Technology support in nursing education: clickers in the classroom.

PubMed

Berry, Janice

2009-01-01

Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks

ERIC Educational Resources Information Center

Demir, Metin

2015-01-01

This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…

Evaluation of a New Grading System for Clinical Skills in Dental Student Clinics.

PubMed

Bodenmann, Aurel D; Bühler, Julia M; Amato, Mauro; Weiger, Ronald; Zitzmann, Nicola U

2017-05-01

Several evaluation systems for clinical exams have been suggested over the years, but no systematic analysis of checklists or criteria-based exam forms has yet been undertaken. The aims of this study were to analyze criteria-based evaluation forms and to identify areas in the teaching process potentially requiring improvements. All evaluation forms introduced in 2012 at the Clinic for Periodontology, Endodontology, and Cariology at the University Center of Dental Medicine in Basel, Switzerland, and applied over a three-year period (n=1,093 in 2015) were analyzed using predefined criteria. The authors investigated how well clinical tasks were examined with the given criteria and which criteria were preferably evaluated with a grading system (0-2) or a yes/no choice. The average final grades ranged from 0.89 (n=92) for gold inlay preparation to 1.76 (n=46) for periodontal treatment. Comments were made in 38.5% (n=356) of all exams, mainly highlighting specific aspects of existing criteria. Overall, 13 criteria out of 66 should be checked instead of graded. This methodological analysis of exam forms assessing tasks in operative dentistry yielded valuable information on areas with potential for improvement in the dental curriculum and the evaluation process. Aspects that require more theoretical background and/or hands-on recommendations from experienced clinicians were identified, and ways of further refining and redesigning the evaluation forms were proposed.

How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

ERIC Educational Resources Information Center

Smith, Gary

2007-01-01

A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

NASA Astrophysics Data System (ADS)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.

Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

PubMed Central

William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

Assessment of learning gains associated with independent exam analysis in introductory biology.

PubMed

Williams, Adrienne E; William, Adrienne E; Aguilar-Roca, Nancy M; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O'Dowd, Diane K

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

Advanced Placement[R] Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades. Research Report 2011-4

ERIC Educational Resources Information Center

Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.

2011-01-01

The purpose of this study was to examine the effects of Advanced Placement[R] (AP[R]) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…

Advanced Placement® Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades. Research Report No. 2011-4

ERIC Educational Resources Information Center

Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.

2011-01-01

The purpose of this study was to examine the effects of Advanced Placement (AP) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…

FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

ERIC Educational Resources Information Center

Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

2016-01-01

The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous…

Use of a pretest strategy for physical therapist assistant programs to predict success rate on the national physical therapy exam.

PubMed

Sloas, Stacey B; Keith, Becky; Whitehead, Malcolm T

2013-01-01

This study investigated a pretest strategy that identified physical therapist assistant (PTA) students who were at risk of failure on the National Physical Therapy Examination (NPTE). Program assessment data from five cohorts of PTA students (2005-2009) were used to develop a stepwise multiple regression formula that predicted first-time NPTE licensure scores. Data used included the Nelson-Denny Reading Test, grades from eight core courses, grade point average upon admission to the program, and scores from three mock NPTE exams given during the program. Pearson correlation coefficients were calculated between each of the 15 variables and NPTE scores. Stepwise multiple regression analysis was performed using data collected at the ends of the first, second, and third (final) semesters of the program. Data from the class of 2010 were then used to validate the formula. The end-of-program formula accounted for the greatest variance (57%) in predicted scores. Those students scoring below a predicted scaled score of 620 were identified to be at risk of failure of the licensure exam. These students were counseled, and a remedial plan was developed based on regression predictions prior to them sitting for the licensure exam.

Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System.

PubMed

Carmichael, Mary C; St Clair, Candace; Edwards, Andrea M; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

2016-01-01

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom's taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students. © 2016 M. C. Carmichael et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Sleep timing is more important than sleep length or quality for medical school performance.

PubMed

Genzel, L; Ahrberg, K; Roselli, C; Niedermaier, S; Steiger, A; Dresler, M; Roenneberg, T

2013-07-01

Overwhelming evidence supports the importance of sleep for memory consolidation. Medical students are often deprived of sufficient sleep due to large amounts of clinical duties and university load, we therefore investigated how study and sleep habits influence university performance. We performed a questionnaire-based study with 31 medical students of the University of Munich (second and third clinical semesters; surgery and internal medicine). The students kept a diary (in 30-min bins) on their daily schedules (times when they studied by themselves, attended classes, slept, worked on their thesis, or worked to earn money). The project design involved three 2-wk periods (A: during the semester; B: directly before the exam period--pre-exam; C: during the subsequent semester break). Besides the diaries, students completed once questionnaires about their sleep quality (Pittsburgh Sleep Quality Index [PSQI]), their chronotype (Munich Chronotype Questionnaire [MCTQ]), and their academic history (previous grades, including the previously achieved preclinical board exam [PBE]). Analysis revealed significant correlations between the actual sleep behavior during the semester (MS(diary); mid-sleep point averaged from the sleep diaries) during the pre-exam period and the achieved grade (p = 0.002) as well as between the grades of the currently taken exam and the PBE (p = 0.002). A regression analysis with MS(diary) pre-exam and PBE as predictors in a model explained 42.7% of the variance of the exam grade (effect size 0.745). Interestingly, MS(diary)--especially during the pre-exam period-was the strongest predictor for the currently achieved grade, along with the preclinical board exam as a covariate, whereas the chronotype did not significantly influence the exam grade.

FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

NASA Astrophysics Data System (ADS)

Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

2016-01-01

The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous "Scantron." OMR scanners combine hardware and software—a scanner and OMR program—to read and grade student-filled forms.

The Impact of Grading on a Curve: Assessing the Results of Kulick and Wright's Simulation Analysis

ERIC Educational Resources Information Center

Bailey, Gary L.; Steed, Ronald C.

2012-01-01

Kulick and Wright concluded, based on theoretical mathematical simulations of hypothetical student exam scores, that assigning exam grades to students based on the relative position of their exam performance scores within a normal curve may be unfair, given the role that randomness plays in any given student's performance on any given exam.…

Association Between National Board Dental Examination Part II Scores and Comprehensive Examinations at Harvard School of Dental Medicine.

PubMed

Lee, Min Kyeong; Allareddy, Veerasathpurush; Howell, T Howard; Karimbux, Nadeem Y

2011-01-01

Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based approach to teaching in the predoctoral program. The objective structured clinical examination (OSCE) is a formative examination designed to assess the performance of students in the problem-based learning (PBL) curriculum. At HSDM three comprehensive examinations with OSCE components are administered during the third and fourth years of clinical training. The National Board Dental Examination (NBDE) Part II is taken in the final year of the predoctoral program. This study examines the association between the NBDE Part II and the comprehensive exams held at HSDM. Predoctoral students from the HSDM classes of 2005 and 2006 were included in this study. The outcome variable of interest was the scores obtained by students in the NBDE Part II, and the main independent variable of interest was the performance of students in the comprehensive exams (honors, pass, make-up exam to pass). The Mann-Whitney U-test was used to examine the association between the grades obtained in the each of the three comprehensive exams and the NBDE Part II scores. Multivariable linear regression analysis was also used to examine the association between the NBDE Part II scores and the comprehensive exam grades. The effect of potential confounding factors including age, sex, and race/ethnicity was adjusted. The results suggest that students who performed well in the comprehensive exams performed better on the NBDE Part II, even after adjusting for confounding factors. Future studies will examine the long-term impact of PBL on postdoctoral plans and career choices.

Performance Measures in Courses Using Computer-Aided Personalized System of Instruction

ERIC Educational Resources Information Center

Springer, C. R.; Pear, J. J.

2008-01-01

Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI)--an online, self-paced, instructional program--were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate--i.e., the rate at which students completed unit tests. There was a strong…

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

PubMed Central

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

The Earlier the Better? Taking the AP® in 10th Grade. Research Report No. 2012-10

ERIC Educational Resources Information Center

Rodriguez, Awilda; McKillip, Mary E. M.; Niu, Sunny X.

2013-01-01

In this report, the authors examine the impact of scoring a 1 or 2 on an AP® Exam in 10th grade on later AP Exam participation and performance. As access to AP courses increases within and across schools, a growing number of students are taking AP courses and exams in the earlier grades of high school. Using a matched sample of AP and no-AP…

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

PubMed

Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

2013-12-17

This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range of weight and health related behaviours. Future studies should investigate whether interventions aiming at promoting healthy behaviours among students could also have a positive impact on academic performance.

Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

PubMed Central

2013-01-01

Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range of weight and health related behaviours. Future studies should investigate whether interventions aiming at promoting healthy behaviours among students could also have a positive impact on academic performance. PMID:24344995

Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

NASA Astrophysics Data System (ADS)

Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

2017-01-01

George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

The Impact of Assessment Policy on Learning: Replacement Exams or Grade Dropping

ERIC Educational Resources Information Center

MacDermott, Raymond J.

2013-01-01

Instructors often debate the merits of alternate grading policies such as dropping the lowest exam or offering an additional exam to replace the lowest score. To date, there has been little research conducted on the impact of these policies on performance. In this study, the author investigates student performance in intermediate macroeconomics…

The ‘unskilled and unaware’ effect is linear in a real-world setting

PubMed Central

Sawdon, Marina; Finn, Gabrielle

2014-01-01

Self-assessment ability in medical students and practising physicians is generally poor, yet essential for academic progress and professional development. The aim of this study was to determine undergraduate medical students' ability to self-assess their exam performance accurately in a real-world, high-stakes exam setting, something not previously investigated. Year 1 and Year 2 medical students (n = 74) participated in a self-assessment exercise. Students predicted their exam grade (%) on the anatomy practical exam. This exercise was completed online immediately after the exam. Students' predicted exam grades were correlated with their actual attained exam grades using a Pearson's correlation. Demographic data were analysed using an independent t-test. A negative correlation was found between students' overall predicted and attained exam grades (P < 0.0001). There was a significant difference between the students' predicted grades and actual grades in the bottom, 3rd and top (P < 0.0001), but not 2nd quartiles of participants. There was no relationship between the students' entry status into medical school and self-assessment ability (Year 1: P = 0.112; Year 2: P = 0.236) or between males and females (Year 1: P = 0.174). However, a relationship was determined for these variables in Year 2 (P = 0.022). The number of hours of additional self-directed learning undertaken did not influence students' self-assessment in both years. Our results demonstrate the ‘unskilled and unaware’ phenomenon in a real-world, high-stakes and practice-related setting. Students in all quartiles were unable to self-assess their exam performance, except for a group of mid-range students in the 2nd quartile. Poor performers were shown to overestimate their ability and, conversely, high achievers to underestimate their performance. We present evidence of a strong, significant linear relationship between medical students' ability to self-assess their performance in an anatomy practical exam, and their actual performance; in a real world setting. Despite the limited ability to self-assess reported in the literature, our results may inform approaches to revalidation, which currently frequently rely on an ability to self-assess. PMID:23781887

Exploring the Universe Together: Cooperative Quizzes With and Without a Classroom Performance System in Astronomy 101

NASA Astrophysics Data System (ADS)

Byrd, Gene G.; Coleman, Susanna; Werneth, Charles

Our University of Alabama introductory astronomy course has large enrollments, with the usual problems of low attendance and students putting off studying until just before major exams--with predictable consequences. We tried one strategy--cooperatively answering quiz questions--during our May 2002 interim term. Classes were long: three hours a day over three weeks. Before midclass break, we presented a multiple-choice open-book-and-notes quiz to be answered after the break. Quizzes could increase grades without excessively diluting the importance of closed-book major exams. The interim 2002 final exam average was 80%, much better than the 2001 class average of 57%. During a regular semester, handing out and taking up papers would take up much time during the more frequent classes. It's also more interesting if students vote for different answers together, then see the correct answer. We obtained funds for a Classroom Performance System (CPS) consisting of two computer receiver units, a hub, and 128 TV remote-style response pads. We used the CPS during interim 2003. Ease of giving quizzes and grading permitted two shorter quizzes a day. Improvement was maintained, with a slight 3% increase. In addition, students graded the "cooperative quiz" 2002 and 2003 courses higher than the 2001 course. We also used the CPS for public astronomy events and introductory physics courses.

Teaching Animal Physiology: a 12-year experience transitioning from a classical to interactive approach with continual assessment and computer alternatives.

PubMed

Kaisarevic, Sonja N; Andric, Silvana A; Kostic, Tatjana S

2017-09-01

In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-yr period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal experiments, continual assessment, lectures, and an optional oral exam. This paper presents an overview of student achievement, the impact of reforms on learning outcomes, and lessons that we as educators learned during this process. The reforms had a positive impact on the percentage of students who completed the course within the same academic year. In addition, the percentage of students who completed the practical exam increased from 54% to >95% following the transition to a Bologna-based approach. However, average final grades declined from 8.0 to 6.8 over the same period. Students also appear reluctant to take the optional oral exam, and 82-91% of students were satisfied with the lower final grade obtained from only assessments and tests administered during the semester. In our endeavor to achieve learning outcomes set during the pre-Bologna period, while adopting contemporary teaching approaches, we sought to increase students' motivation to strive toward better performance, while ensuring that the increased quantity of students who complete the course is coupled with increased quality of education and a more in-depth understanding of animal physiology. Copyright © 2017 the American Physiological Society.

Approaches to Studying and Academic Performance in Short Essay Exams

ERIC Educational Resources Information Center

Minbashian, Amirali; Huon, Gail F.; Bird, Kevin D.

2004-01-01

Previous research has generally failed to find a relation between the way students approach the task of studying and their exam grades. The present study investigated why it is that a deep approach to studying, which has been shown to result in a higher quality of learning, does not consistently result in higher exam grades. The participants in…

Tabla de Especificaciones e Instructivo sobre Elaboracion de Pruebas Objetivas en la Ensenanza Primaria, para las asignaturas de Estudios Sociales, Idioma Espanol, Matematicas y Ciencias Naturales (Specification Tables and Instructions for the Construction of Objective Tests in the Primary Grades in Social Studies, Spanish, Mathematics, and Natural Sciences).

ERIC Educational Resources Information Center

Ministerio de Educacion, Guatemala City (Guatemala). Direccion de Bienestar Estudiantil y Educacion Especial.

This booklet presents specification tables illustrating the relative importance given to topics on tests within a particular subject area. The general subject areas are social studies, Spanish, mathematics, and natural sciences. Tables are provided for final exams in each of these areas for several primary grades, illustrating the importance of…

The Role of Stanford Achievement Test 10[TM] Subtests in Sixth Grade as a Predictor of Success on ACT's Eighth Grade Explore Exam[TM

ERIC Educational Resources Information Center

Potts, Jeffrey D.

2011-01-01

The purpose of this study was to determine if there was a predictive correlation between a specific sixth grade achievement test known as the Stanford Achievement Test 10 and the eighth grade college readiness assessment instrument known as the Explore Exam for a group of North Texas students. Following an assessment during sixth grade, via the…

Does Playing for a National Championship Adversely Impact Grades of Student Athletes?

ERIC Educational Resources Information Center

Fenster, Mark J.

2007-01-01

In NCAA Divisions I-AA, II and III, there has been a single-elimination playoff system to determine football's national championships for over 25 years. In the same weeks that student athletes compete in the playoffs, they would be finishing their fall semester work and (perhaps) taking final exams. For athletes at XYZ, the demands made on a…

The Odds of Success: Predicting Registered Health Information Administrator Exam Success

PubMed Central

Dolezel, Diane; McLeod, Alexander

2017-01-01

The purpose of this study was to craft a predictive model to examine the relationship between grades in specific academic courses, overall grade point average (GPA), on-campus versus online course delivery, and success in passing the Registered Health Information Administrator (RHIA) exam on the first attempt. Because student success in passing the exam on the first attempt is assessed as part of the accreditation process, this study is important to health information management (HIM) programs. Furthermore, passing the exam greatly expands the graduate's job possibilities because the demand for credentialed graduates far exceeds the supply of credentialed graduates. Binary logistic regression was utilized to explore the relationships between the predictor variables and success in passing the RHIA exam on the first attempt. Results indicate that the student's cumulative GPA, specific HIM course grades, and course delivery method were predictive of success. PMID:28566994

The association between school exam grades and subsequent development of bipolar disorder.

PubMed

Pedersen, Steffie Damgaard; Østergaard, Søren Dinesen; Petersen, Liselotte

2018-03-13

Prior studies have indicated that both high and low school grades are associated with development of bipolar disorder (BD), but these studies have not adjusted for parental history of mental disorder, which is a likely confounder. Furthermore, the association between school grades and bipolar I disorder (BD-I) has not been studied. Therefore, we aimed to study the association between school exam grades and subsequent development of BD and BD-I while adjusting for parental history of mental disorder. We conducted a register-based nationwide cohort study following 505 688 individuals born in Denmark between 1987 and 1995. We investigated the association between school exam grades and development of BD or BD-I with a Cox model adjusting for family history of mental disorder and other potential confounders. During follow-up, 900 individuals were diagnosed with BD and 277 of these with BD-I. The risk for BD and BD-I was significantly increased for individuals not having completed the exams at term [adjusted hazard ratio (aHR) for BD (aHR=1.71, 95% CI: 1.43-2.04) and for BD-I (aHR=1.57, 95% CI: 1.13-2.19)]. Also, having low exam grades in mathematics was associated with increased risk of both BD (aHR=2.41, 95% CI: 1.27-4.59) and BD-I (aHR=2.71, 95% CI: 1.41-5.21). Females with very high exam grades in Danish (percentile group>97.7) had a significantly increased risk of BD-I (aHR=2.49, 95% CI: 1.19-5.23). The potential to develop BD seems to affect the school results of individuals negatively even before BD is diagnosed - with females having the potential to develop BD-I as a possible exception.

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

PubMed Central

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students. PMID:21633067

A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

NASA Astrophysics Data System (ADS)

Bhavsar, Suketu

2015-08-01

I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging interaction and communication while studying. Knowing the questions beforehand provides a guide to their studying as well as allays their fears about what could be asked. The students also receive guidance to what constitutes a good answer, namely accuracy, thoroughness and the quality of the presentation.

Facilitating Self-Regulated Learning with Technology: Evidence for Student Motivation and Exam Improvement

ERIC Educational Resources Information Center

Barber, Larissa K.; Bagsby, Patricia G.; Grawitch, Matthew J.; Buerck, John P.

2011-01-01

The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their…

Grading Multiple Choice Exams with Low-Cost and Portable Computer-Vision Techniques

ERIC Educational Resources Information Center

Fisteus, Jesus Arias; Pardo, Abelardo; García, Norberto Fernández

2013-01-01

Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, "Eyegrade," a system for automatic grading of multiple…

Two Disciplines of Examiners? The Effect of Professional Background and Level of Experience in Grade-Setting.

ERIC Educational Resources Information Center

Havik, Odd Erik

1980-01-01

Focuses on the influence of examiners' level of experience and professional background on grades given in oral and written undergraduate examinations in psychology. Level of experience was found to have no significant effect. Clinical psychologists gave more laudabilis grades on oral exams and academic psychologists on essay exams. (JD)

[Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

PubMed

Matsunuma, Mitsuyasu

2009-04-01

This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

Teaching Techniques: Give or Take? Test Review in the ESL/EFL Classroom

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2016-01-01

This article describes "Give or Take?", a fun game that teachers can use to review vocabulary in the English as a second language or foreign language (ESL/EFL) classroom. This game is easy to prepare, and it is a fun and efficient way to review for quizzes or larger midterm or final exams. It can be adapted to almost any grade level or…

Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

An evaluation of teaching methods in the introductory physics classroom

NASA Astrophysics Data System (ADS)

Savage, Lauren Michelle Williams

The introductory physics mechanics course at the University of North Carolina at Charlotte has a history of relatively high DFW rates. In 2011, the course was redesigned from the traditional lecture format to the inverted classroom format (flipped). This format inverts the classroom by introducing material in a video assigned as homework while the instructor conducts problem solving activities and guides discussions during the regular meetings. This format focuses on student-centered learning and is more interactive and engaging. To evaluate the effectiveness of the new method, final exam data over the past 10 years was mined and the pass rates examined. A normalization condition was developed to evaluate semesters equally. The two teaching methods were compared using a grade distribution across multiple semesters. Students in the inverted class outperformed those in the traditional class: "A"s increased by 22% and "B"s increased by 38%. The final exam pass rate increased by 12% under the inverted classroom approach. The same analysis was used to compare the written and online final exam formats. Surprisingly, no students scored "A"s on the online final. However, the percent of "B"s increased by 136%. Combining documented best practices from a literature review with personal observations of student performance and attitudes from first hand classroom experience as a teaching assistant in both teaching methods, reasons are given to support the continued use of the inverted classroom approach as well as the online final. Finally, specific recommendations are given to improve the course structure where weaknesses have been identified.

The Preparatory Workshop: A Partial Solution to an English Compulsory Exam Failure Rate.

ERIC Educational Resources Information Center

Naugle, Helen; McGuire, Peter

Georgia Institute of Technology has created a preparatory workshop that avoids focusing composition courses on the state competency exam while helping its students pass the exam. In checking the exams of students who had failed, three problems appeared: lack of motivation, lack of awareness of the standards for grading the exam, and an inability…

Grade Expectations: Rationality and Overconfidence

PubMed Central

Magnus, Jan R.; Peresetsky, Anatoly A.

