratic equations and functions. For this purpose, these students were asked ten open-ended questions. The analysis of the answers given by the students to these questions indicated that a significant part of these students had failures and…

The Effects of Varied Inquiry Experiences on Teacher and Student Questions and Actions in STS Classrooms

ERIC Educational Resources Information Center

Yager, Robert E.; Abd-Hamid, Nor Hashidah; Akcay, Hakan

2005-01-01

The purpose of this study was to examine how different inquiry experiences affect in-service science teachers' performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service…

What Do the Prospective Science Teachers Know about the Human Eye?

ERIC Educational Resources Information Center

Sahin, Çigdem

2014-01-01

In this study, the views of the Prospective Science Teacher (PST)s about the human eye were examined. The following data collection tools were used: the Word Association Test (WAT), open ended questions, drawing technique, two tiered question item and an interview about concepts. The data of the study whose sample consisted of 34 PSTs were…

Comparing the Effect of EDPA and FDPA on University Students' Examination Results

ERIC Educational Resources Information Center

Kamarulzaman, Mohammad Shah; Shaari, Ahmad Jelani

2015-01-01

It has been long accepted that students are themselves great resources when it comes to developing questions and activity guidelines. The present study utilizes a strategic understanding of how students can be encouraged to perform better in preparation for exams, by allowing them to frame their own subject wise questions. The application of drill…

Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

ERIC Educational Resources Information Center

Carnegie, Jacqueline A.

2017-01-01

Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ) exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when…

Instructors' Perceptions and Barriers of Learner-Centered Instruction in English at the University Level

ERIC Educational Resources Information Center

Tawalbeh, Tha'er Issa; AlAsmari, AbdulRahman Awad

2015-01-01

The present paper aims to examine the instructors' perceptions of learner-centered instruction and possible barriers to implementing this instructional method in teaching English as a Foreign Language (EFL) at the university level in the Saudi Arabian context. To do this, four questions were posed. The first question investigates instructors'…

Financial Exigency as Just Cause for Dismissal of Tenured Faculty in Higher Education: What Are the Legal Issues?

ERIC Educational Resources Information Center

Karr, Mary Beth

This paper addresses the legal issues surrounding a university or college's action of dismissing tenured faculty members because of the school's troubled financial condition or program discontinuance. It explores various legal principles through an examination of specific questions. These questions are: (1) How do the courts define financial…

In Search of Museum Professional Knowledge Base: Mapping the Professional Knowledge Debate onto Museum Work

ERIC Educational Resources Information Center

Tlili, Anwar

2016-01-01

Museum professionalism remains an unexplored area in museum studies, particularly with regard to what is arguably the core generic question of a "sui generis" professional knowledge base, and its necessary and sufficient conditions. The need to examine this question becomes all the more important with the increasing expansion of the…

What Works in School? Expert and Novice Teachers' Beliefs about School Effectiveness

ERIC Educational Resources Information Center

Fleckenstein, Johanna; Zimmermann, Friederike; Köller, Olaf; Möller, Jens

2015-01-01

In 2009, John Hattie first published his extensive metasynthesis concerning determinants of student achievement. It provides an answer to the question: "What works in school?" The present study examines how this question is answered by pre- and in-service teachers, how their beliefs correspond to the current state of research and whether…

Infectious Mononucleosis in Active Patients: Definitive Answers to Common Questions.

ERIC Educational Resources Information Center

Auwaerter, Paul G.

2002-01-01

Describes infectious mononucleosis (IM), examining viral transmission and infection, clinical features, diagnosis, and management. Focuses on answers to several commonly asked questions about IM in sport (e.g., when it is safe to resume sports after IM, how often fatigue or depression are related to earlier bouts of IM, and how often IM is…

A Drug Interest Survey of Senior High School Students.

ERIC Educational Resources Information Center

Sutherland, Mary S.

The purpose of this study is to determine the drug interests of a senior high school population via a question-writing technique. Specific drug interests in the areas of herbal drugs, illicit drugs, over-the-counter drugs, prescription drugs, and commercial drugs were examined by requesting students to write out what questions they felt their…

Theory of Mind, Inhibitory Control, and Preschool-Age Children's Suggestibility in Different Interviewing Contexts

ERIC Educational Resources Information Center

Scullin, Matthew H.; Bonner, Karri

2006-01-01

The current study examined the relations among 3- to 5-year-olds' theory of mind, inhibitory control, and three measures of suggestibility: yielding to suggestive questions (yield), shifting answers in response to negative feedback (shift), and accuracy in response to misleading questions during a pressured interview about a live event. Theory of…

Chief Characteristics and Advantages of Tailless Airplanes

NASA Technical Reports Server (NTRS)

Dufaure De Lajarte, A

1936-01-01

This study will be concerned with the critical examination of two main questions, mainly, susceptibility of centering and more generally, the conditions of static stability, longitudinal equilibrium, and the question of dynamic stability, or at least the damping of longitudinal vibrations about a position of equilibrium that may result from a small variation in the angle of attack.