2018-01-01

Confidence and overconfidence are essential aspects of human nature, but measuring (over)confidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (over)confidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly. PMID:29375449

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

PubMed

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

2016-01-01

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

The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

PubMed Central

2005-01-01

A knowledge survey (KS) is a series of content-based questions sequenced in order of presentation during a course. Students do not answer the questions; rather, they rank their confidence in their ability to answer each question. A 304-question KS was designed and implemented for a multisection, multi-instructor introductory biology course to determine whether this tool could be used to assess student learning. The KS was administered during the first 2 wk and the last 2 wk of the semester online via WebCT. Results were scored using one point for each “not confident” response (level 1), two points for each “possibly confident” response (level 2), and three points for each “confident” response (level 3). We found that scores increased significantly between the pre- and post-KS, indicating that student confidence in their knowledge of the course material increased over the semester. However, the correlation between student confidence and final grades was negligible or low, and chi-square tests show that KS scores and matched exam questions were not significantly related. We conclude that under the conditions implemented in our study, the KS does not reliably measure student learning as measured by final grades or exam questions. PMID:16341258

In-class use of clickers and clicker tests improve learning and enable instant feedback and retests via automated grading

NASA Astrophysics Data System (ADS)

Burnham, Nancy A.; Kadam, Snehalata V.; DeSilva, Erin

2017-11-01

An audience response system (‘clickers’) was gradually incorporated into introductory physics courses at Worcester Polytechnic Institute during the years 2011-14. Clickers were used in lectures, as a means of preparing for labs, and for collection of exam data and grading. Average student grades were 13.5% greater, as measured by comparing exam results with a previous year. Student acceptance of clickers was high, ranging from 66% to 95%, and grading time for exams was markedly reduced, from a full day to a few hours for approximately 150 students. The streamlined grading allowed for a second test on the same material for the students who failed the first one. These improvements have the immediate effects of engagement, learning, and efficiency, and ideally, they will also provide an environment in which more students will succeed in college and their careers.

Diagnostic Examination for Students Entering Graduate Study in Soil Science.

ERIC Educational Resources Information Center

Loynachan, T. E.

1988-01-01

Reports that students with soil science background performed better on a diagnostic examination; no relationship existed between exam performance and country of origin, degree sought, or undergraduate class quartile. Concludes that exam results, the grade received in a beginning graduate-level course and the cumulative graduate grade-point average…

Why Veterinary Medical Educators Should Embrace Cumulative Final Exams.

PubMed

Royal, Kenneth D

The topic of cumulative final examinations often elicits polarizing opinions from veterinary medical educators. While some faculty prefer cumulative finals, there are many who perceive these types of examinations as problematic. Specifically, faculty often cite cumulative examinations are more likely to cause students' greater stress, which may in turn result in negative student evaluations of teaching. Cumulative finals also restrict the number of items one may present to students on most recent material. While these cited disadvantages may have some merit, the advantages of cumulative examinations far exceed the disadvantages. The purpose of this article is to discuss the advantages of cumulative examinations with respect to learning evidence, grade/score validity, fairness issues, and implications for academic policy.

The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

ERIC Educational Resources Information Center

Corcoran, Mimi

2017-01-01

This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

Investigating the Written Exam Scores' Prediction Power of TEOG Exam Scores

ERIC Educational Resources Information Center

Kontas, Hakki; Özpolat, Esen Turan

2017-01-01

The purpose of this study was to investigate exam scores' predicting Transition from Primary to Secondary Education (TEOG) exam scores. The research data were obtained from the records of 1035 students studying at the first term of eighth grade in 2015-2016 academic year in e-school system. The research was on relational screening model. Linear…

[Docimological analysis of the anatomy test for the PCEMII final exam in Dakar].

PubMed

Ouedraogo, T; Dia, A; Lo, E A; Cisse, A M; Ndiaye, A; Mauppin, J M; Sow, M L; Mudry, J N; Benkhelil, J

1991-01-01

This docimological analysis is based on computer treatment of the results of the anatomy exam for the two sessions of July (159 candidates) and October (56 candidates) of the identification questions, discrimination questions, coupling (paining), grouping, association and diagram labelling. The results were appraised following certain parameters: the gross score revealed a rather low average score for the whole class (14.57 and 9.57 over 30): the low success rate in July and the average figure of October indicate, in general, either the difficulty of the questions for the students or a bad reception of the message; the bad discrimination index, since only 21% of the questions are of the discriminatory type. This finding pointed to a revision of 50 of the 68 questions of July and 53 of the 68 questions of October. On the whole, only 15 questions, over the two sessions, could have been kept unchanged for an eventual bank (stock of data): The correlation coefficient has showed a significant relation between success in the anatomy subject and success in the PCEM2 exam. This work has showed the possibilities that computers may offer in the teaching of anatomy and the evaluation of students. Besides, it emphasizes the importance of the anatomy grade in the PCEM2 exam. Finally, the mode evaluation used help exploring the various levels of the cognitive areas (memorization, interpretation of data, problem-solving) and to build up a bank of anatomy questions.

Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

PubMed

Bakić-Mirić, Natasa

2010-01-01

Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a university or college.

Reading Quizzes Improve Exam Scores for Community College Students.

PubMed

Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott

2018-06-01

To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student's grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration.

Global benchmarking of medical student learning outcomes? Implementation and pilot results of the International Foundations of Medicine Clinical Sciences Exam at The University of Queensland, Australia.

PubMed

Wilkinson, David; Schafer, Jennifer; Hewett, David; Eley, Diann; Swanson, Dave

2014-01-01

To report pilot results for international benchmarking of learning outcomes among 426 final year medical students at the University of Queensland (UQ), Australia. Students took the International Foundations of Medicine (IFOM) Clinical Sciences Exam (CSE) developed by the National Board of Medical Examiners, USA, as a required formative assessment. IFOM CSE comprises 160 multiple-choice questions in medicine, surgery, obstetrics, paediatrics and mental health, taken over 4.5 hours. Significant implementation issues; IFOM scores and benchmarking with International Comparison Group (ICG) scores and United States Medical Licensing Exam (USMLE) Step 2 Clinical Knowledge (CK) scores; and correlation with UQ medical degree cumulative grade point average (GPA). Implementation as an online exam, under university-mandated conditions was successful. Mean IFOM score was 531.3 (maximum 779-minimum 200). The UQ cohort performed better (31% scored below 500) than the ICG (55% below 500). However 49% of the UQ cohort did not meet the USMLE Step 2 CK minimum score. Correlation between IFOM scores and UQ cumulative GPA was reasonable at 0.552 (p < 0.001). International benchmarking is feasible and provides a variety of useful benchmarking opportunities.

Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

ERIC Educational Resources Information Center

Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.; Bell, John D.

2006-01-01

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those…

The Impact of Different Scoring Rubrics for Grading Virtual Patient-Based Exams

ERIC Educational Resources Information Center

Fors, Uno G. H.; Gunning, William T.

2014-01-01

Virtual patient cases (VPs) are used for healthcare education and assessment. Most VP systems track user interactions to be used for assessment. Few studies have investigated how virtual exam cases should be scored and graded. We have applied eight different scoring models on a data set from 154 students. Issues studied included the impact of…

Locating, characterizing and minimizing sources of error for a paper case-based structured oral examination in a multi-campus clerkship.

PubMed

Kumar, A; Bridgham, R; Potts, M; Gushurst, C; Hamp, M; Passal, D

2001-01-01

To determine consistency of assessment in a new paper case-based structured oral examination in a multi-community pediatrics clerkship, and to identify correctable problems in the administration of examination and assessment process. Nine paper case-based oral examinations were audio-taped. From audio-tapes five community coordinators scored examiner behaviors and graded student performance. Correlations among examiner behaviors scores were examined. Graphs identified grading patterns of evaluators. The effect of exam-giving on evaluators was assessed by t-test. Reliability of grades was calculated and the effect of reducing assessment problems was modeled. Exam-givers differed most in their "teaching-guiding" behavior, and this negatively correlated with student grades. Exam reliability was lowered mainly by evaluator differences in leniency and grading pattern; less important was absence of standardization in cases. While grade reliability was low in early use of the paper case-based oral examination, modeling of plausible effects of training and monitoring for greater uniformity in administration of the examination and assigning scores suggests that more adequate reliabilities can be attained.

Can mixed assessment methods make biology classes more equitable?

PubMed

Cotner, Sehoya; Ballen, Cissy J

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

Can mixed assessment methods make biology classes more equitable?

PubMed Central

Ballen, Cissy J.

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM. PMID:29281676

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

NASA Astrophysics Data System (ADS)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self-Determination Theory and strengthen the standpoint of athletics and academics in regards to self-regulation.

Are Online Exams an Invitation to Cheat?

ERIC Educational Resources Information Center

Harmon, Oskar R.; Lambrinos, James; Kennedy, Peter, Ed.

2008-01-01

In this study, the authors use data from two online courses in principles of economics to estimate a model that predicts exam scores from independent variables of student characteristics. In one course, the final exam was proctored, and in the other course, the final exam was not proctored. In both courses, the first three exams were unproctored.…

Relationships between Preclinical Course Grades and Standardized Exam Performance

ERIC Educational Resources Information Center

Hu, Yinin; Martindale, James R.; LeGallo, Robin D.; White, Casey B.; McGahren, Eugene D.; Schroen, Anneke T.

2016-01-01

Success in residency matching is largely contingent upon standardized exam scores. Identifying predictors of standardized exam performance could promote primary intervention and lead to design insights for preclinical courses. We hypothesized that clinically relevant courses with an emphasis on higher-order cognitive understanding are most…

Investigating the Variables in a Mock Exam Study Session Designed to Improve Student Exam Performance in an Undergraduate Behavior Modification and Therapy Course

ERIC Educational Resources Information Center

Dotson, Wesley H.

2010-01-01

The purpose of the present study was to identify components of an optional mock exam review session (e.g. requiring students to write answers, providing students grading keys for questions) responsible for improvements in student performance on application-based short-essay exams in an undergraduate behavior modification course. Both…

Estimating a Missing Examination Score

ERIC Educational Resources Information Center

Loui, Michael C.; Lin, Athena

2017-01-01

In science and engineering courses, instructors administer multiple examinations as major assessments of students' learning. When a student is unable to take an exam, the instructor might estimate the missing exam score to calculate the student's course grade. Using exam score data from multiple offerings of two large courses at a public…

[What happens when medical students set their own exam papers?].

PubMed

Baerheim, A; Meland, E

2001-10-20

In the section for general practice at the University of Bergen, Norway, we want to emphasise learning more than control in our work with students. As a step in this direction we invited students to come up with proposals for exam papers, papers that usually include six to nine multiple steps for clinical reasoning. We guaranteed that one out of three proposals would be included as a paper in the written examination, possibly slightly modified. This article is an evaluation of the consequences of letting medical students set some of their own exam papers. The process was evaluated using 1) grades given, 2) students' assessment of whether this mode of setting papers influenced their exam preparations, and 3) students' free-text comments on the process. 57 out of 64 students (89%) took part in the evaluation. All knew that their fellow students had set one of the exam papers, but only 34 (60%) reported that this knowledge had changed the way they prepared for the exam. The mean grade was 9.9 (range 5-12, on a scale from 1 to 12, 6 being the lowest pass grade) for the paper set by students, and 9.5 (range 5-11) for all papers combined. Mean difference in score was 0.32 (95% confidence interval 0.08-0.64). Students' free-text comments showed that they specifically prepared for the three known paper topics. They drew comfort from knowing at least one of the papers set, and the student-set papers were found relevant for general practice. Letting medical students set one of the exam papers makes them feel more confident. Student-set papers were seen as relevant for clinical practice. The control function of the exam seemed to have been preserved.

The Impact of Teacher Efficacy and Student Engagement on Eleventh-Grade South Carolina U.S History and Constitution End-of-Course State Exam Scores

ERIC Educational Resources Information Center

Persinski, Jacqueline L.

2015-01-01

This research study analyzed the impact of teacher self-efficacy and student engagement on eleventh-grade South Carolina U.S. History and Constitution end-of-course state exam scores. Research questions centered on analyzing the relationships between the variables of teacher efficacy, student engagement, and student achievement as measured by the…

Predictors of the Elementary School Proficiency Exams and Issues of Equality in Educational Facilities

ERIC Educational Resources Information Center

Erdogan, Irfan; Meseci Giorgetti, Filiz; Cifcili, Vakur

2011-01-01

The main purpose of this study is to determine whether school/student, classroom/student, teacher/student ratio, and the Human Development Index (I.G.E.) rates by province predict a province's total 6th and 7th grade Elementary School Proficiency Exam (SBS) scores. To determine the relationships between the province's total 6th and 7th grade SBS…

The impact of a scheduling change on ninth grade high school performance on biology benchmark exams and the California Standards Test

NASA Astrophysics Data System (ADS)

Leonardi, Marcelo

The primary purpose of this study was to examine the impact of a scheduling change from a trimester 4x4 block schedule to a modified hybrid schedule on student achievement in ninth grade biology courses. This study examined the impact of the scheduling change on student achievement through teacher created benchmark assessments in Genetics, DNA, and Evolution and on the California Standardized Test in Biology. The secondary purpose of this study examined the ninth grade biology teacher perceptions of ninth grade biology student achievement. Using a mixed methods research approach, data was collected both quantitatively and qualitatively as aligned to research questions. Quantitative methods included gathering data from departmental benchmark exams and California Standardized Test in Biology and conducting multiple analysis of covariance and analysis of covariance to determine significance differences. Qualitative methods include journal entries questions and focus group interviews. The results revealed a statistically significant increase in scores on both the DNA and Evolution benchmark exams. DNA and Evolution benchmark exams showed significant improvements from a change in scheduling format. The scheduling change was responsible for 1.5% of the increase in DNA benchmark scores and 2% of the increase in Evolution benchmark scores. The results revealed a statistically significant decrease in scores on the Genetics Benchmark exam as a result of the scheduling change. The scheduling change was responsible for 1% of the decrease in Genetics benchmark scores. The results also revealed a statistically significant increase in scores on the CST Biology exam. The scheduling change was responsible for .7% of the increase in CST Biology scores. Results of the focus group discussions indicated that all teachers preferred the modified hybrid schedule over the trimester schedule and that it improved student achievement.

Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents.

PubMed

Tonetti, Lorenzo; Fabbri, Marco; Filardi, Marco; Martoni, Monica; Natale, Vincenzo

2015-08-01

The aim of this study was to examine the effects of sleep timing, quality and duration on school achievement in adolescents. Thirty-six Italian students (mean age: 18.14 ± 0.49 years) attending their last year of high school participated in the study. They completed the Morningness-Eveningness Questionnaire for Children and Adolescents (MEQ-CA). This was used to determine their ideal sleep timing by computing the total score, with higher scores corresponding to a greater tendency toward morningness. In addition, students underwent two non-consecutive weeks of actigraphy in one-month period to objectively assess: habitual sleep timing through the midpoint of sleep (MS); habitual sleep quality through the parameter of sleep efficiency (SE); and habitual sleep duration through the parameter of total sleep time (TST). Participants also completed the Mini Sleep Questionnaire, which allowed us to assess perceived sleep quality, at the end of each actigraphic-recording week. School performance was assessed using the grades obtained by students in their school leaving exams taken at the end of the school year. A significant positive correlation was observed between SE and exam grades, as well as MEQ-CA scores and grades. Multiple regression analysis showed that only SE was significantly and positively related to the final grade. Examining objective and ecological measures, SE (indicator of sleep quality) had the strongest effect on school achievement in adolescents. Copyright © 2015 Elsevier B.V. All rights reserved.

Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

PubMed

Snyder, Julia J; Carter, B Elijah; Wiles, Jason R

2015-03-02

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab. © 2015 J. J. Snyder et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Testing Frequency in an Introductory Computer Programming Course

ERIC Educational Resources Information Center

Adkins, Joni K.; Linville, Diana R.

2017-01-01

This paper reports the findings of a study done to determine if increasing the number of exams in a course had an effect on student grades. Some studies have found that more frequent exams positively influence scores while other studies have found more frequent exams do not make a difference in student achievement. This study examines the impact…

Factors influencing medical informatics examination grade--can biorhythm, astrological sign, seasonal aspect, or bad statistics predict outcome?

PubMed

Petrovecki, Mladen; Rahelić, Dario; Bilić-Zulle, Lidija; Jelec, Vjekoslav

2003-02-01

To investigate whether and to what extent various parameters, such as individual characteristics, computer habits, situational factors, and pseudoscientific variables, influence Medical Informatics examination grade, and how inadequate statistical analysis can lead to wrong conclusions. The study included a total of 382 second-year undergraduate students at the Rijeka University School of Medicine in the period from 1996/97 to 2000/01 academic year. After passing the Medical Informatics exam, students filled out an anonymous questionnaire about their attitude toward learning medical informatics. They were asked to grade the course organization and curriculum content, and provide their date of birth; sex; study year; high school grades; Medical Informatics examination grade, type, and term; and describe their computer habits. From these data, we determined their zodiac signs and biorhythm. Data were compared by the use of t-test, one-way ANOVA with Tukey's honest significance difference test, and randomized complete block design ANOVA. Out of 21 variables analyzed, only 10 correlated with the average grade. Students taking Medical Informatics examination in the 1998/99 academic year earned lower average grade than any other generation. Significantly higher Medical Informatics exam grade was earned by students who finished a grammar high school; owned and regularly used a computer, Internet, and e-mail (p< or =0.002 for all items); passed an oral exam without taking a written test (p=0.004), or did not repeat the exam (p<0.001). Better high-school students and students with better grades from high-school informatics course also scored significantly better (p=0.032 and p<0.001, respectively). Grade in high-school mathematics, student's sex, and time of year when the examination was taken were not related to the grade, and neither were pseudoscientific parameters, such as student zodiac sign, zodiac sign quality, or biorhythm cycles, except when intentionally inadequate statistics was used for data analysis. Medical Informatics examination grades correlated with general learning capacity and computer habits of students, but showed no relation to other investigated parameters, such as examination term or pseudoscientific parameters. Inadequate statistical analysis can always confirm false conclusions.

Giving bonus points based on oral exams

NASA Astrophysics Data System (ADS)

Ehrlich, Robert

2007-04-01

A pedagogical experiment of giving bonus points based on oral exams in an introductory physics course is described. The orals covered the questions on a written exam that had just been graded and returned to the class. Although the performance of most students on the oral exams was fair at best, the value of bonus point orals would appear to be considerable, even though it may not be applicable to large classes and have other important disadvantages.

Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2015-06-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

Sleep and Final Exam Performance in Introductory Physics

NASA Astrophysics Data System (ADS)

Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

2018-03-01

Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students actually do sleep the night before an exam, and how that would relate to their performance. The effect of inadequate sleep on exam performance was explored in a second-semester introductory physics course. At the end of the final exam, students reported the number of hours they slept the night before. Sleep deprivation corresponded to lower final exam scores. The main purpose of this study is to provide evidence that instructors can provide to their students to convince them that their time is better spent sleeping rather than studying all night before an exam.

Use of iPod™ technology in medical-surgical nursing courses: effect on grades.

PubMed

Johnston, Robert; Hepworth, Joseph; Goldsmith, Melissa; Lacasse, Cheryl

2010-01-01

Advances in computer technology, such as the portable and affordable iPod™, allow students to view lectures anywhere at any time. iPods™ are of special interest for nurse educators who strive to meet demands posed by a critical nursing shortage. A mixed-methods pilot study was conducted to assess whether iPod™ could be an effective teaching tool for medical-surgical nursing lectures. In a randomized study with 35 participants, together with eight students having their own iPods™, grades of students given pre-recorded class lectures on iPods™ were compared with grades of those who attended lectures without iPods™. Learning styles, amount and use of students devoted to iPod™ lectures were considered as well as grades. Most results were not significant, but there was some evidence that the control groups who attended classroom lectures received better grades than iPod™ users, and individuals who used iPod™ more frequently before the final exam received lower grades. These somewhat surprising results suggest the need for further research in the use of this technology as a resource for nursing education delivery.

Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

NASA Astrophysics Data System (ADS)

Walters, Kristi L.

The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the individual and group level. Motivation had low correlations with the other variables. Changes in group membership (i.e., attrition) were evaluated at the group level and showed the highest rates with the heterogeneous groups and the lowest with the homogeneous middle groups. Group gender ratios were examined, but showed no correlation with final course grade. Linear regression was utilized to identify any variables that might be useful in predicting the final course grade of each student. Only participation, attendance, and final exam grade were predictive, but as they were components of the final course grade, they were not useful for the model. Differences between the groups were also examined to determine if the group type was predictive of final course grade, but no significant difference was found. Results of the study are discussed in the context of the literature on student motivation to learn science. Implications of the study are discussed through the lens of the Millennial generation's perspectives on teaching and learning. Millennials often consider an education to be a commodity and may expect results with less effort. Millennials may be expressing a pseudo-intrinsic motivation in order to impress peers and instructors, while they may actually be more extrinsically motivated to succeed

Using Self-Efficacy Beliefs to Understand How Students in a General Chemistry Course Approach the Exam Process

ERIC Educational Resources Information Center

Willson-Conrad, Angela; Kowalske, Megan Grunert

2018-01-01

Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process,…

Two-Stage Exams Improve Student Learning in an Introductory Geology Course: Logistics, Attendance, and Grades

ERIC Educational Resources Information Center

Knierim, Katherine; Turner, Henry; Davis, Ralph K.

2015-01-01

Two-stage exams--where students complete part one of an exam closed book and independently and part two is completed open book and independently (two-stage independent, or TS-I) or collaboratively (two-stage collaborative, or TS-C)--provide a means to include collaborative learning in summative assessments. Collaborative learning has been shown to…

Does Eating Breakfast Affect the Performance of College Students on Biology Exams?

ERIC Educational Resources Information Center

Phillips, Gregory W.

2005-01-01

This study examined the breakfast eating habits of 1,259 college students over an eleven year period to determine if eating breakfast had an impact upon their grade on a General Biology exam. The study determined that there was a significant difference in the performance on the exam with a higher percent of the participants, who had eaten…

46 CFR 10.219 - Fees.

Code of Federal Regulations, 2010 CFR

2010-10-01

... issuance fee before receipt of the MMC. (c) If the examination is administered at a place other than an REC... examination fee will be charged for each exam or series of exams for an original, raise of grade, or renewal...

Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

PubMed Central

Nakonechny, Joanne; Cragg, Jacquelyn J.; Ramer, Matt S.

2010-01-01

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom. PMID:21209910

Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

PubMed

Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

2010-12-29

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

Grading Multiple Choice Exams with Low-Cost and Portable Computer-Vision Techniques

NASA Astrophysics Data System (ADS)

Fisteus, Jesus Arias; Pardo, Abelardo; García, Norberto Fernández

2013-08-01

Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, Eyegrade, a system for automatic grading of multiple choice exams is presented. While most current solutions are based on expensive scanners, Eyegrade offers a truly low-cost solution requiring only a regular off-the-shelf webcam. Additionally, Eyegrade performs both mark recognition as well as optical character recognition of handwritten student identification numbers, which avoids the use of bubbles in the answer sheet. When compared with similar webcam-based systems, the user interface in Eyegrade has been designed to provide a more efficient and error-free data collection procedure. The tool has been validated with a set of experiments that show the ease of use (both setup and operation), the reduction in grading time, and an increase in the reliability of the results when compared with conventional, more expensive systems.

Will students pass a competitive exam that they failed in their dreams?

PubMed

Arnulf, Isabelle; Grosliere, Laure; Le Corvec, Thibault; Golmard, Jean-Louis; Lascols, Olivier; Duguet, Alexandre

2014-10-01

We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students' dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students' grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p=.01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R=0.1, p=.01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain. Copyright © 2014 Elsevier Inc. All rights reserved.

The impacts of blended learning design in first year medical studies.

PubMed

Gillois, Pierre; Bosson, Jean Luc; Genty, Celine; Vuillez, Jean-Philippe; Romanet, Jean-Paul

2015-01-01

In the first year of medical studies in France, students prepare for a highly selective entrance exam limited by numerus clausus into the second year. We have discontinued live lectures, made maximum use of new information and communication technologies and introduced tutorials in an attempt to make the first year more equitable and to personalise teaching. The reform is based on blended learning with flipped classroom organized into a four-week cycles of different activities. Each cycle corresponds to a learning module. The teachers' and students' opinions were analysed to evaluate the reforms and allow teaching methods to be adapted accordingly. The student profiles at registration and success in the exams following the reform are described. The tutorial's notes are correlated to the final scores at the entrance exam. The keys to success seem to be modified by the reform providing greater equality of opportunity between students. The factors associated to success are baccalaureate highest grades, high School Specialisation (maths, physics or earth and life sciences) and repeating the first year class. The use of blended learning allows us to face the increase of student enrolment, and to facilitate the acceptance of these pedagogical methods for both students and teachers.

Examination of Science Achievement in the 8th Grade Level in Turkey in Terms of National and International Exams Depending upon Various Variables

ERIC Educational Resources Information Center

Atalmis, Erkan H.; Avgin, Sakine S.; Demir, Papatya; Yildirim, Bilal

2016-01-01

The aim of the present study is to examine the effect of demographic characteristics of students in Turkey upon their performance in TIMSS, an international assessment exam and Secondary Education Transition Examination which is a national exam (OGS). One of the fields of sciences, biology is taken into account as student performance. As a result…

Encouraging an environment to nurture lifelong learning: an Asian experience.

PubMed

Jacobs, Joshua L; Samarasekera, Dujeepa D; Shen, Liang; Rajendran, K; Hooi, Shing Chuan

2014-02-01

Within an Asian context, this study examines the effect of changing from traditional course grades to a distinction/pass/fail (D/P/F) grading system on medical student self-perceived stress levels and on student exam performance. At the end of the 2010-2011 academic year, the Perceived Stress Scale-10 (PSS-10) was administered to the cohort of students finishing their first year of medical studies. For the academic year 2011-2012, the grading system was changed to D/P/F for the first year of medical school. The PSS-10 was also administered to the subsequent cohort of first-year medical students at the same point in the academic year as previous. Qualitative comments were collected for both cohorts. Stress as measured by the PSS-10 was significantly lower in the cohort that went through the year with the D/P/F grading system in place. Thematic analysis of qualitative responses showed a shift in sources of student stress away from peer-competition. There were no significant differences in overall exam performance. Within an Asian context, switching to a D/P/F grading system can alleviate stress and peer competition without compromising knowledge. This may help foster a "learning orientation" rather than an "exam orientation," and contribute to inculcating lifelong learning skills.

Factors affecting postgraduate dental students' performance in a biostatistics and research design course.

PubMed

El Tantawi, Maha M A

2009-05-01

Comprehension of biostatistics and principles of research design is important for literature evaluation and evidence-based practice in dentistry as well as for researchers wishing to have their publications accepted by international journals. This study investigated the contribution of several factors to postgraduate dental student performance in a biostatistics and research design course. All of the subjects in this study were dental school graduates currently enrolled in postgraduate programs leading to master's or doctoral degrees. The seven factors selected for study were 1) learning style preferences assessed by the VARK questionnaire, 2) past academic performance at the bachelor's degree level, 3) age, 4) gender, 5) current postgraduate program (master's or Ph.D.), 6) lecture attendance, and 7) performance on a quiz conducted early in the course. Response rate was 64 percent. Using bivariate analysis, a statistically significant relationship was observed between final exam score and the following factors: bachelor's degree grade; having single or multiple learning preferences; having visual, aural, read-write, or kinesthetic learning style preference; percent of lectures attended; and quiz score (P<0.0001, 0.01, 0.02, 0.006, 0.04, 0.03, 0.03, and <0.0001 respectively). In regression analysis, significant predictors of final exam score were bachelor's degree grade, having aural learning preference, and quiz score. The findings suggest that dental educators should direct their attention to students who have difficulties at the beginning of the course and should match the learning preferences of as many students as possible by presenting information in different ways rather than focusing on a single method of delivering the course.

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

ERIC Educational Resources Information Center

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…

A Study of the Relationship between Student Final Exam Performance and Simulation Game Participation.

ERIC Educational Resources Information Center

Whiteley, T. R.; Faria, A. J.

1989-01-01

Describes study that investigated the relationship between participation in a business simulation game and performance on a final exam in a principles of marketing course. Past research on business games is reviewed; the use of midterm exam performance level as a pretest variable is explained; and question classification is described. (44…

The Use of a Comprehensive Multiple Choice Final Exam in the Macroeconomics Principles Course: An Assessment.

ERIC Educational Resources Information Center

Petrowsky, Michael C.

This paper analyzes the results of a pilot study at Glendale Community College (Arizona) to assess the effectiveness of a comprehensive multiple choice final exam in the macroeconomic principles course. The "pilot project" involved the administration of a 50-question multiple choice exam to 71 students in three macroeconomics sections.…

Taiwanese Arithmetic and Algebra

ERIC Educational Resources Information Center

Lo, Jane-Jane; Tsai, Feng-Chiu

2011-01-01

Taiwanese students consistently rank near the top on international exams on mathematics and science. In 2007, Taiwan recorded the highest TIMSS math score for eighth grade. The central education agency in Taiwan publishes detailed mathematics curriculum guidelines, which textbooks and national exams follow closely. In May each year, all ninth…

Classroom: Efficient Grading

ERIC Educational Resources Information Center

Shaw, David D.; Pease, Leonard F., III.

2014-01-01

Grading can be accelerated to make time for more effective instruction. This article presents specific time management strategies selected to decrease administrative time required of faculty and teaching assistants, including a multiple answer multiple choice interface for exams, a three-tier grading system for open ended problem solving, and a…

Equivalency of Computer-based and Paper-and-pencil Testing.

ERIC Educational Resources Information Center

DeAngelis, Susan

2000-01-01

Dental hygiene students (n=15) took a first examination on computer then paper; 15 others took the paper test first. Computer test scores were higher than paper for the first exam. Student acceptance of the computer format was mixed. Computer exams reduced scoring and grade reporting time. (SK)

Short- and Long-Term Effects of Cumulative Finals on Student Learning

ERIC Educational Resources Information Center

Khanna, Maya M.; Brack, Amy S. Badura; Finken, Laura L.

2013-01-01

In two experiments, we examined the benefits of cumulative and noncumulative finals on students' short- and long-term course material retention. In Experiment 1, we examined results from course content exams administered immediately after course finals. Course sections including cumulative finals had higher content exam scores than sections…

Gender as a variable in the assessment of final year degree-level communication skills.

PubMed

Wiskin, Connie M D; Allan, Teresa F; Skelton, John R

2004-02-01

To investigate possible bias due to gender combination of students, role players and examiners in a high-stakes assessment. Valid oral interactive contextualized examinations (VOICEs) is a long-station OSCE-style exam in general practice (GP). At the time of writing it consisted of 65% of the student's final GP mark. In the VOICE, students undertake six tasks--four vivas and two role-plays. "Patient" roles are taken by professional role players who work regularly on the undergraduate curriculum. During the role-play, the student's clinical competence is assessed by an observing GP examiner. The communication skills marks are awarded by the role player and the examiner together, by negotiation. Data have been recorded detailing the role player's initial marks, the examiner's initial marks and their final (awarded) agreed marks for 1024 consultations. 512 final year medical students, 28 role players and 48 examiners. There were no inclusion or exclusion criteria. All those present on exam day became part of the data. There was a significant relationship between gender and performance for some, but not all, stations. Correlations for multiple comparisons removed the significance. Female students perform better across the board than male students. While not always significant, this did affect grading. There was no significant association between the genders of role players and examiners with the question choices. There has been a significant worsening of male results since 1999. Differences exist in the way that pairs of mixed or single genders score students.

Internal quality control indicators of cervical cytopathology exams performed in laboratories monitored by the External Quality Control Laboratory.

PubMed

Ázara, Cinara Zago Silveira; Manrique, Edna Joana Cláudio; Tavares, Suelene Brito do Nascimento; de Souza, Nadja Lindany Alves; Amaral, Rita Goreti

2014-09-01

To evaluate the impact of continued education provided by an external quality control laboratory on the indicators of internal quality control of cytopathology exams. The internal quality assurance indicators for cytopathology exams from 12 laboratories monitored by the External Quality Control Laboratory were evaluated. Overall, 185,194 exams were included, 98,133 of which referred to the period preceding implementation of a continued education program, while 87,061 referred to the period following this intervention. Data were obtained from the Cervical Cancer Database of the Brazilian National Health Service. Following implementation of the continued education program, the positivity index (PI) remained within recommended limits in four laboratories. In another four laboratories, the PI progressed from below the limits to within the recommended standards. In one laboratory, the PI remained low, in two laboratories, it remained very low, and in one, it increased from very low to low. The percentage of exams compatible with a high-grade squamous intraepithelial lesion (HSIL) remained within the recommended limits in five laboratories, while in three laboratories it progressed from below the recommended levels to >0.4% of the total number of satisfactory exams, and in four laboratories it remained below the standard limit. Both the percentage of atypical squamous cells of undetermined significance (ASC-US) in relation to abnormal exams, and the ratio between ASC-US and intraepithelial lesions remained within recommended levels in all the laboratories investigated. An improvement was found in the indicators represented by the positivity index and the percentage of exams compatible with a high-grade squamous intraepithelial lesion, showing that the role played by the external quality control laboratory in providing continued education contributed towards improving laboratory staff skills in detecting cervical cancer precursor lesions.

The association between higher body mass index and poor school performance in high school students.

PubMed

Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

2016-12-01

This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

Does the NBME Surgery Shelf exam constitute a "double jeopardy" of USMLE Step 1 performance?

PubMed

Ryan, Michael S; Colbert-Getz, Jorie M; Glenn, Salem N; Browning, Joel D; Anand, Rahul J

2017-02-01

Scores from the NBME Subject Examination in Surgery (Surgery Shelf) positively correlate with United States Medical Licensing Examination Step 1 (Step 1). Based on this relationship, the authors evaluated the predictive value of Step 1 on the Surgery Shelf. Surgery Shelf standard scores were substituted for Step 1 standard scores for 395 students in 2012-2014 at one medical school. Linear regression was used to determine how well Step 1 scores predicted Surgery Shelf scores. Percent match between original (with Shelf) and modified (with Step 1) clerkship grades were computed. Step 1 scores significantly predicted Surgery Shelf scores, R 2  = 0.42, P < 0.001. For every point increase in Step 1, a Surgery Shelf score increased by 0.30 points. Seventy-seven percent of original grades matched the modified grades. Replacing Surgery Shelf scores with Step 1 scores did not have an effect on the majority of final clerkship grades. This observation raises concern over use of Surgery Shelf scores as a measure of knowledge obtained during the Surgery clerkship. Copyright © 2016 Elsevier Inc. All rights reserved.

Training Program for Cardiology Residents to Perform Focused Cardiac Ultrasound Examination with Portable Device.

PubMed

Siqueira, Vicente N; Mancuso, Frederico J N; Campos, Orlando; De Paola, Angelo A; Carvalho, Antonio C; Moises, Valdir A

2015-10-01

Training requirements for general cardiologists without echocardiographic expertise to perform focused cardiac ultrasound (FCU) with portable devices have not yet been defined. The objective of this study was to evaluate a training program to instruct cardiology residents to perform FCU with a hand-carried device (HCD) in different clinical settings. Twelve cardiology residents were subjected to a 50-question test, 4 lectures on basic echocardiography and imaging interpretation, the supervised interpretation of 50 echocardiograms and performance of 30 exams using HCD. After this period, they repeated the written test and were administered a practical test comprising 30 exams each (360 patients) in different clinical settings. They reported on 15 parameters and a final diagnosis; their findings were compared to the HCD exam of a specialist in echocardiography. The proportion of correct answers on the theoretical test was higher after training (86%) than before (51%; P = 0.001). The agreement was substantial among the 15 parameters analyzed (kappa ranging from 0.615 to 0.891; P < 0.001). The percentage of correct interpretation was lower for abnormal (75%) than normal (95%) items, for valve abnormalities (85%) compared to other items (92%) and for graded scale (87%) than for dichotomous (95%) items (P < 0.0001, for all). For the final diagnoses, the kappa value was higher than 0.941 (P < 0.001; 95% CI [0.914, 0.955]). The training proposed enabled residents to perform FCU with HCD, and their findings were in good agreement with those of a cardiologist specialized in echocardiography. © 2015, Wiley Periodicals, Inc.

Which preferences associate with school performance?-Lessons from an exploratory study with university students.

PubMed

Horn, Daniel; Kiss, Hubert Janos

2018-01-01

Success in life is determined to a large extent by school performance so it is important to understand the effect of the factors that influence it. In this exploratory study, in addition to cognitive abilities, we attempt to link measures of preferences with outcomes of school performance. We measured in an incentivized way risk, time, social and competitive preferences and cognitive abilities of university students to look for associations between these measures and two important academic outcome measures: exam results and GPA. We find consistently that cognitive abilities (proxied by the Cognitive Reflection Test) are very well correlated with school performance. Regarding non-cognitive skills, we report suggestive evidence for many of our measured preferences. We used two alternative measures of time preference: patience and present bias. Present bias explains exam grades better, while patience explains GPA relatively better. Both measures of time preferences have a non-linear relation to school performance. Competitiveness matters, as students, who opt for a more competitive payment scheme in our experimental task have a higher average GPA. We observe also that risk-averse students perform a little better than more risk-tolerant students. That makes sense in case of multiple choice exams, because more risk-tolerant students may want to try to pass the exam less prepared, as the possibility of passing an exam just by chance is not zero. Finally, we have also detected that cooperative preferences-the amount of money offered in a public good game-associates strongly with GPA in a non-linear way. Students who offered around half of their possible amounts had significantly higher GPAs than those, who offered none or all their money.

Which preferences associate with school performance?—Lessons from an exploratory study with university students

PubMed Central

2018-01-01

Success in life is determined to a large extent by school performance so it is important to understand the effect of the factors that influence it. In this exploratory study, in addition to cognitive abilities, we attempt to link measures of preferences with outcomes of school performance. We measured in an incentivized way risk, time, social and competitive preferences and cognitive abilities of university students to look for associations between these measures and two important academic outcome measures: exam results and GPA. We find consistently that cognitive abilities (proxied by the Cognitive Reflection Test) are very well correlated with school performance. Regarding non-cognitive skills, we report suggestive evidence for many of our measured preferences. We used two alternative measures of time preference: patience and present bias. Present bias explains exam grades better, while patience explains GPA relatively better. Both measures of time preferences have a non-linear relation to school performance. Competitiveness matters, as students, who opt for a more competitive payment scheme in our experimental task have a higher average GPA. We observe also that risk-averse students perform a little better than more risk-tolerant students. That makes sense in case of multiple choice exams, because more risk-tolerant students may want to try to pass the exam less prepared, as the possibility of passing an exam just by chance is not zero. Finally, we have also detected that cooperative preferences—the amount of money offered in a public good game—associates strongly with GPA in a non-linear way. Students who offered around half of their possible amounts had significantly higher GPAs than those, who offered none or all their money. PMID:29451886

Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

PubMed Central

Leight, Hayley; Saunders, Cheston; Calkins, Robin; Withers, Michelle

2012-01-01

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. PMID:23222835

Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education.

PubMed

Satheesh, Keerthana M; Brockmann, Lorraine B; Liu, Ying; Gadbury-Amyot, Cynthia C

2015-12-01

While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students' self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students' and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help students improve their ability to self-assess their work.

Students' Self-Assessment in Chemistry Examinations Requiring Higher- and Lower-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Zoller*, Uri; Fastow, Michal; Lubezky, Aviva; Tsaparlis, Georgios

1999-01-01

The development of students' higher-order cognitive skills (HOCS) in the context of both chemistry and the complex interrelationships of science, technology, environment, and society is widely accepted as one of the most important goals of chemical education. Consequently, the translation of this goal into teaching, assessment, and learning strategies is a central issue in chemistry teaching. Students' self-assessment in chemistry examinations is a HOCS-promoting strategy. We evaluated the differences between students' self-assessment and their professors' assessment on midterm exams in introductory college courses in Israel and Greece, together with the students' appraisal of their capability for self- and peer-assessment. We found that (i) there were small (not significant) and large (significant) differences between students' self-grading and their professors' grading on LOCS and HOCS exam questions, respectively; (ii) students' estimates of their grades were higher than those of their professors, particularly for HOCS questions; and (iii) students believed that they were capable of self- and peer-assessment and were confident in making these assessments. Our results suggest that (i) students' self-assessment of LOCS-type exams can be successfully implemented immediately, whereas (ii) implementation of self-assessment for HOCS-type exam questions should be gradual, following appropriate preparation to close the gap between the future HOCS and contemporary dominant LOCS orientations in chemistry teaching and learning.

A Survey of Master's-Level Psychology Programs: Admissions Criteria and Program Policies

ERIC Educational Resources Information Center

Briihl, Deborah S.; Wasieleski, David T.

2004-01-01

This study summarizes the admission and program characteristics of American master's-level graduate programs housed in psychology departments. Individual programs (N = 253) from 163 colleges and universities provided data, including the use of grade point average, Graduate Record Exam scores, and other tests (Psychology Graduate Record Exam,…

Factors Distinguishing Exceptional Performance on the Uniform CPA Exam.

ERIC Educational Resources Information Center

Ashbaugh, Donald L.; Thompson, A. Frank

1993-01-01

Analysis of data from 234 Certified Public Accountant (CPA) candidates (98 of whom failed at least 1 part of the exam) showed that higher grades in the CPA review course correlated with passing the first time. Higher high school class rank and larger high school class size influenced exceptional test performance. (SK)

Measuring Discrimination in Education. NBER Working Paper No. 15057

ERIC Educational Resources Information Center

Hanna, Rema; Linden. Leigh

2009-01-01

In this paper, we illustrate a methodology to measure discrimination in educational contexts. In India, we ran an exam competition through which children compete for a large financial prize. We recruited teachers to grade the exams. We then randomly assigned child "characteristics" (age, gender, and caste) to the cover sheets of the…

Exam 2 Strategy

ERIC Educational Resources Information Center

Cummings, Richard G.; Gruber, Robert A.

2006-01-01

After students take their first exam in an accounting course, tax accounting and intermediate accounting in this case, their reactions to their test scores may be varied. This is their first major assessment of how they have performed in the class. The students in the class near the high end of the grading scale are going to be satisfied with…

The Comprehensive Business Exam: Usefulness for Assessing Instructional and Student Performance Outcomes

ERIC Educational Resources Information Center

Hahn, William; Leslie, Beth

2017-01-01

The authors explore the results of the Comprehensive Business Exam (CBE) administered to business majors during their senior-year business capstone course. The study results identified students' SAT and grade point average as a predictor of CBE performance, and variables that explain the correlation between CBE performance, SAT score, and grade…

Predictors of Attrition and Academic Success of Medical Students: A 30-Year Retrospective Study

PubMed Central

Maslov Kruzicevic, Silvija; Barisic, Katarina Josipa; Banozic, Adriana; Esteban, Carlos David; Sapunar, Damir; Puljak, Livia

2012-01-01

Aim To determine attrition and predictors of academic success among medical students at University of Split, Croatia. Methods We analysed academic records of 2054 students enrolled during 1979–2008 period. Results We found that 26% (533/2054) of enrolled students did not graduate. The most common reasons for attrition were ‘personal’ (36.4%), transfer to another medical school (35.6%), and dismissal due to unsatisfactory academic record (21.2%). Grade point average (GPA) and study duration of attrition students were significantly associated with parental education. There were 1126 graduates, 395 men and 731 women. Their average graduation GPA was 3.67±0.53 and study duration 7.6±2.44 years. During 5-year curriculum only 6.4% (42/654) of students graduated in time, and 55% (240/472) of students graduated in time after curriculum was extended to 6 years. Variables predicting whether a student will graduate or not were high school grades, entrance exam score and year of enrollment. Significant predictors of graduation grades were high school grades and entrance exam score. Entrance exam score predicted length of studying. Conclusion Preadmission academic qualifications and year of enrollment predict academic success in medical school. More attention should be devoted to high attrition. PMID:22737228

Teacher-Generated Final Exams in High School Science: Content, Rigor, and Assessment Literacy

NASA Astrophysics Data System (ADS)

Lach, Michael

This study investigates a large collection of teacher-generated end-of-semester final exams from Chicago Public School high school science classrooms in order to explore the depth and breadth of content that students learn in science classrooms. Teachers focus on a specific set of scientific content that is driven by district guidelines and popular textbooks but not particularly aligned to standards. To most teachers, rigor means coverage instead of intellectual press. The assessments, while unsophisticated, seem to be delivering what is expected of them---a way to mimic the most basic format of the ACT exam quickly. There was little variation among high poverty and low poverty schools, matching national data and indicating issues that are more due to a particular culture of science teaching and learning than driven by particular contexts. The study identifies implications for the observed homogeneity of final exam rigor and content, identifies gaps between how the routine of final exams are design and implemented in schools, and discusses similar methodological efforts that could enhance the ability of schools and districts to access useful information about the technical core of instruction.