Effect of Level of Adjunct Questions on Achievement of Field Independent/Field Dependent Learners

ERIC Educational Resources Information Center

Pi-Sui-Hsu; Dwyer, Francis

2004-01-01

Adjunct questions inserted in text requires that an individual is retrieving known concepts and constructing the new meaning. In this process, the individual has to recall the knowledge just studied and locate exactly the location of the information. This study attempts to examine the (a) instructional effects of varied types of adjunct questions…

Syntactic Priming Effects between Modalities: A Study of Indirect Questions/Requests among Persian English Learners

ERIC Educational Resources Information Center

Biria, Reza; Ameri-Golestan, Ahmad; Antón-Méndez, Inés

2010-01-01

This study examines the impact of syntactic priming on production of indirect questions/requests by Persian learners of English as a foreign language. Eighty learners participated in two experiments investigating the impact of syntactic priming on oral production and the possibility of transfer of the priming effects to a different modality.…

Does College Focus Matter? Explaining Differences in Labor Market Outcomes among Community Colleges

ERIC Educational Resources Information Center

Dunn, Michael; Kalleberg, Arne L.

2017-01-01

The evolution of community colleges from their origins as junior colleges to institutions with dual missions to provide both academic and workforce preparation raises questions about the impact of a college's mission focus on their students' labor market success. We examine this question using the 58 colleges in the North Carolina Community…

The Effect of the Type of Achievement Grouping on Students' Question Generation in Science

ERIC Educational Resources Information Center

Kaya, Sibel

2015-01-01

This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in…

Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?

ERIC Educational Resources Information Center

Best, Linda M.; Shelley, Daniel J.

2018-01-01

This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study…

Who Says There Have Been Great Women Artists? Some Afterthoughts

ERIC Educational Resources Information Center

Clark, Roger; Folgo, Ashley

2006-01-01

Last year these authors addressed an issue in these pages that echoed Linda Nochlin 's (1971) haunting question, "Why have there been no great women artists?" (Clark, Folgo, & Pichette, 2005). That essay examined the question, "Have there now been any great women artists?" through a study of art history textbooks primarily written for college…

An Analysis of High School Students' Mental Models of Solid Friction in Physics

ERIC Educational Resources Information Center

Kurnaz, Mehmet Altan; Eksi, Cigdem

2015-01-01

Students often have difficulties understanding abstract physics concepts, such as solid friction. This study examines high school students' mental models of solid friction through a case study of 215 high school students in the ninth through twelfth grades. An achievement test with three open-ended questions was created, with questions limited to…

Evaluation of Three Microcomputer Teaching Modules. SUMIT Courseware Development Project.

ERIC Educational Resources Information Center

Soldan, Ted

The purpose of this series of experiments was to examine two questions related to the effectiveness of computer assisted instruction (CAI). Can microcomputer modules teach effectively, and do they enhance learning when used as a supplement to traditional teaching methods? Part 1 of this report addresses the former question and part 2 addresses the…

Examining Variation in Achievement Impacts across the KIPP Network of Charter Schools

ERIC Educational Resources Information Center

Tuttle, Christina Clark; Gleason, Philip; Furgeson, Joshua

2012-01-01

As a condition of its i3 grant, KIPP contracted with an independent evaluator (Mathematica) to address a key research question: does KIPP maintain its demonstrated effectiveness as it scales? While this question sounds simple enough in theory, it poses several methodological and practical challenges. This paper outlines some of those key…

Predicting the Likelihood of Going to Graduate School: The Importance of Locus of Control

ERIC Educational Resources Information Center

Nordstrom, Cynthia R.; Segrist, Dan J.