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

PubMed Central

Craig, LaTasha B.; Smith, Chad; Crow, Sheila M.; Driver, Whitney; Wallace, Michelle; Thompson, Britta M.

2013-01-01

Objective To determine if performance differences exist between male and female students on a 6-week obstetrics and gynecology (Ob/Gyn) clerkship and to evaluate potential variables that might underlie any observed variations. Study Design Final clerkship grades and component scores (clinical evaluations, objective structured clinical examination [OSCE], oral examination, and National Board of Medical Examiners [NBME] subject examination) from July 2007 to June 2010 were matched by student and analyzed by gender. Basic science grade point average (GPA) and initial United States Medical Licensing Exam (USMLE) Step 1 scores were used to establish students’ baseline medical knowledge. On a post-clerkship questionnaire, a subset of students reported the numbers of procedures they performed during the clerkship; students also completed online pre- and post-clerkship questionnaires reflecting their self-assessed confidence in women's health clinical skills. Results Scores were analyzed for 136 women and 220 men. Final clerkship grades were significantly higher for females than for males (89.05 vs. 87.34, p=0.0004, η 2=0.08). Specifically, females outscored males on the OSCE, oral, and NBME subject examination portions of the clerkship but not clinical evaluations. Males reported completing fewer breast examinations (p=0.001, η 2=0.14). Pre-clerkship, males were significantly less confident than females in women's health clinical skills (p<0.01) but reached similar levels upon completion of the clerkship. No gender differences were detected for basic science GPA and USMLE Step 1 scores. Conclusion Student gender is associated with final grades on an Ob/Gyn clerkship. Further research regarding these differences should be explored. PMID:24300748

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

PubMed Central

Sebesta, Amanda J.; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills. PMID:28495934

The Grass Isn’t Always Greener: Perceptions of and Performance on Open-Note Exams

PubMed Central

Sato, Brian K.; He, Wenliang; Warschauer, Mark; Kadandale, Pavan

2015-01-01

Undergraduate biology education is often viewed as being focused on memorization rather than development of students’ critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature–based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom’s levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature–focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that ­increased experience may be necessary to truly understand the impact of this intervention. PMID:25828402

Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis of Grade Retention

ERIC Educational Resources Information Center

Rodríguez, Cristóbal; Amador, Adam; Tarango, B. Abigail

2016-01-01

The purpose of our study is to investigate reform policy, specifically a proposed third grade reading retention policy within the Borderlands. Under this policy, students not performing proficiently on the third grade reading standardized exam will be automatically retained in the third grade. The research methods and approach used in this study…

Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements.

PubMed

Wilson, Jennifer A; Pegram, Angela H; Battise, Dawn M; Robinson, April M

2017-11-01

To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used. A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031). Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content. Copyright © 2017 Elsevier Inc. All rights reserved.

Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

ERIC Educational Resources Information Center

Chelminski, Piotr

2017-01-01

In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a "comparative advantage theory" homework assignment, using an…

The Instinct Fallacy: The Metacognition of Answering and Revising during College Exams

ERIC Educational Resources Information Center

Couchman, Justin J.; Miller, Noelle E.; Zmuda, Shaun J.; Feather, Kathryn; Schwartzmeyer, Tina

2016-01-01

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…

46 CFR 10.231 - Requirements for raises of grade or new endorsements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... renews all endorsements that appear on the MMC under § 10.227 of this part. (c) A complete application... all applicable vision, hearing, medical, and/or physical exams required in § 10.215 for the particular... medical/physical tests and exams; and (9) Consent to a Coast Guard check of the NDR for offenses described...

46 CFR 10.209 - General application procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... endorsement or raise of grade are contained in § 10.231. (c) Applications are valid for 12 months from the... passed the applicable vision, hearing, medical or physical exam as required by § 10.215 of this part; (4... available from TSA, the mariner may be required to visit a Regional Exam Center to provide this information...

Do Streaks Matter in Multiple-Choice Tests?

ERIC Educational Resources Information Center

Kiss, Hubert János; Selei, Adrienn

2018-01-01

Success in life is determined to a large extent by school performance, which in turn depends heavily on grades obtained in exams. In this study, we investigate a particular type of exam: multiple-choice tests. More concretely, we study if patterns of correct answers in multiple-choice tests affect performance. We design an experiment to study if…

Attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan

ERIC Educational Resources Information Center

Da'asin, Khaled Awad

2016-01-01

This study aimed to investigate the attitude of Ash-Shobak university college students concerning the electronic exam for intermediate university degree in Jordan, and identify the impact of gender and grade point average (GPA) variables on students' attitudes. To achieve this objective, a questionnaire consisting of (26) items was used, and…

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

PubMed Central

Orr, Rebecca; Foster, Shellene

2013-01-01

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

Gender Differences in Both Force Concept Inventory and Introductory Physics Performance

NASA Astrophysics Data System (ADS)

Docktor, Jennifer; Heller, Kenneth

2008-10-01

We present data from a decade of introductory calculus-based physics courses for science and engineering students at the University of Minnesota taught using cooperative group problem solving. The data include 40 classes with more than 5500 students taught by 22 different professors. The average normalized gain for males is 0.4 for these large classes that emphasized problem solving. Female students made up approximately 20% of these classes. We present relationships between pre and post Force Concept Inventory (FCI) scores, course grades, and final exam scores for females and males. We compare our results with previous studies from Harvard [2] and the University of Colorado [3,4]. Our data show there is a significant gender gap in pre-test FCI scores that persists post-instruction although there is essentially no gender difference in course performance as determined by course grade.

Feedback on students' clinical reasoning skills during fieldwork education

PubMed Central

de Beer, Marianne; Mårtensson, Lena

2015-01-01

Background/aim Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability. Method A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. Results Students' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. Conclusions Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. PMID:26256854

Flippin' Fluid Mechanics - Using Online Technology to Enhance the In-Class Learning Experience

NASA Astrophysics Data System (ADS)

Webster, D. R.; Majerich, D. M.

2013-11-01

This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from two consecutive semesters of the same course taught by the same professor. One group used online technologies and solved problems in class and the other did not. Out of class, the treatment group watched 72 short (11 minutes, average) video lectures covering course topics and example problems being solved. Three times a week students worked in teams of two to solve problems on desktop whiteboard tablets while the instructor and graduate assistants provided ``just-in-time'' tutoring. The number of team problems assigned during the semester exceeded 100. Weekly online homework was assigned to reinforce topics. The WileyPlus online system generated unique problem parameters for each student. The control group received three-50 minute weekly lectures. Data include three midterms and a final exam. Regression results indicate that controlling for all of the entered variables, for every one more problem solving session the student attended, the final grade was raised by 0.327 points. Thus, if a student participated in all 25 of the team problem solving sessions, the final grade would have been 8.2 points higher, a difference of nearly a grade. Using online technologies and teamwork appeared to result in improved achievement, but more research is needed to support these findings.

PERCEPTION OF FINAL YEAR MEDICAL STUDENTS ABOUT OBJECTIVE STRUCTURED CLINICAL EXAMINATION IN THE DEPARTMENT OF GENERAL SURGERY.

PubMed

Gelan, Engida Abebe; Essayas, Reiye; Gebressilase, Kibrom

2015-10-01

Background -Assessment of clinical skills of medical students has a central role in medical education yet the suit- able evaluation methods have persistently debated by educators and students. To assess perceptions of final year medical students about the Organized Structured Clinical Exam (OSCE) METHODS AND MATERIALS: A cross sectional study was performed to assess views of final year medical students who had taken the OSCE in the Department of Surgery of Mekelle University College of Health Sciences, as well as other traditional exam formats in other departments in the medical school. Of the 154 students who took the final qualifying exam, 127 (82.5%) responded to the survey. Eighty-four (66%) of the respondents were males. The OSCE was considered as the best assessment method of practical exams by 70 (55.1%) of the respondents, with the conventional long exam next in preference, by 47 (37%) students. For questions addressing the advantages of the OSCE, the average favorability score was between 4.2 - 4.6 out of Likert's type 5-point scale rating. Coverage of common and relevant topics, uniform student assessment, and communication skill assessment were items receiving high favorability scores by a particularly high percentage of students, (96.9%, 95.3% and 70.9% of all students, respectively). Most of the students favored the OSCE compared to conventional exam styles. Though the study should be confirmed. and extended in other settings, we recommend OSCE to be the main exam type for clinical year surgery examinations.

Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

ERIC Educational Resources Information Center

Beekman, John A.; Ober, David

2015-01-01

Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…

Increasing Student Performance on the Independent School Entrance Exam (ISEE) Using the Gap Analysis Approach

ERIC Educational Resources Information Center

Sarshar, Shanon Etty

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined the performance gap experienced by 6th grade students on the math sections of the ISEE (Independent School Entrance Exam). The purpose of the study was to identify and validate the knowledge, motivation, and organization causes of the students' low…

Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

ERIC Educational Resources Information Center

George, Anna Ray Bayless

2012-01-01

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade…

A Pilot Study Examining the Effects of Time Constraints on Student Performance in Accounting Classes

ERIC Educational Resources Information Center

Morris, David E., Sr.; Scott, John

2017-01-01

The purpose of this study was to examine the effects, if any, of time constraints on the success of accounting students completing exams. This study examined how time allowed to take exams affected the grades on examinations in three different accounting classes. Two were sophomore classes and one was a senior accounting class. This limited pilot…

The Effectiveness of the National Board Certification as It Relates to the Advanced Placement Calculus AB Exam

ERIC Educational Resources Information Center

Antunez, Fernando

2015-01-01

This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs…

Expedition 43 Crew Final Exams in Russia

NASA Image and Video Library

2015-03-13

NASA Video File of ISS Expedition 43 final exams in Russia on March 5, 2015 with crewmembers Scott Kelly, Gennady Padalka, and Mikhail Kornienko; and backup crew Jeff Williams, Sergei Volkov and Alexei Ovchinin. Includes footage of final qualification training at the Gagarin Cosmonaut Training Center (GCTC); interview with Emily Nelson, ISS Expedition 46 Lead Flight Director; and scenes from the qualification training.

An electronic safety screening process during inpatient computerized physician order entry improves the efficiency of magnetic resonance imaging exams.

PubMed

Schneider, Erika; Ruggieri, Paul; Fromwiller, Lauren; Underwood, Reginald; Gurland, Brooke; Yurkschatt, Cynthia; Kubiak, Kevin; Obuchowski, Nancy A

2013-12-01

Delays between order and magnetic resonance (MR) exam often result when using the conventional paper-based MR safety screening process. The impact of an electronic MR safety screening process imbedded in a computerized physician order entry (CPOE) system was evaluated. Retrospective chart review of 4 months of inpatient MR exam orders and reports was performed before and after implementation of electronic MR safety documentation. Time from order to MR exam completion, time from MR exam completion to final radiology report, and time from first order to final report were analyzed by exam anatomy. Length of stay (LOS) and date of service within the admission were also analyzed. We evaluated 1947 individual MR orders in 1549 patients under an institutional review board exemption and a waiver of informed consent. Implementation of the electronic safety screening process resulted in a significant decrease of 1.1 hours (95% confidence interval 1.0-1.3 hours) in the mean time between first order to final report and a nonsignificant decrease of 0.8 hour in the median time from first order to exam end. There was a 1-day reduction (P = .697) in the time from admission to the MR exam compared to the paper process. No significant change in LOS was found except in neurological intensive care patients imaged within the first 24 hours of their admission, where a mean 0.9-day decrease was found. Benefits of an electronic process for MR safety screening include enabling inpatients to have decreased time to MR exams, thus enabling earlier diagnosis and treatment and reduced LOS. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic regression of persistence outcome variable showed that students are three times more likely to persist to CHEM 202 if they had a UTA in CHEM 201. Other positive predictors of retention included having strong college grades, and having strong ACT math scores. Coupled with HLM analysis result that UTAs were more effective at helping students with higher college GPAs achieve higher grades, the stronger persistence of UTA-led students showed that the UTA program is an effective program for retention of introductory-level students in STEM majors.

Museums, zoos, and gardens: how formal-informal partnerships can impact urban students' performance in science.

PubMed

Weinstein, Meryle; Whitesell, Emilyn Ruble; Schwartz, Amy Ellen

2014-12-01

Informal science education institutions (ISEIs) are critical partners in public science education, as they support the science efforts of school systems by providing authentic opportunities for scientific inquiry. This study reports findings from an evaluation of urban advantage (UA), a collaboration between the New York City Department of Education and eight ISEIs designed to improve science education in New York City (NYC) middle schools. Now in its 10th year, the program harnesses the resources and expertise of NYC's ISEIs to (a) enhance the science content knowledge of middle school science teachers, (b) develop teachers' skills at using inquiry-based approaches in their classrooms, and (c) improve the science achievement of middle school students. We examine whether the UA program has led to increased student achievement on the eighth-grade New York State standardized science exam for students in participating schools; in supplemental analyses, we examine the effects on longer term (ninth-grade) outcomes. We use a difference-in-differences framework with school fixed effects to estimate the impact of attending a UA school in eighth grade on science achievement. Our key outcome is performance on New York State's eighth-grade intermediate-level science assessment; longer term outcomes include enrollment at specialized science, technology, engineering, and math high schools as well as taking and passing the high school (Regents) science exams. We find that attending a UA school increases student performance on the eighth-grade science exam by approximately 0.05 SD, and there is some evidence of small effects on Regents taking and passing rates. © The Author(s) 2014.

The Effect of a Homework Grade Cap in an Introductory Finance Class

ERIC Educational Resources Information Center

Cannonier, Colin; Chen, Dennis; Smolira, Joe

2016-01-01

The authors used data collected from various sections of principles of finance classes at a private university to examine the effect of utilizing a homework grade cap policy. The results indicate that the homework grade cap policy increased the homework scores and that an increase in homework scores improved performance of the students on exams.…

The Impact of Prior Programming Knowledge on Lecture Attendance and Final Exam

ERIC Educational Resources Information Center

Veerasamy, Ashok Kumar; D'Souza, Daryl; Lindén, Rolf; Laakso, Mikko-Jussi

2018-01-01

In this article, we report the results of the impact of prior programming knowledge (PPK) on lecture attendance (LA) and on subsequent final programming exam performance in a university level introductory programming course. This study used Spearman's rank correlation coefficient, multiple regression, Kruskal-Wallis, and Bonferroni correction…

Naval Postgraduate School Scheduling Support System (NPS4)

DTIC Science & Technology

1992-03-01

NPSS ...... .................. 156 2. Final Exam Scheduler .. .......... 159 F. PRESENTATION SYSTEM ... ............. . 160 G. USER INTERFACE... NPSS ...... .................. 185 2. Final Exam Model ... ............ 186 3. The Class Schedulers .. .......... 186 4. Assessment of Problem Model...Information Distribution ....... 150 4.13 NPSS Optimization Process .... ............ . 157 4.14 NPSS Performance ..... ................ . 159 4.15 Department

Beyond the Ivory Tower: A Comparison of Grades Across Academic and Community OB/GYN Clerkship Sites.

PubMed

Fay, Emily E; Schiff, Melissa A; Mendiratta, Vicki; Benedetti, Thomas J; Debiec, Kate

2016-01-01

CONSTRUCT: Decentralized clinical education is the use of community facilities and community physicians to educate medical students. The theory behind decentralized clinical education is that academic and community sites will provide educational equivalency as determined by objective and subjective performance measures, while training more medical students and exposing students to rural or underserved communities. One of the major challenges of decentralized clinical education is ensuring site comparability in both learning opportunities and evaluation of students. Previous research has examined objective measures of student performance, but less is known about subjective performance measures, particularly in the field of obstetrics and gynecology (OB/GYN). This study explores the implications of clinical site on the adequacy of subjective and objective performance measures. This was a retrospective cohort study of 801 students in the University of Washington School of Medicine OB/GYN clerkship from 2008 to 2012. Academic sites included those with OB/GYN residency programs (n = 2) and community sites included those without residency programs (n = 29). The association between clerkship site and National Board of Medical Examiners (NBME) grade was assessed using linear regression and clinical and final grade using multinomial regression, estimating β coefficient and relative risks (RR), respectively, and 95% confidence intervals (CIs), adjusting for gender, academic quarter of clerkship, and year of clerkship. There were no differences in NBME exam grades of students at academic sites (76.4 (7.3) versus 74.6 (8.0), β = -0.11, 95% CI [1.35, 1.12] compared to community sites. For clinical grade, students at community sites were 2.4 times more likely to receive honors relative to high pass (RR 2.45), 95% CI [1.72, 3.50], and for final grade, students at community sites were 1.9 times more likely to receive honors relative to pass (RR 1.98), 95% CI [1.27, 3.09], and 1.6 times more likely to receive honors relative to high pass (RR 1.62), 95% CI [1.05, 2.50], compared to those at academic sites. Students at community sites receive higher clinical and final grades in the OB/GYN clerkship. This highlights a significant challenge in decentralized clinical education-ensuring site comparability in clinical grading, Further work should examine the differences in sites, as well as improve standardization of clinical grading. This also underscores an important consideration, as the final grade can influence medical school rank, nomination into honor societies, and ranking of residency applicants.

Will I Do as Well on the Final Exam as I Expect? An Examination of Students' Expectations

ERIC Educational Resources Information Center

Burns, David J.

2008-01-01

Immediately prior to an exam, it is common to hear students commenting on whether they anticipate doing as well on the exam as they expect (or, in other words, whether they anticipate performing as well on the exam as the standard at which they believe they should be performing). These anticipations have received little past research attention. In…

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…

Comparison of Written and Oral Examinations in a Baccalaureate Medical-Surgical Nursing Course.

ERIC Educational Resources Information Center

Rushton, Patricia; Eggett, Dennis

2003-01-01

Of four groups of medical-surgical nurses, 55 took one final and three midterm written exams, 150 took one each (written), 45 took an oral final, 92 took both written and oral, and 47 took a written test with licensure questions and an oral final. Oral exams resulted in higher scores, more effective study habits, and increased application. (SK)

Patterns of behavior in online homework for introductory physics

NASA Astrophysics Data System (ADS)

Fredericks, Colin

Student activity in online homework was obtained from courses in physics in 2003 and 2005. This data was analyzed through a variety of methods, including principal component analysis, Pearson's r correlation, and comparison to performance measures such as detailed exam scores. Through this analysis it was determined which measured homework behaviors were associated with high exam scores and course grades. It was also determined that homework problems requiring analysis can have an impact on certain types of exam problems where traditional homework does not. Suggestions are given for future research and possible use of these methods in other contexts.

Students with Specific Learning Disabilities Can Pass State Competency Exams: Systematic Strategy Instruction Makes a Difference

ERIC Educational Resources Information Center

Barry, Leasha M.; Moore, William E., IV

2004-01-01

Students with specific learning disabilities (SLD) are required to pass the same competency exams as students enrolled in general education in order to graduate to new grade levels and to earn a high school diploma. In this study, the authors taught students with SLD a self-directed organizational strategy designed to assist them in passing the…

The Present in Flemish Secondary History Education through the Lens of Written History Exams

ERIC Educational Resources Information Center

Van Nieuwenhuyse, Karel; Wils, Kaat; Clarebout, Geraldine; Verschaffel, Lieven

2015-01-01

The present plays an important part in history education, in particular in efforts to make the study of the past relevant for today. This contribution examines how the relationship between past and present is dealt with in current Flemish secondary history education by analyzing 190 written history exams for the 11th and 12th grade. Ten percent of…

What Are You Measuring? Dimensionality and Reliability Analysis of Ability and Speed in Medical School Didactic Examinations.

PubMed

Thompson, James J

2016-01-01

Summative didactic evaluation often involves multiple choice questions which are then aggregated into exam scores, course scores, and cumulative grade point averages. To be valid, each of these levels should have some relationship to the topic tested (dimensionality) and be sufficiently reproducible between persons (reliability) to justify student ranking. Evaluation of dimensionality is difficult and is complicated by the classic observation that didactic performance involves a generalized component (g) in addition to subtest specific factors. In this work, 183 students were analyzed over two academic years in 13 courses with 44 exams and 3352 questions for both accuracy and speed. Reliability at all levels was good (>0.95). Assessed by bifactor analysis, g effects dominated most levels resulting in essential unidimensionality. Effect sizes on predicted accuracy and speed due to nesting in exams and courses was small. There was little relationship between person ability and person speed. Thus, the hierarchical grading system appears warrented because of its g-dependence.

Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

PubMed Central

Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

2017-01-01

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. PMID:28130269

Cutting Class Harms Grades

ERIC Educational Resources Information Center

Taylor, Lewis A., III

2012-01-01

An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam…

Exploring the Universe with TV Remotes: Cooperative Quizzes via the Classroom Performance System (CPS) in AY101

NASA Astrophysics Data System (ADS)

Byrd, G.; Coleman, S.; Werneth, C.