2009-01-01

Although many undergraduates apply to graduate school, only a fraction will be admitted. A question arises as to what factors relate to the likelihood of pursuing graduate studies. The current research examined this question by surveying students in a Careers in Psychology course. We hypothesized that GPA, a more internal locus of control…

From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

ERIC Educational Resources Information Center

Fienup, Daniel M.; Mylan, Sanaa E.; Brodsky, Julia; Pytte, Carolyn

2016-01-01

Equivalence-based instruction (EBI) has been used to successfully teach college-level concepts in research laboratories, but few studies have examined the results of such instruction on classroom performance. The current study answered a basic question about the ordering of training stimuli as well as an applied question regarding the effects of…

Parents' Attitude toward Daughters' Education in Tribal Area of Dera Ghazi Khan (Pakistan)

ERIC Educational Resources Information Center

Buzdar, Muhammad Ayub; Ali, Akhtar

2011-01-01

The paper aimed to investigate the parents' attitudes toward their daughters' education in tribal areas of district Dera Ghazi Khan (Pakistan). To achieve the objectives four research questions were established. Focus of the questions was to examine the significance of girls' education for tribal parents. Existing and expected role of tribal…

Census 1981--Question on Racial and Ethnic Origin. Briefing Paper.

ERIC Educational Resources Information Center

Saunders, Cheryl

The British Office of Population Censuses and Surveys (OPCS) is considering the inclusion of a question on race and ethnic origin in the 1981 census of Great Britain. This paper addresses the importance of obtaining statistical data on minority groups and examines some of the arguments and problems likely to be raised over the issue of including…

On-Line Processing of English "Which"-Questions by Children and Adults: A Visual World Paradigm Study

ERIC Educational Resources Information Center

Contemori, Carla; Carlson, Matthew; Marinis, Theodoros

2018-01-01

Previous research has shown that children demonstrate similar sentence processing reflexes to those observed in adults, but they have difficulties revising an erroneous initial interpretation when they process garden-path sentences, passives, and "wh"-questions. We used the visual-world paradigm to examine children's use of syntactic and…

Correlated Longitudinal Changes across Linguistic, Achievement, and Psychomotor Domains in Early Childhood: Evidence for a Global Dimension of Development

ERIC Educational Resources Information Center

Rhemtulla, Mijke; Tucker-Drob, Elliot M.

2011-01-01

An important question within developmental psychology concerns the extent to which the maturational gains that children make across multiple diverse domains of functioning can be attributed to global (domain-general) developmental processes. The present study investigated this question by examining the extent to which individual differences in…

Digital Youth in Brick and Mortar Schools: Examining the Complex Interplay of Students, Technology, Education, and Change

ERIC Educational Resources Information Center

Peck, Craig; Hewitt, Kimberly Kappler; Mullen, Carol A.; Lashley, Carl A.; Eldridge, John A.; Douglas, Ty-Ron M. O.

2015-01-01

Context: The past decade has witnessed a sustained emphasis on information and communication technologies (ICT) in education, coupled with the rise of online social media and increasing pervasiveness of personal media devices. Research Question: Our research question asked: How has this changing context affected the educational experiences of…

Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students

ERIC Educational Resources Information Center

Lin, Yu-Chu; Morgan, Paul L.; Hillemeier, Marianne; Cook, Michael; Maczuga, Steve; Farkas, George

2013-01-01

We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample…

A Qualitative Phenomenological Study of Emotional and Cultural Intelligence of International Students in the United States of America

ERIC Educational Resources Information Center

Thompson, Rohan

2018-01-01

This phenomenological study examined the role of emotional and cultural intelligence in the social integration of international students. The study included nine participants who were selected using purposeful sampling. The researcher used five main interview questions to guide the data-collection process. The questions were designed to help…

The Impact of the Document-Based Question on the Teaching of United States History.

ERIC Educational Resources Information Center

Rothschild, Eric

2000-01-01

Provides historical information on the Document-Based Question (DBQ) that has been a part of the Advanced Placement (AP) U.S. history examination since 1973. Focuses on the effects that DBQ had on course content and teaching methods. Addresses the new changes made with the redesign of the DBQ in 1982. (CMK)

"Is This Man Your Daddy?" Suggestibility in Children's Eyewitness Identification of a Family Member.

ERIC Educational Resources Information Center

Lewis, Charlie; And Others

1995-01-01

This study examined whether 3-year-olds could be persuaded to identify a stranger labelled "daddy" as their father. Five of the 17 children misidentified a photograph as their father when the question was repeated. Results suggest that young children's responses to questions of fact are influenced by contextual factors, and have…

STEAM Charter Schools: The Role of the Arts in Developing Innovation and Creativity within the Public School Curriculum

ERIC Educational Resources Information Center

Cook, Laura A.