2003-12-01

Our AY101 course has large enrollments. There are the usual attendance problems with students putting off studying until just before major exams, with predictable consequences. We (myself, faculty, Werneth, grad student, and Coleman, undergrad) describe our experience with one strategy to actively involve students: cooperatively answering quiz questions. We tried a solution during our May 2002 Interim term. Classes of three hours/day over three weeks make mid-class breaks essential! Before breaks, we presented a short multiple choice, open book/note quiz answered after break. Quizzes could increase grades, e.g. A- to an A, without excessively diluting importance of closed-book major exams. Comparing Interim 2002 final exams to Interim 2001, the average was 80%, much better than the 2001 class's 57%. The 2002 students interacted with one another more. Attendance was over 90%. During a regular semester, handing out and taking up papers would take up much time during the more frequent and larger classes. It's more interesting if students vote for different answers together then revealing the correct answer. Toward these ends, I obtained a grant for a "Classroom Performance System," a computer receiver unit, 128 ``TV remote" response pads and software for creating quizzes. Spring 2003, three teachers tried out the system in a trial fashion. To compare, we used the system during Interim 2003. Ease of giving quizzes and grading permitted a shorter 5 question quiz during break with another at class end totaling of 27 quizzes (almost one/day for a regular semester's Tuesday/Thursday class). Improvement was maintained with a slight 3 % increase. We used the CPS for events such as the recent Mars close approach. Kids of all ages like to check their understanding with a few questions. We created a web site where the students can interactively review questions and other materials, http://ay101.garnetsigma.com/index.html

My Favorite Exam Question

ERIC Educational Resources Information Center

Styer, Dan

2015-01-01

My favorite exam question comes from the final exam in an introductory mechanics course: "A rolling 31 ton railroad boxcar collides with a stationary flatcar. The coupling mechanism activates so the cars latch together and roll down the track attached. Of the initial kinetic energy, 38% dissipates as heat, sound, vibrations, mechanical…

Learning during a Collaborative Final Exam

ERIC Educational Resources Information Center

Dahlstrom, Orjan

2012-01-01

Collaborative testing has been suggested to serve as a good learning activity, for example, compared to individual testing. The aim of the present study was to measure learning at different levels of knowledge during a collaborative final exam in a course in basic methods and statistical procedures. Results on pre- and post-tests taken…

Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections

ERIC Educational Resources Information Center

Overmyer, Jerry

2015-01-01

This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had…

Anxiety, Self-Efficacy, and College Exam Grades

ERIC Educational Resources Information Center

Barrows, Jennifer; Dunn, Samantha; Lloyd, Carrie A.

2013-01-01

A student's level of self-efficacy and test anxiety directly impacts their academic success (Abdi, Bageri, Shoghi, Goodarzi, & Hosseinzadeh, 2012; Hassanzadeh, Ebrahimi, & Mahdinejad, 2012). When a student doubts themself and their own ability to test well, the students' sole focus becomes worrying about poor grades and cannot focus on…

The influence of high school academics on freshman college mathematics and science courses at SUNY Oswego

NASA Astrophysics Data System (ADS)

Hayali, Tolga

This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.

Medical student web-based formative assessment tool for renal pathology.

PubMed

Bijol, Vanesa; Byrne-Dugan, Cathryn J; Hoenig, Melanie P

2015-01-01

Background Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used ('quizzers') and did not use the tool ('non-quizzers') was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for 'quizzers' and 'non-quizzers', but 'quizzers' performed statistically better than 'non-quizzers' on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students' learning experience overall.

Investigating the Effects of Exam Length on Performance and Cognitive Fatigue

PubMed Central

Jensen, Jamie L.; Berry, Dane A.; Kummer, Tyler A.

2013-01-01

This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-level exams to two populations of non-majors biology students. We gathered exam performance data between conditions as well as performance on the first and second half of exams within conditions. We showed that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance due to fatiguing conditions, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices. PMID:23950918

A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

PubMed

Peteroy-Kelly, Marcy A

2007-01-01

It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

Relationship Between Dental Hygiene Students' Performance in an Oral Radiology Course and the National Board Dental Hygiene Examination: A Retrospective Study.

PubMed

Liang, Hui; DeWald, Janice P; Solomon, Eric S

2018-02-01

Dental hygiene students' performance in oral radiology courses may give an early indication of their readiness prior to taking the National Board Dental Hygiene Examination (NBDHE). The aim of this study was to determine the relationship between dental hygiene students' performance in an oral radiology lecture course and their performance on the NBDHE. Data were collected for all 117 dental hygiene students at Texas A&M University College of Dentistry from 2006 to 2009 who took the NBDHE during their second year of the program. Their final grades and scores on three written section examinations in an oral radiology course taken in their first year were compared with their overall NBDHE scores and raw scores on the oral radiology and case study sections. Moderate correlations (0.3

The Effect of School Size on Exam Performance in Secondary Schools.

ERIC Educational Resources Information Center

Bradley, Steve; Taylor, Jim

1998-01-01

Examines the effects of school size on exam performance for pupils in their final year of compulsory education in England. Background information about English secondary schools and the determinants of exam performance are discussed along with a description of the variables used in the econometric analysis and their expected effects on exam…

Therapy Dogs on Campus: A Counseling Outreach Activity for College Students Preparing for Final Exams

ERIC Educational Resources Information Center

Barker, Sandra B.; Barker, Randolph T.; Schubert, Christine M.

2017-01-01

A university counseling center engaged a therapy dog program for an outreach activity to reduce stress as students prepare for final exams at a large culturally diverse university. This article describes the rationale, planning, and implementation of the activity; presents an evaluation summary; and provides recommendations and implications for…

Test anxiety levels of board exam going students in Tamil Nadu, India.

PubMed

Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

2014-01-01

The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools.

Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

PubMed Central

Ann Mary, Revina; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J.

2014-01-01

The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools. PMID:25143938

Do Resit Exams Promote Lower Investments of Study Time? Theory and Data from a Laboratory Study

PubMed Central

Nieuwenstein, Mark R.; de Jong, Ritske; Lorist, Monicque M.

2016-01-01

Although many educational institutions allow students to resit exams, a recently proposed mathematical model suggests that this could lead to a dramatic reduction in study-time investment, especially in rational students. In the current study, we present a modification of this model in which we included some well-justified assumptions about learning and performance on multiple-choice tests, and we tested its predictions in two experiments in which participants were asked to invest fictional study time for a fictional exam. Consistent with our model, the prospect of a resit exam was found to promote lower investments of study time for a first exam and this effect was stronger for participants scoring higher on the cognitive reflection test. We also found that the negative effect of resit exams on study-time investment was attenuated when access to the resit was made uncertain by making it probabilistic or dependent on obtaining a minimal, non-passing grade for the first attempt. Taken together, these results suggest that offering students resit exams may compromise the achievement of learning goals, and they raise the more general implication that second chances promote risky behavior. PMID:27711140

Do Resit Exams Promote Lower Investments of Study Time? Theory and Data from a Laboratory Study.

PubMed

Nijenkamp, Rob; Nieuwenstein, Mark R; de Jong, Ritske; Lorist, Monicque M

2016-01-01

Although many educational institutions allow students to resit exams, a recently proposed mathematical model suggests that this could lead to a dramatic reduction in study-time investment, especially in rational students. In the current study, we present a modification of this model in which we included some well-justified assumptions about learning and performance on multiple-choice tests, and we tested its predictions in two experiments in which participants were asked to invest fictional study time for a fictional exam. Consistent with our model, the prospect of a resit exam was found to promote lower investments of study time for a first exam and this effect was stronger for participants scoring higher on the cognitive reflection test. We also found that the negative effect of resit exams on study-time investment was attenuated when access to the resit was made uncertain by making it probabilistic or dependent on obtaining a minimal, non-passing grade for the first attempt. Taken together, these results suggest that offering students resit exams may compromise the achievement of learning goals, and they raise the more general implication that second chances promote risky behavior.

Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement

ERIC Educational Resources Information Center

Swearingen, Dixie K.

2011-01-01

This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…

Semi-Automatic Grading of Students' Answers Written in Free Text

ERIC Educational Resources Information Center

Escudeiro, Nuno; Escudeiro, Paula; Cruz, Augusto

2011-01-01

The correct grading of free text answers to exam questions during an assessment process is time consuming and subject to fluctuations in the application of evaluation criteria, particularly when the number of answers is high (in the hundreds). In consequence of these fluctuations, inherent to human nature, and largely determined by emotional…

Factors Associated with High School Exit Exam Outcomes among Homeless High School Students

ERIC Educational Resources Information Center

Uretsky, Mathew C.; Stone, Susan

2016-01-01

Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average…

Breast self-exam

MedlinePlus

Self-examination of the breast; BSE; Breast cancer - BSE; Breast cancer screening - self exam ... chap 15. US Preventive Services Task Force website. Breast cancer: screening. www.uspreventiveservicestaskforce.org/Page/Document/UpdateSummaryFinal/breast- ...

Saliva pH as a biomarker of exam stress and a predictor of exam performance.

PubMed

Cohen, Miri; Khalaila, Rabia

2014-11-01

Salivary pH is regulated by the sympathetic and parasympathetic nervous system; therefore, it may serve as a biomarker of stress. To assess the associations between the cognitive and emotional dimensions of exam stress and pH levels, and the predictability of salivary pH in relation to test performance. A prospective study. Eighty-three nursing students answered a questionnaire on stress appraisals, experienced stress, test anxiety (including worry and emotionality subscales) and health behaviors, and gave a saliva sample for measuring pH on the morning of their first term exam and three months later. Their performance on the test (grades) was also recorded. Levels of pH in saliva were higher (levels of acidity were lower) in the post exam compared to the exam period, in parallel to lower threat appraisal, experienced stress, and test anxiety levels post exam. Controlling for smoking, physical activity and working hours per week, pH levels at both time points were predicted by appraised threat regarding the exam situation, experienced stress, and the emotionality dimension of test anxiety. pH at Time 1 predicted performance on the exams and mediated the associations of experienced stress and emotionality subscale with test performance. the present study indicates that pH levels may serve as a reliable, accessible and inexpensive means by which to assess the degree of physiological reactions to exams and other naturalistic stressors. Copyright © 2014 Elsevier Inc. All rights reserved.

Factors related to student performance in statistics courses in Lebanon

NASA Astrophysics Data System (ADS)

Naccache, Hiba Salim

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics.

Providing the Answers Does Not Improve Performance on a College Final Exam

ERIC Educational Resources Information Center

Glass, Arnold Lewis; Sinha, Neha

2013-01-01

In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…

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.

Web-Based Problem-Solving Assignment and Grading System

NASA Astrophysics Data System (ADS)

Brereton, Giles; Rosenberg, Ronald

2014-11-01

In engineering courses with very specific learning objectives, such as fluid mechanics and thermodynamics, it is conventional to reinforce concepts and principles with problem-solving assignments and to measure success in problem solving as an indicator of student achievement. While the modern-day ease of copying and searching for online solutions can undermine the value of traditional assignments, web-based technologies also provide opportunities to generate individualized well-posed problems with an infinite number of different combinations of initial/final/boundary conditions, so that the probability of any two students being assigned identical problems in a course is vanishingly small. Such problems can be designed and programmed to be: single or multiple-step, self-grading, allow students single or multiple attempts; provide feedback when incorrect; selectable according to difficulty; incorporated within gaming packages; etc. In this talk, we discuss the use of a homework/exam generating program of this kind in a single-semester course, within a web-based client-server system that ensures secure operation.

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

PubMed

Tune, Johnathan D; Sturek, Michael; Basile, David P

2013-12-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

Examination of the 8th grade students' TIMSS mathematics success in terms of different variables

NASA Astrophysics Data System (ADS)

Kaleli-Yılmaz, Gül; Hanci, Alper

2016-07-01

The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others. This study was produced from Alper HANCİ's master thesis that is made consulting Asst. Prof. Gül KALELİ YILMAZ.

Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam

ERIC Educational Resources Information Center

Khoshaim, Heba Bakr; Rashid, Saima

2016-01-01

Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…

Using the First Exam for Student Placement in Beginning Chemistry Courses

ERIC Educational Resources Information Center

Mills, Pamela; Sweeney, William; Bonner, Sarah M.

2009-01-01

The first exam in a typical first-semester general chemistry course is used to identify students at risk of failing the course. The performance at Hunter College of 667 students on the first exam in general chemistry in seven different classes between fall 2000 and fall 2005 was correlated with the students' final score in the course. The…

What New and Adjunct Faculty Need to Know about Exams, Grades, and Cheating

ERIC Educational Resources Information Center

Berschback, Rick

2011-01-01

College professors often regard their time in the classroom fulfilling and rewarding; the chance to affect the academic and professional development of their students is most likely a key reason why they chose to be professional educators. Unfortunately, with college courses come college credits, which necessitate a course grade for each student,…

Test Accommodations and Equating Invariance on a Fifth-Grade Science Exam

ERIC Educational Resources Information Center

Huggins, Anne Corinne; Elbaum, Batya

2013-01-01

The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on…

The Effects of Accountability on Higher Education

ERIC Educational Resources Information Center

Rezende, Marcelo

2010-01-01

This paper analyzes the effects of a higher education accountability system in Brazil. For each discipline, colleges were assigned a grade that depended on the scores of their students on the ENC, an annual mandatory exam. These grades were then disclosed to the public and colleges were rewarded or penalized based on them. I find that the ENC had…

Evaluating the Impact of Open Educational Resources: A Case Study

ERIC Educational Resources Information Center

Choi, Young Mi; Carpenter, Cathy

2017-01-01

This paper presents a case study of the replacement of a textbook with free to use materials in a class on Human Factors and Ergonomics. Data on exam grades, course grades, and student opinions over a total of five semesters are reported, before and after the implementation. The results show that class performance remained similar before and…

Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

ERIC Educational Resources Information Center

Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad

2016-01-01

This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…

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…

Can Computers Make the Grade in Writing Exams?

ERIC Educational Resources Information Center

Hadi-Tabassum, Samina

2014-01-01

Schools are scrambling to prepare students for the writing assessments aligned to the Common Core State Standards. In some states, writing has not been assessed for over a decade. Yet, with the use of computerized grading of the student's writing, many teachers are wondering how to best prepare students for the writing assessments that will…

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

PubMed

Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

Motivation Classification and Grade Prediction for MOOCs Learners

PubMed Central

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker. PMID:26884747

Motivation Classification and Grade Prediction for MOOCs Learners.

PubMed

Xu, Bin; Yang, Dan

2016-01-01

While MOOCs offer educational data on a new scale, many educators find great potential of the big data including detailed activity records of every learner. A learner's behavior such as if a learner will drop out from the course can be predicted. How to provide an effective, economical, and scalable method to detect cheating on tests such as surrogate exam-taker is a challenging problem. In this paper, we present a grade predicting method that uses student activity features to predict whether a learner may get a certification if he/she takes a test. The method consists of two-step classifications: motivation classification (MC) and grade classification (GC). The MC divides all learners into three groups including certification earning, video watching, and course sampling. The GC then predicts a certification earning learner may or may not obtain a certification. Our experiment shows that the proposed method can fit the classification model at a fine scale and it is possible to find a surrogate exam-taker.

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

PubMed Central

Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

NASA Astrophysics Data System (ADS)

Michalak, Rudi

2015-03-01

An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

NASA Astrophysics Data System (ADS)

Smith, Spencer; Chan, Samantha

2017-08-01

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant ( p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on students' achievement in a first-semester general chemistry course, and assessed students' attitudes toward the use of online homework. Students' data from the yearlong American Chemical Society General Chemistry (ACS GC97) exam, teacher-prepared final exams, and online surveys were analyzed to measure the effects of clickers and online homework on students' long-term content retention and performance, and to capture students' attitudes. A variety of methods including Welch ANOVA, independent samples t -test (Welch), Pearson's correlation, test of proportions, and Pearson's Chi-square test were used to analyze the data. The analyses indicated that the use of clickers or online homework did not significantly improve students' long-term content retention of general chemistry course material, that the use of online homework was more beneficial than, or at least as effective as no graded homework in improving students' performance, and students valued the fact that online homework provided immediate feedback. Additionally, results of this study revealed that greater numbers of students were retained in clicker and online homework classes than non-clicker, non-online homework classes and that various types of online homework systems used in general chemistry could impact student performance differently. Implications of the findings and future research directions were presented.

Physics for Allied Health Students

NASA Astrophysics Data System (ADS)

Goldick, Howard

2000-04-01

In this paper I will describe two courses that I have been teaching for the past 6 years to physical therapy and occupational therapy students Emphasis will be paced on those points that distinguish these courses from others with which I am familiar. I will discuss the syllabus: homework, exams, labs and the final grade. I will also present a topic outline of the courses showing how examples are drawn from the human body to illustrate the physics concept under discussion and to stimulate the students's interest in the material. The following basic concepts of physics will be covered (each with human body examples): vectors, components, statics, conservation of energy, efficiency, change of state, heat transfer, electric charge, electric field, voltage and capacitance.

Tracking Success in Large Introductory Classes using Technology

NASA Astrophysics Data System (ADS)

Robertson, Thomas H.

2011-01-01

A common problem frequently encountered in large introductory classes is the anonymity experienced by students. An effort is underway at Ball State University to explore the impact of technology on reducing this anonymity and improving student performance and success. In preparation for this study, performance and success measures for students in a previous class have been examined to provide background for construction of a model for formal testing and a control group for comparison of future results. Student performance measures obtained early in the course and final course grades were examined to identify potential early warning indicators that might be used to plan interventions much earlier than the traditional midterm course reports used to alert freshmen at academic risk. Class participation scores were based on data obtained with a personal response system (i>clicker). The scores were scaled to reflect about 80% comprehension and 20% attendance. Homework scores were obtained using the LON-CAPA Course Management System and instructional materials created by the author. Substantial linear correlations exist between 1) Exam 1 Scores after Four Weeks and 2) Raw Class Participation Scores for the First Six Weeks and the Final Course Score. A more modest linear correlation was found between 3) Homework Scores for First Six Weeks and Final Course Score. Of these three measures, only Class Participation Scores identified all students who ultimately received course grades lower than C. Several students scored in the danger zone according to Homework and Class Participation Scores but earned course grades of C or better. It appears that an early warning plan based on Class Participation Scores would permit effective identification of at-risk students early in the course.

First civil service examination for nurses at the Administrative Department of Public Service.

PubMed

Brasileiro, Danilo Fernandes; Sanna, Maria Cristina

2015-01-01

to describe the results of the first national public service examination for nurses conducted by the Administrative Department of Public Service between 1941 and 1942. historical-documentary research with a quantitative approach. 155 candidates registered, aged between 21 and 35 years old, 141 (91%) of whom were female. A total of 120 candidates passed the practical exam. Of these, 116 took the written qualification exam. In the end, 107 were approved, 74 (69.1%) of whom were temporary public nurses, 59 (55.1%) Anna Nery Nursing School alumni, and 10 among the first 20 twenty became involved with the Brazilian Association of Nursing later. although the exam legitimized the meritbased culture in the staff selection in the area of Brazilian nursing, egalitarian criteria were mitigated, especially regarding the grades applied to different kinds of exams. This resulted in a significant number of temporary nurses approved.

Correlation of preadmission organic chemistry courses and academic performance in biochemistry at a midwest chiropractic doctoral program.

PubMed

McRae, Marc P

2010-01-01

Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

Characteristics of knowledge content in a curated online evidence library.

PubMed

Varada, Sowmya; Lacson, Ronilda; Raja, Ali S; Ip, Ivan K; Schneider, Louise; Osterbur, David; Bain, Paul; Vetrano, Nicole; Cellini, Jacqueline; Mita, Carol; Coletti, Margaret; Whelan, Julia; Khorasani, Ramin

2018-05-01

To describe types of recommendations represented in a curated online evidence library, report on the quality of evidence-based recommendations pertaining to diagnostic imaging exams, and assess underlying knowledge representation. The evidence library is populated with clinical decision rules, professional society guidelines, and locally developed best practice guidelines. Individual recommendations were graded based on a standard methodology and compared using chi-square test. Strength of evidence ranged from grade 1 (systematic review) through grade 5 (recommendations based on expert opinion). Finally, variations in the underlying representation of these recommendations were identified. The library contains 546 individual imaging-related recommendations. Only 15% (16/106) of recommendations from clinical decision rules were grade 5 vs 83% (526/636) from professional society practice guidelines and local best practice guidelines that cited grade 5 studies (P < .0001). Minor head trauma, pulmonary embolism, and appendicitis were topic areas supported by the highest quality of evidence. Three main variations in underlying representations of recommendations were "single-decision," "branching," and "score-based." Most recommendations were grade 5, largely because studies to test and validate many recommendations were absent. Recommendation types vary in amount and complexity and, accordingly, the structure and syntax of statements they generate. However, they can be represented in single-decision, branching, and score-based representations. In a curated evidence library with graded imaging-based recommendations, evidence quality varied widely, with decision rules providing the highest-quality recommendations. The library may be helpful in highlighting evidence gaps, comparing recommendations from varied sources on similar clinical topics, and prioritizing imaging recommendations to inform clinical decision support implementation.

A Progressive Assessment Strategy Improves Student Learning and Perceived Course Quality in Undergraduate Physiology

ERIC Educational Resources Information Center

Saint, D. A.; Horton, D.; Yool, A.; Elliott, A.

2015-01-01

In 2010, second-year physiology (n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 (n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort (n = 148), we expanded…

Medical school admission test: advantages for students whose parents are medical doctors?

PubMed

Simmenroth-Nayda, Anne; Görlich, Yvonne

2015-04-23

Admission candidates especially in medicine do not represent the socio-demographic proportions of the average population: children of parents with an academic background are highly overrepresented, and those with parents who are medical doctors represent quite a large and special group. At Göttingen University Medicine, a new admission procedure was established with the intention to broaden the base of applicants towards including candidates with previous medical training or lower final school grades. With a view to family background, we wished to know whether candidates differ in the test scores in our admission procedure. In February 2014 we asked all admission candidates of Göttingen University Medicine by questionnaire (nine closed, four open questions) about the academic background in their families, specifically, the medical background, school exam grades, and previous medical training as well as about how they prepared for the admission test. We also analysed data from admission scores of this group (semi-structured interview and four multiple mini-interviews). In addition to descriptive statistics, we used a Pearson correlation, means comparisons (t-test, analysis of variance), ANOVA, and a Scheffé test. In February 2014 nearly half of the applicants (44%) at Göttingen University Medicine had a medical background, most frequently, their parents were physicians. This rate is much higher than reported in the literature. Other socio-demographic baseline data did not differ from the percentages given in the literature. Of all applicants, 20% had previous medical training. The group of applicants with parents who were medical doctors did not show any advantage in either test-scoring (MMI and interview), their individual preparation for the admission test, or in receiving or accepting a place at medical school. Candidates with parents who were medical doctors had scored slightly lower in school exam grades. Our results suggest that there is a self-selection bias as well as a pre-selection for this particular group of applicants. This effect has to be observed during future admission procedures.

Driven to Distraction: Does the Infamous Earth Shadow Distractor Divert Student Attention in the Cause of the Phases of the Moon Question?

NASA Astrophysics Data System (ADS)

Caton, Daniel B.

2014-01-01

The concept of the cause of the phases of the Moon is one that is well known to be a problem for astronomy students, with a large fraction thinking incorrectly that the phases are caused by the shadow of the Earth. I have typically repeated this question from the first exam in the two-semester Introductory Astronomy course, through the final exam of the second semester, for a total of 8 appearances. It occurred to me that the inclusion of the shadow distractor in these multiple choice questions may actually reinforce the misconception by repeatedly distracting the student to the familiar but wrong answer. I am running an experiment to see if this is happening. I am giving different forms of the question to half the class for exams 2 and 3 of the first semester, exams 1-3 of the second, with half the class not getting the shadow distractor. I then am offering the shadow distractor to the whole class for the two semesters’ final exams. The early results of this experiment will be discussed.

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.

PubMed

Sebesta, Amanda J; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students' lifelong learning skills. © 2017 A. J. Sebesta and E. Bray Speth. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

PubMed

Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

2016-02-01

Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

Educational achievements of children of parents with multiple sclerosis: A nationwide register-based cohort study.

PubMed

Moberg, J Y; Magyari, M; Koch-Henriksen, N; Thygesen, L C; Laursen, B; Soelberg Sørensen, P

2016-11-01

Little is known about the impact of parental multiple sclerosis (MS) on offspring's educational attainment. The objective of the study was to examine educational achievements in offspring of parents with MS compared with matched children of parents without MS in a nationwide register-based cohort study. Children of all Danish-born residents with onset between 1950 and 1986 were identified by linking the Danish Multiple Sclerosis Registry with the Civil Registration System. Twins, children with MS, and emigrated persons were excluded. The reference cohort consisted of randomly drawn individuals from the Civil Registration System without parental MS matched 8:1 to the MS offspring by sex and year of birth. Information about education was linked to the cohorts from nationwide educational registries. We included 4177 children of MS parents and 33,416 reference persons. Children of MS parents achieved statistically significant higher average grades than the reference cohort in their final exam of basic school with a mean grade difference of 0.46 (95 % CI 0.22-0.69; p = 0.0002). We found no difference in achievement of educational level above basic school (OR 1.04; 95 % CI 0.98-1.10; p = 0.20). There was a trend toward more MS offspring attaining health-related educations (OR 1.10; 95 % CI 1.00-1.21; p = 0.06). In conclusion, children of MS parents showed a small advantage in grade point average in final examinations in basic school, and they more often tended toward health-related educations. This study revealed no negative consequences of parental MS on grades and highest educational level achieved.

Determining the Effectiveness of Bilingual Programs on Third Grade State Exam Scores

ERIC Educational Resources Information Center

Vela, Adriana; Jones, Don; Mundy, Marie-Anne; Isaacson, Carrie

2017-01-01

This ex-post-facto quasi-experimental research design was conducted by selecting a convenient sample of approximately 2,000 3rd grade ELLs who took the regular reading and math English STAAR test during the 2014-15 school year in an urban southern Texas school district. This study was conducted using a quantitative research method of data…

Middle School Configuration Relationship with Eighth Grade Achievement with Administrator Perceptions of Strengths and Weaknesses

ERIC Educational Resources Information Center

Billings, Tawny J.

2014-01-01

This mixed-method research study sought to investigate the relationship between middle school configuration and the academic achievement of eighth grade students in English Language Arts (ELA) and Algebra 1. The California Content Standards exam scores of 646 elementary middle schools (K-8) and 1,282 traditional middle schools (6-8, 7-8) in…

The Relationship between Physical Fitness and Academic Achievement for Fourth Grade Students in Southeast Texas

ERIC Educational Resources Information Center

Robertson, Jordan

2017-01-01

This study examined the strength and direction of the relationship between the STAAR exam's reading and mathematics portions and the FitnessGRAM's cardiovascular portion for fourth grade students located in Region 6 from the state of Texas. Using existing, archival data consisting of 4,215 students from 36 elementary schools, a non-experimental…

Reaching the limits of mandated self-reporting: clinical logbooks do not predict clerkship performance.

PubMed

Huang, Grace C; Almeida, Jacqueline M; Roberts, David H

2012-01-01

Logbooks are used by US medical schools to evaluate curricular objectives and meet accreditation requirements, but research supporting their utility is conflicting. The goal of our study was to examine the relationship between volume of clinical rotation experiences as reported in a logbook and clerkship grades within a longitudinal integrated clerkship. We conducted a retrospective cohort study of third-year (clinical) medical students during academic year 2008-2009. We tracked student entries in a pocket-sized logbook (number of clinical encounters per clerkship, total number of exams, and procedures over the academic year). We performed correlation analyses between logbook entries and clerkship grades. We enrolled 36 students, who reported a total of 2992 encounters, 2262 exams, and 2342 procedures. Correlation coefficients between volume of clinical experience and clerkship grades were less than 0.4, indicating low correlation. We found borderline statistical significance for the Neurology, OB/Gyn, and Surgery clerkships. Sensitivity analyses showed little correlation between low-reporting activity and clerkship grades. Even within an integrated longitudinal clerkship framework, our findings are consistent with previous studies showing a negligible relationship between logbooks as an educational process measure and how they relate to educational outcomes.

The hidden medical school: a longitudinal study of how social networks form, and how they relate to academic performance.

PubMed

Woolf, Katherine; Potts, Henry W W; Patel, Shalini; McManus, I Chris

2012-01-01

UK medical schools typically have over 300 students per year, making it impossible for students to know all the others well. This longitudinal cohort study measured the formation of medical student social networks and their relationship to grades. In November 2009, 215/317 (68%) Year 2 UCL medical students reported their friendships with others in their year, by questionnaire. Multiple regression assessed the relationship between friendships, exam results and background variables (obtained from student records), with permutation testing to assess statistical significance. Students of the same sex, the same ethnic group, and in the same tutor and small groups (to which they were randomly assigned at the start of medical school) were socially closer. Taking into account absolute difference in Year 1 grades, Year 2 pairs who were socially closer in November 2009 had more similar May 2010 grades. Individual student variables did not predict similarity in 2010 grades after taking friendships into account. The results suggest that medical students chose friends of the same sex and ethnic group as themselves; but random allocation of students to tutor groups also influenced friendships. Most importantly, friendships related to subsequent exam performance, suggesting friendship may influence learning.

Approaches to learning for the ANZCA Final Examination and validation of the revised Study Process Questionnaire in specialist medical training.

PubMed

Weller, J M; Henning, M; Civil, N; Lavery, L; Boyd, M J; Jolly, B

2013-09-01

When evaluating assessments, the impact on learning is often overlooked. Approaches to learning can be deep, surface and strategic. To provide insights into exam quality, we investigated the learning approaches taken by trainees preparing for the Australian and New Zealand College of Anaesthetists (ANZCA) Final Exam. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was modified and validated for this context and was administered to ANZCA advanced trainees. Additional questions were asked about perceived value for anaesthetic practice, study time and approaches to learning for each exam component. Overall, 236 of 690 trainees responded (34%). Responses indicated both deep and surface approaches to learning with a clear preponderance of deep approaches. The anaesthetic viva was valued most highly and the multiple choice question component the least. Despite this, respondents spent the most time studying for the multiple choice questions. The traditionally low short answer questions pass rate could not be explained by limited study time, perceived lack of value or study approaches. Written responses suggested that preparation for multiple choice questions was characterised by a surface approach, with rote memorisation of past questions. Minimal reference was made to the ANZCA syllabus as a guide for learning. These findings indicate that, although trainees found the exam generally relevant to practice and adopted predominantly deep learning approaches, there was considerable variation between the four components. These results provide data with which to review the existing ANZCA Final Exam and comparative data for future studies of the revisions to the ANZCA curriculum and exam process.

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2014-06-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.

Voluntary medical male circumcision: a cross-sectional study comparing circumcision self-report and physical examination findings in Lesotho.

PubMed

Thomas, Anne Goldzier; Tran, Bonnie Robin; Cranston, Marcus; Brown, Malerato Cecilia; Kumar, Rajiv; Tlelai, Matsotetsi

2011-01-01

Overwhelming evidence, including three clinical trials, shows that male circumcision (MC) reduces the risk of HIV infection among men. However, data from recent Lesotho Demographic and Health Surveys do not demonstrate MC to be protective against HIV. These contradictory findings could partially be due to inaccurate self-reported MC status used to estimate MC prevalence. This study describes MC characteristics among men applying for Lesotho Defence Force recruitment and seeks to assess MC self-reported accuracy through comparison with physical-examination-based data. During Lesotho Defence Force applicant screening in 2009, 241 (77%) of 312 men, aged 18-25 y, consented to a self-administered demographic and MC characteristic survey and physician-performed genital examination. The extent of foreskin removal was graded on a scale of 1 (no evidence of MC) to 4 (complete MC). MC was self-reported by 27% (n = 64/239) of participants. Of the 64 men self-reporting being circumcised, physical exam showed that 23% had no evidence of circumcision, 27% had partial circumcision, and 50% had complete circumcision. Of the MCs reportedly performed by a medical provider, 3% were Grade 1 and 73% were Grade 4. Of the MCs reportedly performed by traditional circumcisers, 41% were Grade 1, while 28% were Grade 4. Among participants self-reporting being circumcised, the odds of MC status misclassification were seven times higher among those reportedly circumcised by initiation school personnel (odds ratio = 7.22; 95% CI = 2.29-22.75). Approximately 27% of participants self-reported being circumcised. However, only 50% of these men had complete MC as determined by a physical exam. Given this low MC self-report accuracy, countries scaling up voluntary medical MC (VMMC) should obtain physical-exam-based MC data to guide service delivery and cost estimates. HIV prevention messages promoting VMMC should provide comprehensive education regarding the definition of VMMC.

Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

PubMed

Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

2018-03-27

Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p < 0.001) and whether secondary schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public secondary schools seem to be better prepared for medical school teaching methodologies than their colleagues from private ones and the implications for the selection process.

Using Clickers to Facilitate Development of Problem-Solving Skills

PubMed Central

Levesque, Aime A.

2011-01-01

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. PMID:22135374

Chronotype, class times, and academic achievement of university students.

PubMed

Enright, Tristan; Refinetti, Roberto

2017-01-01

Numerous studies over the years have documented an effect of human chronotypes on physiological and psychological processes. Studies evaluating the impact of an individual's chronotype on his/her academic achievement have indicated that morning chronotypes have an academic advantage over evening chronotypes. However, these studies did not account for the time of day in which the participants were being evaluated. The goal of the present study was to examine whether morning chronotypes do have an academic advantage over evening chronotypes when the time of day of classes and exams is taken into consideration. We obtained morningness-eveningness scores and course grades from 207 university students who took classes (and exams) at different times of the day. We confirmed that morning chronotypes attain better grades than evening chronotypes, although the association is weak (r 2 = 0.02). The difference persisted even after the time of day of classes and exams was taken into consideration. This is probably due to the fact that evening chronotypes are generally more sleep deprived than morning chronotypes as a result of the early schedule of most schools, which can impair their performance both early and late in the day.

Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

PubMed

Dilbone, Deborah A; Feng, Xiaoying; Su, Yu; Xirau-Probert, Patricia; Behar-Horenstein, Linda S; Nascimento, Marcelle M

2018-06-01

Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.

The interaction between sleep quality and academic performance.

PubMed

Ahrberg, K; Dresler, M; Niedermaier, S; Steiger, A; Genzel, L

2012-12-01

Sleep quality has significant effects on cognitive performance and is influenced by multiple factors such as stress. Contrary to the ideal, medical students and residents suffer from sleep deprivation and stress at times when they should achieve the greatest amount of learning. In order to examine the relationship between sleep quality and academic performance, 144 medical students undertaking the pre-clinical board exam answered a survey regarding their subjective sleep quality (Pittsburgh sleep quality index, PSQI), grades and subjective stress for three different time points: semester, pre- and post-exam. Academic performance correlated with stress and sleep quality pre-exam (r = 0.276, p < 0.001 and r = 0.158, p < 0.03, note that low performance meant low sleep quality and high stress), however not with the stress or sleep quality during the semester and post-exam. 59% of all participants exhibited clinically relevant sleep disturbances (PSQI > 5) during exam preparation compared to 29% during the semester and 8% post-exam. This study shows that in medical students it is not the generally poor sleepers, who perform worse in the medical board exams. Instead students who will perform worse on their exams seem to be more stressed and suffer from poor sleep quality. However, poor sleep quality may negatively impact test performance as well, creating a vicious circle. Furthermore, the rate of sleep disturbances in medical students should be cause for intervention. Copyright © 2012 Elsevier Ltd. All rights reserved.

Factors Associated With Surgery Clerkship Performance and Subsequent USMLE Step Scores.

PubMed

Dong, Ting; Copeland, Annesley; Gangidine, Matthew; Schreiber-Gregory, Deanna; Ritter, E Matthew; Durning, Steven J

2018-03-12

We conducted an in-depth empirical investigation to achieve a better understanding of the surgery clerkship from multiple perspectives, including the influence of clerkship sequence on performance, the relationship between self-logged work hours and performance, as well as the association between surgery clerkship performance with subsequent USMLE Step exams' scores. The study cohort consisted of medical students graduating between 2015 and 2018 (n = 687). The primary measures of interest were clerkship sequence (internal medicine clerkship before or after surgery clerkship), self-logged work hours during surgery clerkship, surgery NBME subject exam score, surgery clerkship overall grade, and Step 1, Step 2 CK, and Step 3 exam scores. We reported the descriptive statistics and conducted correlation analysis, stepwise linear regression analysis, and variable selection analysis of logistic regression to answer the research questions. Students who completed internal medicine clerkship prior to surgery clerkship had better performance on surgery subject exam. The subject exam score explained an additional 28% of the variance of the Step 2 CK score, and the clerkship overall score accounted for an additional 24% of the variance after the MCAT scores and undergraduate GPA were controlled. Our finding suggests that the clerkship sequence does matter when it comes to performance on the surgery NBME subject exam. Performance on the surgery subject exam is predictive of subsequent performance on future USMLE Step exams. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The Relationship between Comprehension and Conceptual Mathematics of Third Grade Students at a Selected Elementary School

ERIC Educational Resources Information Center

Kariuki, Patrick N.; Morris, Dustin A.

2013-01-01

The purpose of this study was to determine the relationship between reading comprehension scores and conceptual mathematics scores of third grade students at a selected elementary school. The sample consisted of 27 students of which 15 were females and 12 were males. Data were collected using a teacher made conceptual math exam and the scores from…

Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology.

PubMed

Gibson, Susan I

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students' exam grades by one grade (e.g., from a "B-" to a "B"). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

Realisation of the guidelines for faculty-internal exams at the Department of General Medicine at the University of Munich: Pushing medical exams one step ahead with IMSm.

PubMed

Boeder, Niklas; Holzer, Matthias; Schelling, Jörg

2012-01-01

Graded exams are prerequisites for the admission to the medical state examination. Accordingly the exams must be of good quality in order to allow benchmarking with the faculty and between different universities. Criteria for good quality need to be considered - namely objectivity, validity and reliability. The guidelines for the processing of exams published by the GMA are supposed to help maintaining those criteria. In 2008 the Department of General Medicine at the University of Munich fulfils only 14 of 18 items. A review process, appropriate training of the staff and the introduction of the IMSm software were the main changes that helped to improve the 'GMA-score' to 30 fulfilled items. We see the introduction of the IMSm system as our biggest challenge ahead. IMSm helps to streamline the necessary workflow and improves their quality (e.g. by the detection of cueing, item analysis). Overall, we evaluate the steps to improve the exam process as very positive. We plan to engage co-workers outside the department to assist in the various review processes in the future. Furthermore we think it might be of value to get into contact with other departments and faculties to benefit from each other's question pools.

Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students.

PubMed

Chamberlain, Neal R; Stuart, Melissa K; Singh, Vineet K; Sargentini, Neil J

2012-01-01

Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) METHODS: Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions. Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P<0.018; P<0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P<0.001; P<0.001). Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians.

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

PubMed Central

Greenwald, Ralf R.; Quitadamo, Ian J.

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

PubMed

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

PubMed Central

McRae, Marc P.

2010-01-01

Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). Conclusion: This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry PMID:20480012

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

PubMed

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

2012-09-01

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

Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly

NASA Astrophysics Data System (ADS)

Williamson, Vickie M.; Rowe, Marvin W.

2002-09-01

The purpose of this semester-long study was to investigate the effect of replacing traditional lecture with cooperative group problem-solving sessions in a junior-level quantitative analysis course. The control and treatment groups had the same instructor, met on the same day, had the same reading assignments, and had common exams. The instructor worked sample problems for the control group. In the treatment group, students were assigned to heterogeneous cooperative groups of 4. The groups solved problems presented on an overhead that were the same or equivalent in content and number to those used in the control group. Students were responsible for making sure that all members of the group could work each problem. The students' reasoning abilities were measured by the Test of Logical Thinking (TOLT). Groups were compared on quiz, exam, final, and course grades. Other data included attitudinal surveys, observations, field notes, interviews, and open-response evaluations. No significant differences were found in content measures. Differences were found in the number of students dropping the course and in the attitudes and perceptions of the two groups. Qualitative measures support a number of assertions concerning more positive attitudes and lower withdrawal rates in the treatment group, and a case for mixed delivery modes.

Too Much Computer and Internet Use Is Bad for Your Grades, Especially If You Are Young and Poor: Results from the 2001 Brazilian SAEB

ERIC Educational Resources Information Center

Wainer, Jacques; Dwyer, Tom; Dutra, Rodrigo Silveira; Covic, Andre; Magalhaes, Valdo B.; Ferreira, Luiz Renato Ribeiro; Pimenta, Valdiney Alves; Claudio, Kleucio

2008-01-01

This work presents the analysis of the 2001 Brazilian Basic Education Evaluation System (SAEB) achievement exam. The SAEB tested 4th, 8th, and 11th grade students, in mathematics and reading (Portuguese). We classified the students into seven socioeconomic classes, and for each class, compared the test results according to frequency of computer…

The Relationship between Computer-Assisted Instruction and Alternative Programs to Enhance Fifth-Grade Mathematics Success on the Annual Texas Assessment of Knowledge and Skills

ERIC Educational Resources Information Center

Tucker, Tommy Howard

2009-01-01

The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) size and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of…

The Contribution of Music to the Fluent Writing Skills: Mayaz Technique

ERIC Educational Resources Information Center

Batur, Zekerya

2016-01-01

This is an experimental study. In this study, experimental and control groups have been formed based on the scores obtained from Turkish language exams. The study group consists of 80 pupils currently studying in the 5th and 6th grades of the secondary school who have an average GPA of 70 to 80 (of the 5th grade pupils, 20 of them are in the…

Expedition 50 Qualification Exams

NASA Image and Video Library

2016-10-25

Expedition 50 crew members NASA astronaut Peggy Whitson, left, Russian cosmonaut Oleg Novitskiy of Roscosmos, center, and ESA astronaut Thomas Pesquet laugh together as they prepare for their final qualification exams, Tuesday, Oct. 25, 2016, at the Gagarin Cosmonaut Training Center (GCTC) in Star City, Russia. Photo Credit: (NASA/Bill Ingalls)

Do Collaborative Exams Really Promote Learning?

NASA Astrophysics Data System (ADS)

Miller, Scott; James, C. Renee

2018-01-01

Collaborative, two-stage exams are becoming more popular in physics and astronomy courses, and their supposed benefits in terms of collaborative learning have been reported in the field of physics. In a collaborative, two-stage exam, students first complete an exam individually. Once that portion of the exam is over, students then retake all or part of the exam within a group, where they are able to discuss the questions with their peers and arrive at a common answer. While there are a number of papers that discuss the purported benefits of this method from a collaborative point of view, few, if any discuss the actual benefits in terms of student learning. One paper found that when students were presented with previous exam questions a few weeks later, they performed better on questions covered previously in the group portion of the exam compared to similar questions which were tested but not part of the group portion. But, when students were retested on exam questions which were administered earlier, roughly six to seven weeks beforehand, no difference was found in their performance on the two sets of questions.We present preliminary findings comparing student performance levels on multiple sets of exam questions administered to students in an introductory astronomy course where two-stage exams are administered. Questions were administered first in an exam during the course of the semester, then again during a final exam. During the semester exams, one set of questions was also contained within the group portion of the exam, while questions similar in concept and difficulty were not. A comparison of student performance on these two sets of questions are compared to evaluate the usefulness of collaborative exams to promote learning.

Teaching safety at a summer camp: evaluation of a water safety curriculum in an urban community setting.

PubMed

Lawson, Karla A; Duzinski, Sarah V; Wheeler, Tareka; Yuma-Guerrero, Paula J; Johnson, Kelly M K; Maxson, R Todd; Schlechter, Robert

2012-11-01

The purpose of this project was to evaluate a water safety curriculum in a low-income, minority-focused, urban youth summer camp. The curriculum is available to Safe Kids Coalitions across the country; however, it has not previously been evaluated. Participants were pre-K to third-grade students (n = 166). Children watched a video and received the curriculum in a classroom setting. Each child was given a pre-, post-, and 3-week retention exam to assess knowledge change. Mean test scores and number of safety rules participants could list were analyzed using paired Student's t tests. Parents were given a baseline survey at the beginning (n = 140) and end of the weeklong curriculum (n = 118). The participants were 50% male, 27.5% Hispanic, 68.7% African American, and 3.8% biracial. Children were divided into three groups: pre-K/kindergarten, first and second grade, and third grade. Children in each of the groups received higher knowledge scores at the posttest (p = .0097, p < .0001, and p < .0001, respectively), with little decline in scores at the 3-week retention exam. Similar results were seen for the ability to list safety rules, though the number fell slightly between the posttest and retention test. The study demonstrates that children possessed more knowledge of water safety after receiving this curriculum. This knowledge increase was maintained through the 3-week retention exam. Further evaluation of the curriculum's content and its impact on water safety beliefs, attitudes, and behaviors are needed, as well as evaluation of additional settings, risk areas, and the role of parental involvement.