2012-01-01

Purpose: To gather STEAM school experts' responses on (a) instructional delivery methods of arts education fostering achievement, innovation, and creativity in students; and (b) to examine support and facilities needed for these programs. Research Questions: Nine areas were addressed in the research questions regarding STEAM schools: (a)…

Textbook Publishers' Website Objective Question Banks: Does Their Use Improve Students' Examination Performance?

ERIC Educational Resources Information Center

Johnston, Scott Paul; Huczynski, Andrzej

2006-01-01

This article presents the findings of a survey of students' usage of the objective question bank section of an academic publisher's textbook website. The findings are based on a survey of 239 business and management undergraduates conducted using a quantitative research methodology. The results suggest that increased use of the objective question…

Grassy Narrows Reserve: Mercury Pollution, Social Disruption, and Natural Resources: A Question of Autonomy.

ERIC Educational Resources Information Center

Vecsey, Christopher

1987-01-01

Presents chronological socio-economic account of Grassy Narrows Reserve, focusing on the 1962-1970 mercury pollution that poisoned the reserve's river system and on resulting negotiations between the Ojibway people of Grassy Narrows, the government, and the polluting company. Examines the question of Grassy Narrows people gaining autonomy over the…

13 CFR 127.400 - What is an eligibility examination?

Code of Federal Regulations, 2014 CFR

2014-01-01

...-certifies in SAM (or any successor system) that it is an EDWOSB or WOSB. SBA may conduct the examination, or... that questions the eligibility of a WOSB or EDWOSB that has certified its status in SAM in determining...

Effects of training school type and examiner type on general aviation flight safety.

DOT National Transportation Integrated Search

2012-03-01

This study addresses the question Do training school type and certifying examiner type affect a general aviation (GA) pilots subsequent aviation safety record? Education was operationalized as private pilot instruction in either a Part...

A Nondisclosed CPA Examination: Implications for Education and the Accounting Profession.

ERIC Educational Resources Information Center

Rosenzweig, Kenneth; Geary, K. Michael

1994-01-01

A proposal to change the Uniform CPA Examination from disclosed to nondisclosed (not publicly available after administration) is undesirable due to issues of question quality, test security, public confidence, impact on instruction, and administrative costs. (SK)

Integrating Prevention into Obstetrics/Gynecology.

ERIC Educational Resources Information Center

Carey, J. Christopher

2000-01-01

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

Assessing Reflective Thinking: Pre-Service Teachers' and Professors' Perceptions of an Oral Examination

ERIC Educational Resources Information Center

Badger, James

2010-01-01

This paper investigates the role questioning occupies in an oral examination as it relates to King and Kitchener's theory of critical, reflective thinking. Pre-service teachers' experience of sitting an oral examination and professors' reflections on conducting the assessment in a small liberal arts university are considered. Findings from this…

Evaluation: Is an Open Book Examination Easier?

ERIC Educational Resources Information Center

Brightwell, Richard; Daniel, Janine-Helen; Stewart, Angus

2004-01-01

In terms of the assessment of students, it is generally accepted that open book examinations create an enriched environment, offering the student an opportunity to better understand and respond to a particular question. The present study provided the opportunity to examine this assumption and test it in a controlled manner. During the study of an…

Examining Doctoral Examination and the Question of the Viva

ERIC Educational Resources Information Center

Lovat, Terence; Holbrook, Allyson; Bourke, Sid; Fairbairn, Hedy; Kiley, Margaret; Paltridge, Brian; Starfield, Sue

2015-01-01

The paper draws on a series of Australian Research Council (ARC) projects aimed at understanding better the process of doctoral examination. The early phase focussed on the Australian doctorate, which functions without a Viva, while the later phase was concerned with comparing the earlier findings with analysis of the United Kingdom (UK) and New…

Violence and Legalized Brothel Prostitution in Nevada: Examining Safety, Risk, and Prostitution Policy

ERIC Educational Resources Information Center

Brents, Barbara G.; Hausbeck, Kathryn

2005-01-01

This article examines violence in legalized brothels in Nevada. Debates over prostitution policies in the United States have long focused on questions of safety and risk. These discourses inevitably invoke the coupling of violence and prostitution, though systematic examinations of the relationship between the two are sparse. This article explores…

Class Attendance and Performance in Principles of Economics

ERIC Educational Resources Information Center

Cohn, Elchanan; Johnson, Eric

2006-01-01

A sample of 347 students, enrolled in principles of economics classes during the period 1997-2001, is used to examine the relation between class attendance and student performance on examinations. Among the questions examined are: Is attendance related to performance, with and without controls for other factors? Do only substantial levels of…