Perceptions and performance using computer-based testing: One institution's experience.

PubMed

Bloom, Timothy J; Rich, Wesley D; Olson, Stephanie M; Adams, Michael L

2018-02-01

The purpose of this study was to evaluate student and faculty perceptions of the transition to a required computer-based testing format and to identify any impact of this transition on student exam performance. Separate questionnaires sent to students and faculty asked about perceptions of and problems with computer-based testing. Exam results from program-required courses for two years prior to and two years following the adoption of computer-based testing were compared to determine if this testing format impacted student performance. Responses to Likert-type questions about perceived ease of use showed no difference between students with one and three semesters experience with computer-based testing. Of 223 student-reported problems, 23% related to faculty training with the testing software. Students most commonly reported improved feedback (46% of responses) and ease of exam-taking (17% of responses) as benefits to computer-based testing. Faculty-reported difficulties were most commonly related to problems with student computers during an exam (38% of responses) while the most commonly identified benefit was collecting assessment data (32% of responses). Neither faculty nor students perceived an impact on exam performance due to computer-based testing. An analysis of exam grades confirmed there was no consistent performance difference between the paper and computer-based formats. Both faculty and students rapidly adapted to using computer-based testing. There was no evidence that switching to computer-based testing had any impact on student exam performance. Copyright © 2017 Elsevier Inc. All rights reserved.

Her physics, his physics: gender issues in Israeli advanced placement physics classes

NASA Astrophysics Data System (ADS)

Zohar, Anat

2003-02-01

Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers' given grades and matriculation test scores - showed that boy's test scores are usually higher than girls' test scores, while girls' teachers' given grades are usually higher than boys'. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls' yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students' understanding while decreasing competitiveness in physics classes might contribute to girls' participation and performance in advanced physics classes while also supporting the learning of many boys.

Assessing Success on the Uniform CPA Exam: A Logit Approach.

ERIC Educational Resources Information Center

Brahmasrene, Tantatape; Whitten, Donna

2001-01-01

A logit model was used to test the likelihood of success of 231 candidates on the Uniform Certified Public Accountants Examination. Significant determinants of success included undergraduate grade point average, age, private accounting experience, and gender. (SK)

Impact of HESI Specialty Exams: the ninth HESI Exit Exam validity study.

PubMed

Zweighaft, Elizabeth L

2013-01-01

Using an ex post facto, nonexperimental design, this, the ninth validity study of Elsevier's HESI Exit Exam (E(2)), reexamined the predictive accuracy of the E(2). The value of administering HESI Specialty Exams within the nursing curriculum in terms of E(2) scores was also investigated. The sample was composed of nursing students (N = 3,790) from 63 randomly selected schools-26 baccalaureate, 31 associate degree, and 6 diploma programs-throughout the United States who took the E(2) between September 2008 and August 2009. As in the previous 8 studies, the E(2) was found to be highly accurate (96.61%) in predicting success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Findings also indicated that students who took one or more HESI Specialty Exams during their nursing curriculum had a significantly higher mean E(2) score (P ≤ .0001) than students who did not take HESI Specialty Exams during their nursing curriculum. Of the 8 HESI Specialty Exams investigated, scores on the Critical Care, Pediatrics, and Medical-Surgical specialty exams were most predictive of NCLEX-RN success. Schools of nursing that used HESI Specialty Exams as course final exams had a significantly higher mean E(2) score (P < .01) than schools that used the exams for remediation and practice. Copyright © 2013 Elsevier Inc. All rights reserved.

Using contests to ``spice up'' workshop physics

NASA Astrophysics Data System (ADS)

Duffy, M. G.; Warden, J. A.

1997-03-01

Once or twice each semester we give the students in our calculus-based Workshop Physics (1) course a problem dressed up as a contest. To "win," a team must correctly predict the outcome of a unique event and test that prediction within a single fifty minute class period. Successful teams win a home-cooked meal or other prize unrelated to course grade. We design a contest to focus cooperative effort, yet it also serves in ways like a problem session, review, or exam, but with no grade pressure. As illustrated by the sample contests exhibited on the poster, you can adjust the difficulty of these exercises to get a variety of different success rates. While this is hardly a novel idea, we provide it as a reminder that it is useful to step out of the normal homework, quiz, exam mode once in a while. Pedagogical goals include: • Fast, intensive review, like an exam but without the pass/fail stress. • Puts a premium on cooperative effort and promotes teamwork. • Serves as a morale booster, an antidote to "midterm blues." Student teams are given a chance to predict the outcome of a unique event and to test that prediction within a single fifty-minute class. The task chosen requires at least two careful measurements and subsequent analysis.

Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course.

PubMed

Bailey, E G; Jensen, J; Nelson, J; Wiberg, H K; Bell, J D

2017-01-01

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. © 2017 E. G. Bailey et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

ERIC Educational Resources Information Center

Shabatat, Kawthar; Al-Tarawneh, Mohammed

2016-01-01

This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and…

When Increasing Stakes Need Not Mean Increasing Standards: The Case of the New York State Global History and Geography Exam

ERIC Educational Resources Information Center

Grant, S. G.; Derme-Insinna, Alison; Gradwell, Jill M.; Pullano, Lynn; Lauricella, Ann Marie; Tzezo, Kathryn

2002-01-01

In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global…

Meeting the Challenge of High-Stakes Testing while Remaining Child-Centered: The Representations of Two Urban Teachers

ERIC Educational Resources Information Center

Williamson, Pamela; Bondy, Elizabeth; Langley, Lisa; Mayne, Dina

2005-01-01

In this article, the authors selected two urban teachers to study, one from 3rd grade and one from 5th (hereafter referred to as Ms. Third and Ms. Fifth), whose students, in spite of the school's failing grade, did well on the exam. Both were nominated as exemplary teachers by their principal and other teachers and had been selected as teacher of…

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

ERIC Educational Resources Information Center

Guzeller, Cem Oktay

2012-01-01

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

How Does the Hawaii High School Assessment Measure Up? A Comparison of the 2005 Grade 10 Hawaii State Assessment in Reading and Mathematics with High School Graduation Exams from Other States

ERIC Educational Resources Information Center

Achieve, Inc., 2007

2007-01-01

At the request of the Hawaii Department of Education, Achieve conducted a study of Hawaii's 2005 grade 10 State Assessment in reading and mathematics. The study compared the content, rigor and passing (meets proficiency) scores on Hawaii's assessment with those of the six states that participated in Achieve's earlier study, "Do Graduation…

Promoting an active form of learning out-of-class via answering online “study questions” leads to higher than expected exam scores in General Biology

PubMed Central

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g., from a “B-” to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections. PMID:26500828

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

PubMed Central

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students

PubMed Central

Chamberlain, Neal R.; Stuart, Melissa K.; Singh, Vineet K.; Sargentini, Neil J.

2012-01-01

Background Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) Methods Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions. Results Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P<0.018; P<0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P<0.001; P<0.001). Conclusion Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians. PMID:22435014

Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

PubMed

Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

“C.R.E.A.T.E.”-ing Unique Primary-Source Research Paper Assignments for a Pleasure and Pain Course Teaching Neuroscientific Principles in a Large General Education Undergraduate Course

PubMed Central

Bodnar, Richard J.; Rotella, Francis M.; Loiacono, Ilyssa; Coke, Tricia; Olsson, Kerstin; Barrientos, Alicia; Blachorsky, Lauren; Warshaw, Deena; Buras, Agata; Sanchez, Ciara M.; Azad, Raihana; Stellar, James R.

2016-01-01

A large (250 registrants) General Education lecture course, Pleasure and Pain, presented basic neuroscience principles as they related to animal and human models of pleasure and pain by weaving basic findings related to food and drug addiction and analgesic states with human studies examining empathy, social neuroscience and neuroeconomics. In its first four years, the course grade was based on weighted scores from two multiple-choice exams and a five-page review of three unique peer-reviewed research articles. Although well-registered and well-received, 18% of the students received Incomplete grades, primarily due to failing to submit the paper that went largely unresolved and eventually resulted in a failing grade. To rectify this issue, a modified version of the C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method replaced the paper with eight structured assignments focusing on an initial general-topic article, the introduction-methods, and results-discussion of each of three related peer-review neuroscience-related articles, and a final summary. Compliance in completing these assignments was very high, resulting in only 11 INC grades out of 228 students. Thus, use of the C.R.E.A.T.E. method reduced the percentage of problematic INC grades from 18% to 4.8%, a 73% decline, without changing the overall grade distribution. Other analyses suggested the students achieved a deeper understanding of the scientific process using the C.R.E.A.T.E. method relative to the original term paper assignment. PMID:27385918

"C.R.E.A.T.E."-ing Unique Primary-Source Research Paper Assignments for a Pleasure and Pain Course Teaching Neuroscientific Principles in a Large General Education Undergraduate Course.

PubMed

Bodnar, Richard J; Rotella, Francis M; Loiacono, Ilyssa; Coke, Tricia; Olsson, Kerstin; Barrientos, Alicia; Blachorsky, Lauren; Warshaw, Deena; Buras, Agata; Sanchez, Ciara M; Azad, Raihana; Stellar, James R

2016-01-01

A large (250 registrants) General Education lecture course, Pleasure and Pain, presented basic neuroscience principles as they related to animal and human models of pleasure and pain by weaving basic findings related to food and drug addiction and analgesic states with human studies examining empathy, social neuroscience and neuroeconomics. In its first four years, the course grade was based on weighted scores from two multiple-choice exams and a five-page review of three unique peer-reviewed research articles. Although well-registered and well-received, 18% of the students received Incomplete grades, primarily due to failing to submit the paper that went largely unresolved and eventually resulted in a failing grade. To rectify this issue, a modified version of the C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method replaced the paper with eight structured assignments focusing on an initial general-topic article, the introduction-methods, and results-discussion of each of three related peer-review neuroscience-related articles, and a final summary. Compliance in completing these assignments was very high, resulting in only 11 INC grades out of 228 students. Thus, use of the C.R.E.A.T.E. method reduced the percentage of problematic INC grades from 18% to 4.8%, a 73% decline, without changing the overall grade distribution. Other analyses suggested the students achieved a deeper understanding of the scientific process using the C.R.E.A.T.E. method relative to the original term paper assignment.

Correlation between nasopharyngoscopy and cephalometry in the diagnosis of hyperplasia of the pharyngeal tonsils

PubMed Central

Ritzel, Rodrigo Agne; Berwig, Luana Cristina; da Silva, Ana Maria Toniolo; Corrêa, Eliane Castilhos Rodrigues; Serpa, Eliane Oliveira

2012-01-01

Summary Introduction: Hyperplasia of the pharyngeal tonsil is one of the main causes of mouth breathing, and accurate diagnosis of this alteration is important for proper therapeutic planning. Therefore, studies have been conducted in order to provide information regarding the procedures that can be used for the diagnosis of pharyngeal obstruction. Objective: To verify the correlation between nasopharyngoscopy and cephalometric examinations in the diagnosis of pharyngeal tonsil hyperplasia. Method: This was a cross-sectional, clinical, experimental, and quantitative study. Fifty-five children took part in this study, 30 girls and 25 boys, aged between 7 and 11 years. The children underwent nasofibropharyngoscopic and cephalometric evaluation to determine the grade of nasopharyngeal obstruction. The Spearman's rank correlation coefficient at the 5% significance level was used to verify the correlation between these exams. Results: In the nasopharyngoscopy evaluation, most children showed grade 2 and 3 hyperplasia of the pharyngeal tonsil, which was followed by grade 1. In the cephalometry assessment, most children showed grade 1 hyperplasia of the pharyngeal tonsil, which was followed by grade 2. A statistically significant regular positive correlation was observed between the exams. Conclusion: It was concluded that the evaluation of the pharyngeal tonsil hyperplasia could be carried out by fiber optic nasopharyngoscopy and cephalometry, as these examinations were regularly correlated. However, it was found that cephalometry tended to underestimate the size of the pharyngeal tonsil relative to nasopharyngoscopy. PMID:25991937

[Myometrial invasion as a prognostic factor in endometrial adenocarcinoma].

PubMed

Mihalcea, D; Aursulesei, D

2009-01-01

Myometrial invasion is one of the most important prognostic factors in endometrial cancer. We have studied a cohort of 62 patients with endometrial cancer who underwent surgery in 4-th Gynecology Clinic of "Cuza Vodă" Hospital, Iaşi between 1997-2008. Myometrial invasion was determined intraoperatory by gross visual inspection and frozen section exam and by histopathological exam after surgery. We have investigated the relationship between myometrial invasion and other prognostic factors: histological type, grading and lymph node metastasis. In 36 cases the invasion was absent or minimal, and only in a cases the myometrum was completely invaded.

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

ERIC Educational Resources Information Center

Martin, Deanna K.

2017-01-01

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

Distorted Perceptions of Competence and Incompetence Are More than Regression Effects

ERIC Educational Resources Information Center

Albanese, M.; Dottl, S.; Mejicano, G.; Zakowski, L.; Seibert, C.; Van Eyck, S.; Prucha, C.

2006-01-01

Students inaccurately assess their own skills, especially high- or low-performers on exams. This study assessed whether regression effects account for this observation. After completing the Infection and Immunity course final exam (IIF), second year medical students (N = 143) estimated their performance on the IIF in terms of percent correct and…

The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…

Spanish-English Verbatim Translation Exam. Final Report.

ERIC Educational Resources Information Center

Stansfield, Charles W.; And Others

The development and validation of the Spanish-English Verbatim Translation Exam (SEVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section 1 describes the need for the test,…

[Innovations in medical undergraduate pathology education: The Paris Descartes medicine faculty experience].

PubMed

Just, Pierre-Alexandre; Verkarre, Virginie; Mansuet-Lupo, Audrey; Rabant, Marion; Daniliuc, Cristina; Radenen, Brigitte; Harent, Marion; Cassanelli, Lucien; Cherel, Éric; Javaux, Hubert; Tesniere, Antoine; Terris, Benoît; Badoual, Cécile

2016-08-01

At the Paris Descartes medicine faculty, we tested some newly developed tools to enhance the pedagogic value of the pathology teaching. In our faculty, this teaching is largely multidisciplinary and integrated in various teaching units; a large part is dedicated to practice works with thirteen 90min sessions. Virtual slides have been used for years in numerous medicine faculties; we successfully implemented this tool by adding contextual annotations, which facilitate students revising. We showed that rewarding students' assiduity enhanced their exam success. To do so, we now propose a short continuous assessment exam at the beginning of each practice session in the form of electronic multi-choice questions. Finally, we now propose a completely computerized final exam, on touchpads, that enhanced its docimologic value. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Relationship between Learning Style and Academic Status of Babol Dental Students

PubMed Central

Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam

2016-01-01

Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442

Computer Applications in Teaching and Learning.

ERIC Educational Resources Information Center

Halley, Fred S.; And Others

Some examples of the usage of computers in teaching and learning are examination generation, automatic exam grading, student tracking, problem generation, computational examination generators, program packages, simulation, and programing skills for problem solving. These applications are non-trivial and do fulfill the basic assumptions necessary…

Hair and stress: A pilot study of hair and cytokine balance alteration in healthy young women under major exam stress.

PubMed

Peters, Eva M J; Müller, Yvonne; Snaga, Wenke; Fliege, Herbert; Reißhauer, Anett; Schmidt-Rose, Thomas; Max, Heiner; Schweiger, Dorothea; Rose, Matthias; Kruse, Johannes

2017-01-01

Mouse models show that experimental stress mimicking prolonged life-stress exposure enhances neurogenic inflammation, induces adaptive immunity cytokine-imbalance characterized by a shift to Type 1 T-helper cell cytokines and increases apoptosis of epithelial cells. This affects hair growth in otherwise healthy animals. In this study, we investigate whether a prolonged naturalistic life-stress exposure affects cytokine balance and hair parameters in healthy humans. 33 (18 exam, 15 comparison) female medical students with comparable sociobiological status were analyzed during a stressful final examination period, at three points in time (T) 12 weeks apart. T1 was before start of the learning period, T2 between the three-day written exam and an oral examination, and T3 after a 12 week rest and recovery from the stress of the examination period. Assessments included: self-reported distress and coping strategies (Perceived Stress Questionnaire [PSQ], Trier Inventory for the Assessment of Chronic Stress [TICS]), COPE), cytokines in supernatants of stimulated peripheral blood mononucleocytes (PBMCs), and trichogram (hair cycle and pigmentation analysis). Comparison between students participating in the final medical exam at T2 and non-exam students, revealed significantly higher stress perception in exam students. Time-wise comparison revealed that stress level, TH1/TH2 cytokine balance and hair parameters changed significantly from T1 to T2 in the exam group, but not the control. However, no group differences were found for cytokine balance or hair parameters at T2. The study concludes that in humans, naturalistic stress, as perceived during participation in a major medical exam, has the potential to shift the immune response to TH1 and transiently hamper hair growth, but these changes stay within a physiological range. Findings are instructive for patients suffering from hair loss in times of high stress. Replication in larger and more diverse sample populations is required, to assess suitability of trichogram analysis as biological outcome for stress studies.

Hair and stress: A pilot study of hair and cytokine balance alteration in healthy young women under major exam stress

PubMed Central

Peters, Eva M. J.; Müller, Yvonne; Snaga, Wenke; Fliege, Herbert; Reißhauer, Anett; Schmidt-Rose, Thomas; Max, Heiner; Schweiger, Dorothea; Rose, Matthias; Kruse, Johannes

2017-01-01

Mouse models show that experimental stress mimicking prolonged life-stress exposure enhances neurogenic inflammation, induces adaptive immunity cytokine-imbalance characterized by a shift to Type 1 T-helper cell cytokines and increases apoptosis of epithelial cells. This affects hair growth in otherwise healthy animals. In this study, we investigate whether a prolonged naturalistic life-stress exposure affects cytokine balance and hair parameters in healthy humans. 33 (18 exam, 15 comparison) female medical students with comparable sociobiological status were analyzed during a stressful final examination period, at three points in time (T) 12 weeks apart. T1 was before start of the learning period, T2 between the three-day written exam and an oral examination, and T3 after a 12 week rest and recovery from the stress of the examination period. Assessments included: self-reported distress and coping strategies (Perceived Stress Questionnaire [PSQ], Trier Inventory for the Assessment of Chronic Stress [TICS]), COPE), cytokines in supernatants of stimulated peripheral blood mononucleocytes (PBMCs), and trichogram (hair cycle and pigmentation analysis). Comparison between students participating in the final medical exam at T2 and non-exam students, revealed significantly higher stress perception in exam students. Time-wise comparison revealed that stress level, TH1/TH2 cytokine balance and hair parameters changed significantly from T1 to T2 in the exam group, but not the control. However, no group differences were found for cytokine balance or hair parameters at T2. The study concludes that in humans, naturalistic stress, as perceived during participation in a major medical exam, has the potential to shift the immune response to TH1 and transiently hamper hair growth, but these changes stay within a physiological range. Findings are instructive for patients suffering from hair loss in times of high stress. Replication in larger and more diverse sample populations is required, to assess suitability of trichogram analysis as biological outcome for stress studies. PMID:28423056

Equivalency of general biology (for majors) across a state-system

NASA Astrophysics Data System (ADS)

Regier, Kimberly Fayette

General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. A survey of U.S. college biology faculty was conducted and revealed that more 4-year faculty do not believe that all general biology courses are equivalent. An evaluation of course grades in two upper division biology courses at University of Colorado Denver (N = 2129) based upon course grades in general biology and the type of institution where general biology was taken (2-year school, 4-year, in-residence at UCD, AP credit, CLEP credit, or IB credit) was conducted. Students who transferred general biology credit received lower grades in upper division biology courses and withdrew from upper division biology courses more frequently. Syllabi from a small sample (N = 9) of general biology courses offered at Colorado 2- and 4-year schools show variation in course design. Only 30% of the courses had detailed learning objectives. Sample exams reveal a range in variation between 3-69% of questions requiring higher-order thinking according to Bloom's Taxonomy. Increasing communication between high school, 2-year and 4-year biology faculty is necessary if consistency is to be gained. Professional development for faculty to increase awareness about exam development, curriculum alignment, and curriculum mapping may reduce the disparities between the preparation of students in biology. Transfer student grade outcomes should be further investigated across the state.

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

NASA Astrophysics Data System (ADS)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

Transition from Longitudinal to Block Structure of Preclinical Courses: Outcomes and Experiences

PubMed Central

Marinović, Darko; Hren, Darko; Sambunjak, Dario; Rašić, Ivan; Škegro, Ivan; Marušić, Ana; Marušić, Matko

2009-01-01

Aim To evaluate the transition from a longitudinal to block/modular structure of preclinical courses in a medical school adapting to the process of higher education harmonization in Europe. Methods Average grades and the exam pass rates were compared for 11 preclinical courses before and after the transition from the longitudinal (academic years 1999/2000 to 2001/2002) to block/modular curriculum (academic years 2002/2003 to 2004/2005) at Zagreb University School of Medicine, Croatia. Attitudes of teachers toward the 2 curriculum structures were assessed by a semantic differential scale, and the experiences during the transition were explored in focus groups of students and teachers. Results With the introduction of the block/modular curriculum, average grades mostly increased, except in 3 major courses: Anatomy, Physiology, and Pathology. The proportion of students who passed the exams at first attempt decreased in most courses, but the proportion of students who successfully passed the exam by the end of the summer exam period increased. Teachers generally had more positive attitudes toward the longitudinal (median [C]±intequartile range [Q], 24 ± 16) than block/modular curriculum (C±Q, 38 ± 26) (P = 0.001, Wilcoxon signed rank test). The qualitative inquiry indicated that the dissatisfaction of students and teachers with the block/modular preclinical curriculum was caused by perceived hasty introduction of the reform under pressure and without much adaptation of the teaching program and materials, which reflected negatively on the learning processes and outcomes. Conclusion Any significant alteration in the temporal structure of preclinical courses should be paralleled by a change in the content and teaching methodology, and carefully planned and executed in order to achieve better academic outcomes. PMID:19839073

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

PubMed Central

Milic, Natasa M.; Trajkovic, Goran Z.; Bukumiric, Zoran M.; Cirkovic, Andja; Nikolic, Ivan M.; Milin, Jelena S.; Milic, Nikola V.; Savic, Marko D.; Corac, Aleksandar M.; Marinkovic, Jelena M.; Stanisavljevic, Dejana M.

2016-01-01

Background Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). Conclusion This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics. PMID:26859832

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

PubMed

Milic, Natasa M; Trajkovic, Goran Z; Bukumiric, Zoran M; Cirkovic, Andja; Nikolic, Ivan M; Milin, Jelena S; Milic, Nikola V; Savic, Marko D; Corac, Aleksandar M; Marinkovic, Jelena M; Stanisavljevic, Dejana M

2016-01-01

Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001). This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.

Sleep and Final Exam Performance in Introductory Physics

ERIC Educational Resources Information Center

Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

2018-01-01

Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students…

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

ERIC Educational Resources Information Center

Friedman, Miriam; And Others

1987-01-01

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

Students' Engagement with a Collaborative Wiki Tool Predicts Enhanced Written Exam Performance

ERIC Educational Resources Information Center

Stafford, Tom; Elgueta, Herman; Cameron, Harriet

2014-01-01

We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score…

Brief Analysis of Application of Objective Structured Clinical Examination (OSCE) in Graduation Exams of Clinical Medical Students

ERIC Educational Resources Information Center

Du, Yihua; Yu, Ke; Li, Xiaohong; Wang, Feng; Wang, Tingting

2011-01-01

This article gives a brief introduction to the Objective Structured Clinical Examination (OSCE) and analyzes developmental progress of OSCE at both home and abroad and standardized patients' application in OSCE. Also, this article expounds application of OSCE in graduation exam of clinical medical students. Finally, this article summarizes…

Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

NASA Astrophysics Data System (ADS)

Khan, Samia

A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

PubMed Central

Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K.

2015-01-01

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success. PMID:26628656

Can Incentives Mitigate Student Overconfidence at Grade Forecasts?

ERIC Educational Resources Information Center

Caplan, Dennis; Mortenson, Kristian G.; Lester, Marisa

2018-01-01

Research shows that college students exhibit bias in their forecasts of exam performance. Most students are overconfident in their forecasts, academically weaker students are the most overconfident, and top-performing students are underconfident. The literature identifies negative repercussions of these biases, including inadequate preparation for…

Tracking delays in report availability caused by incorrect exam status with Web-based issue tracking: a quality initiative.

PubMed

Awan, Omer Abdulrehman; van Wagenberg, Frans; Daly, Mark; Safdar, Nabile; Nagy, Paul

2011-04-01

Many radiology information systems (RIS) cannot accept a final report from a dictation reporting system before the exam has been completed in the RIS by a technologist. A radiologist can still render a report in a reporting system once images are available, but the RIS and ancillary systems may not get the results because of the study's uncompleted status. This delay in completing the study caused an alarming number of delayed reports and was undetected by conventional RIS reporting techniques. We developed a Web-based reporting tool to monitor uncompleted exams and automatically page section supervisors when a report was being delayed by its incomplete status in the RIS. Institutional Review Board exemption was obtained. At four imaging centers, a Python script was developed to poll the dictation system every 10 min for exams in five different modalities that were signed by the radiologist but could not be sent to the RIS. This script logged the exams into an existing Web-based tracking tool using PHP and a MySQL database. The script also text-paged the modality supervisor. The script logged the time at which the report was finally sent, and statistics were aggregated onto a separate Web-based reporting tool. Over a 1-year period, the average number of uncompleted exams per month and time to problem resolution decreased at every imaging center and in almost every imaging modality. Automated feedback provides a vital link in improving technologist performance and patient care without assigning a human resource to manage report queues.

Educational treasures in radiology: a free online program for Radiology Boards preparation.

PubMed

Talanow, Roland

2011-01-01

An objective tool is desired, which optimally prepares for Radiology boards examination. Such program should prepare examinees with pertinent radiological contents and simulations as expected in the real examination. Many countries require written boards examinations for Radiology certification eligibility. No objective measure exists to tell if the examinee is ready to pass the exam or not. Time pressure and computer environment might be unfamiliar to examinees. Traditional preparation lectures don't simulate the "real" Radiology exam because they don't provide the special environment with multiple choice questions and timing. This online program consists of 4 parts. The entry section allows to create questions with additional fields for comprehensive information. Sections include Pediatrics/Mammography/GI/IR/Nucs/Thoracic/Musculoskeletal/GU/Neuro/Ultrasound/Cardiac/OB/GYN and Miscellaneous. Experienced radiologists and educators evaluate and release/delete these entries in the administrator section. In the exam section users can create (un)timed customized exams for individual needs and learning pace. Exams can either include all sections or only specific sections to gear learning towards areas with weaker performance. Comprehensive statistics unveil the user's strengths and weaknesses to help focussing on "weak" areas. In the search section a comprehensive search and review can be performed by searching the entire database for keywords/topics or only searching within specific sections. www.RadiologyBoards.org is a new working concept of Radiology boards preparation to detect and improve the examinee's weaknesses and finally to increase the examinee's confidence level for the final exam. It is beneficial for Radiology residents and also board certified radiologists to refresh/maintain radiological knowledge.

Investigating the Source of the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2007-11-01

Our previous research showed that despite the use of interactive engagement (IE) techniques at our institution, the difference in performance between men and women on a conceptual learning survey persisted from pre to posttest. This paper reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a meaningful portion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

Academic Achievement, Perceived Stress, Admission Data, and Sociodemographic Background Among Therapy Students in Israel.

PubMed

Jacob, Tamar; Einstein, Ofira

2017-01-01

Academic achievement (AA) is of great importance in the academic world. The aims of this study were to: 1) identify contributors to AA of physical therapy (PT) students; 2) evaluate students' perceived stress (PS); and 3) identify contributors to PS. A cross-sectional study involving three undergraduate PT classes in a single academic year was performed 1 week prior to final examinations. Current grade point average (GPA) and admission data were collected from administrative records. Additional data, collected using an online questionnaire, included the Perceived Stress Scale 10 (PSS), Scale for Assessing Academic Stress (SAAS), and selected sociodemographic variables. Regression analysis identified contributors to AA and to PS. Records of 153 students and questionnaires of 118 students were included in the study. Combined grades from psychometric tests and matriculation exams at admission, low PS, absence due to military reserve service during the academic year, and participation in the second and third years of the PT program accounted for a modest variance (31.1% ) in students' GPA. The low contribution of admission criteria to GPA suggests that there is no justification for raising the level of the present criteria.

Controlling the judge variable in grading essay-type items: an application of Rasch analyses to the recruitment exam for Korean public school teachers.

PubMed

Chae, S

1998-01-01

The purpose of this paper is to show how the Rasch measurement model can be used to control the effects of judge variable on the grading of essay-type items in the recruitment test for Korean teachers. Special attention is given to two aspects of judges' involvement in the grading. One is to identify a way to minimize the variation of grading due to judge severity. The other concern is to figure out a way to reduce the number of judges without threatening objectivity of ability estimates. Results from the FACETS analyses tell us not only how much grading standards vary among judges and how to adjust them but also it produces comparably reliable ability estimates with fewer judges.

Should Live Patient Licensing Examinations in Dentistry Be Discontinued? Two Viewpoints: Viewpoint 1: Alternative Assessment Models Are Not Yet Viable Replacements for Live Patients in Clinical Licensure Exams and Viewpoint 2: Ethical and Patient Care Concerns About Live Patient Exams Require Full Acceptance of Justifiable Alternatives.

PubMed

Chu, Tien-Min Gabriel; Makhoul, Nicholas M; Silva, Daniela Rodrigues; Gonzales, Theresa S; Letra, Ariadne; Mays, Keith A

2018-03-01

This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice. Viewpoint 2 argues that the use of live patients in licensure exams needs to be discontinued considering those exams' ethical dilemmas of exposing patients to potential harm, as well as their lack of reliability and validity and limited scope. According to this viewpoint, the current presence of viable alternatives means that the risk of harm inherent in live patient exams can finally be eliminated and those exams replaced with other means to confirm that candidates are qualified for licensure to practice.

Does Student Proficiency on Local Reading Assessment Measures Align with State Mandated Reading Proficiency Standards? An Investigation of the Relationship between the Developmental Reading Assessment, Reading Curriculum Based Measurement, and Maze, with the New York State English Language Arts Exam

ERIC Educational Resources Information Center

Weschler, Michael J.

2016-01-01

Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York…

Interteaching: The Impact of Lectures on Student Performance

ERIC Educational Resources Information Center

Saville, Bryan K.; Cox, Troy; O'Brien, Sean; Vanderveldt, Ariana

2011-01-01

Several studies suggest that interteaching improves student learning more than traditional lectures, but few have examined which components of interteaching contribute to its efficacy. We examined whether the lecture component of interteaching affected students' exam grades and cumulative point totals in a research methods course. Although…

Students' Opinions about Ubiquitous Delivery of Standardized English Exams

ERIC Educational Resources Information Center

Litzler Jerman, Mary Frances; Garcia Laborda, Jesus

2016-01-01

This paper discusses the results of a study conducted with 218 students in the final year of high school to determine their opinions about the feasibility of using a tablet PC for delivery of a standardized English language test. One such test could be the English paper of the exam given to students upon completion of the Baccalaureate program in…

Expedition 50 Qualification Exams

NASA Image and Video Library

2016-10-25

ESA Flight Surgeon Dr. Brigitte Godard, seated left, NASA Flight ‎Surgeon Jennifer Law, center, talk with Expedition 50 NASA astronaut Peggy Whitson ahead of the final qualification exams with Whitson and her fellow crew mates Russian cosmonaut Oleg Novitskiy of Roscosmos and ESA astronaut Thomas Pesquet, Tuesday, Oct. 25, 2016, at the Gagarin Cosmonaut Training Center (GCTC) in Star City, Russia. Photo Credit: (NASA/Bill Ingalls)

A Learner-Centered Spiral Knowledge Approach to Teaching Isotope Geology

NASA Astrophysics Data System (ADS)

Reid, M. R.

2006-12-01

Aided by the insights I gained by participation in the Arizona Board of Regents Tri-University Collaboration on Learner-Centered Practice, I made major changes to a graduate course in isotope geology (GLG617), including: 1) implementation of a spiral knowledge approach (e.g., Bruner, 1990; Dyar et al., 2004); 2) incorporation of more learner-centered in-class activities; and 3) more explicit emphasis on skills that I regarded as important for success in geochemistry. In the geosciences, the field of isotope geology is now an essential area of inquiry with implications for geologic timescales, climate information, tracing geochemical processes, and biological evolution, to name a few. The traditional approach to teaching isotope geology suffers from the fact that learning tends to be compartmentalized by technique/approach and one subfield (e.g., stable or radiogenic isotopes) is usually favored by appearing earlier in semester. To make learning more integrated, I employed a simplified spiral learning approach so that common principles could be revisited several times over the course of the semester and, in so doing, students' grasp of the fundamental principles could be scaffolded into greater understanding. Other learner-centered changes to the course included more explicit emphasis on helping students become comfortable with interpreting data displayed graphically and explicit emphasis on helping students give and evaluate oral presentations that rely on isotope data. I also developed a detailed grading rubric for the final paper and allowed students to have a draft of their final papers evaluated and graded (guided by Huba and Freed, 2000) A number of cooperative learning activities developed specifically for this course (19 in all) enabled me to gain a better appreciation for students' learning. Activities included pair share, round-robin, small group explorations of techniques and case studies (sometimes as introduction to, sometimes as review of material), and Jeopardy-style review sessions. Student learning was also encouraged by brief take-home assignments (graded for "participation") and announced and unannounced quizzes on reading and lecture material. On assessment questionnaires completed after three major milestones in the course (the mid-term exam, the first oral presentation, and the final paper), students ranked the in-class cooperative learning activities as on par with lectures and homework exercises in facilitating their learning. Students recorded improvements in perceived comfort levels with the three major goals identified for the course as the semester progressed even though they were not explicitly reminded of these goals at the time of assessment. Exam performance was better than average and student evaluations indicated greater instructor satisfaction. I enjoyed teaching the class as much as any I have ever taught. References cited: Bruner, J., 1990. Acts of Meaning. Harvard University Press.; Dyar, M.D., Gunter, M.E., Davis, J.C., and Odell, M.R., 2004. Integration of new methods into teaching mineralogy; Huba, M.E. and Freed, J.E., 2000. Learner-centered Assessment on College Campus: Shifting the Focus from Teaching to Learning. Allyn and Bacon.

Single-incision video-assisted anatomical segmentectomy with handsewn bronchial closure for endobronchial lipoma

PubMed Central

Sesma, Julio; Bolufer, Sergio; Lirio, Francisco; Navarro-Martinez, Jose; Galiana, Maria; Baschwitz, Benno; Rivera, Maria Jesus

2016-01-01

Endobronchial lipomas are rare benign tumors whose symptoms are usually confused with recurrent infections or even asthma diagnosis, and mostly caused by endobronquial obstructive component which also conditions severity. We report a case of a 60-year-old man with a right-lower lobe upper-segment endobronchial myxoid tumor with uncertain diagnosis. We performed a single incision video-assisted anatomical segmentectomy and wedge bronchoplasty with handsewn closure to achieve complete resection and definitive diagnosis. During the postoperative air leak was not observed and there was no complication, with low pain scores and complete recovery. Final pathological exam showed endobronchial lipoma. Single-incision (SI) anatomical segmentectomies are lung-sparing resections for benign or low-grade malignancies with diagnostic and therapeutic value, and the need for a wedge bronchoplasty is not a necessary indication for conversion to multiport or open thoracotomy. PMID:27570778

Single-incision video-assisted anatomical segmentectomy with handsewn bronchial closure for endobronchial lipoma.

PubMed

Galvez, Carlos; Sesma, Julio; Bolufer, Sergio; Lirio, Francisco; Navarro-Martinez, Jose; Galiana, Maria; Baschwitz, Benno; Rivera, Maria Jesus

2016-08-01

Endobronchial lipomas are rare benign tumors whose symptoms are usually confused with recurrent infections or even asthma diagnosis, and mostly caused by endobronquial obstructive component which also conditions severity. We report a case of a 60-year-old man with a right-lower lobe upper-segment endobronchial myxoid tumor with uncertain diagnosis. We performed a single incision video-assisted anatomical segmentectomy and wedge bronchoplasty with handsewn closure to achieve complete resection and definitive diagnosis. During the postoperative air leak was not observed and there was no complication, with low pain scores and complete recovery. Final pathological exam showed endobronchial lipoma. Single-incision (SI) anatomical segmentectomies are lung-sparing resections for benign or low-grade malignancies with diagnostic and therapeutic value, and the need for a wedge bronchoplasty is not a necessary indication for conversion to multiport or open thoracotomy.

A Flipped Pedagogy for Expert Problem Solving

NASA Astrophysics Data System (ADS)

Pritchard, David

The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

Student use and pedagogical impact of a mobile learning application.

PubMed

Teri, Saskia; Acai, Anita; Griffith, Douglas; Mahmoud, Qusay; Ma, David W L; Newton, Genevieve

2014-01-01

Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n = 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and ∼80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers. Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer (∼45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. © 2013 by The International Union of Biochemistry and Molecular Biology.

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.

1 District, 1 Set of Math Goals

ERIC Educational Resources Information Center

Kanold, Timothy; Ebert, Jhone

2010-01-01

In March 2008, teachers and leaders of the mathematics programs grades 6-12 in the Clark County School District (Las Vegas, Nevada) found themselves under the urgent spotlight of failed expectations. District leaders and teachers had been bold enough to create highstakes, districtwide common assessment semester exams in five subject areas of…

Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

ERIC Educational Resources Information Center

Martin, Andrew J.; Marsh, Herbert W.

2008-01-01

Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

Relationship Between Performance in Medical School and Postgraduate Competence.

ERIC Educational Resources Information Center

Gonnella, Joseph S.; Hojat, Mohammadreza

1983-01-01

The hypothesis that the relationship between medical school achievement and postgraduate performance would vary by specialty was confirmed in a comparison of grades, standardized medical exams, and ratings in four areas of competence (medical knowledge, data-gathering skills, clinical judgment, and professional attitudes) in internal medicine,…

Research Needed: To Identify Criteria for Selecting Health Care Leadership Personnel

ERIC Educational Resources Information Center

Morgan, Margaret K.

1974-01-01

Existing procedures for selecting students into allied health care educator programs (Graduate Record Exam scores, undergraduate grade point average, etc.) are inadequate. Procedures based upon examination of three groups of health manpower personnel to determine what characteristics distinguish them and upon better measures of job satisfaction…

Translations on USSR Military Affairs, Number 1294

DTIC Science & Technology

1977-08-18

really to conduct the orchestra, it is essential to know precisely who is playing what violin and where, where and on what instrument one learned...one examination (written or oral) assigned by the. chief of the school. Those who pass this exam with a grade of 5 by-pass other examinations. The

Nurses Can and Should Teach Health in the Classroom

ERIC Educational Resources Information Center

Bowman, Mary Ruth Davis

1977-01-01

Improvement in health service delivery and health education was made in La Plata County, Colorado, by hiring seven health aides and a nurse-health coordinator to run a fifth- and tenth-grade health course involving physical exams, field trips, classroom instruction, and inservice training of teachers. (MB)

Nontraditional Students, Accelerated Programs, Grade Expectations, and Instructor Evaluations

ERIC Educational Resources Information Center

Gershuny, Pamela; Rainey, Carolyn

2006-01-01

This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law…

Peer Mentors Can Improve Academic Performance

ERIC Educational Resources Information Center

Asgari, Shaki; Carter, Frederick, Jr.

2016-01-01

The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

PubMed

Anwar, Khurshid; Sajid, Muhammad Raihan; Cahusac, Peter; Shaikh, Abdul Ahad; Elgammal, Ahmad; Alshedoukhy, Ahlam; Kashir, Junaid

2017-09-01

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance. Copyright © 2017 the American Physiological Society.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515) and the intervention group received lecture plus a simulation exercise (n l+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l =515) and the intervention group received lecture plus a simulation exercise (n l+s =1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Why do some students struggle while others succeed in chemistry? A study of the influence of undergraduate student beliefs, perceptions, and use of resources on performance in introductory chemistry

NASA Astrophysics Data System (ADS)

Sinapuelas, Michelle Leigh Shaver

This dissertation explores how student beliefs about the nature of science learning, beliefs in their academic ability, perceptions of the classroom environment, perceptions of external support, and use of resources contribute to success in introductory chemistry as measured by midterm and final exam scores. These factors were selected for study because they are susceptible to instructional intervention. A beliefs and perceptions survey and use of resources framework were developed, tested, and utilized to find predictors for student grades. To measure beliefs and perceptions the Chemistry Beliefs and Perceptions Survey was developed and tested. A total of 428 introductory chemistry students responded to the survey measuring their beliefs and perceptions during Fall 2009. Factor analysis of student responses yielded four categories of beliefs and perceptions: nature of science learning, academic ability, classroom environment, and external support. A hierarchical linear model estimated the influence of student beliefs and perceptions on exam scores. There was a positive relationship between exam scores and (a) belief in academic ability and (b) belief that learning science involves understanding dynamic processes. There was a negative relationship between exam scores and perception of external support. Perceptions of the classroom environment were not strongly related to exam scores. These results were replicated with survey responses collected from students taking the course the following Fall (N=597). To characterize student use of resources, a subset of survey participants (N=61) were interviewed at three time-points spanning the Fall 2009 semester. Interview responses were used to create a Use of Resources Framework. This framework described students as memorizers, procedural thinkers, critical thinkers, or researchers. Students characterized as memorizers or procedural thinkers view outside sources of information as the "authority," while critical thinkers and researchers evaluate information for themselves and generate explanations in their own words by using multiple relevant ideas. The four use of resource levels were shown to predict exam performance. There was a positive relationship between use of resources and exam performance. Survey and interview measures were combined for the subset of 61 students to explore the joint contribution of use of resources along with beliefs and perceptions on exam performance. The influence of student beliefs in their academic ability on exam performance was found to be mediated by use of resources. That is, there was a positive relationship between belief in academic ability and use of resources. There was also a positive relationship between overall use of resources and exam performance. To illustrate these relationships, three case studies are described. The case studies demonstrate the strong relationship between use of resources (for example the textbook, solving problems, interactions with peers) and understanding of chemistry as revealed on the exams. The cases illustrate how students use resources to understand the course material. Memorizers and procedural thinkers explain the idea of boiling based on connection of recalled information with little evaluation of these ideas. Critical thinkers and researchers explain their understanding in their own words, including evaluation of multiple explanations on the topic. These results suggest that it might be valuable to instruct students in productive ways to use resources so they can succeed in chemistry. This may be done by modeling effective strategies to become a more independent learner such as (a) evaluation or critique of information before accepting its accuracy, (b) translate information to create their own understanding, (c) work out problems on their own before confirming answers with others, (d) opportunities to exchange and evaluate ideas with others. Instructional interventions that improve student use of resources in chemistry could lead to better overall student performance.

Web Based Homework for CAPA in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Robertson, T. H.

2002-12-01

Qualitative questions in astronomy have been developed to operate under the CAPA web-based homework system. Multiple versions of similar questions and software randomization are used to create different homework sets for each student. The questions are grouped by concept and subject to create more challenging activities from relatively simple questions. These questions have been used for three semesters in five sections of ASTRO 100 which enrolled a total of 500 students over the past two years. Student surveys consistently indicate that they like the system and believe that it helps them to learn. Cognitive measures in the form of exam and course grades do not demonstrate statistically significant improvement in sections which have used the new homework system. This is due in part to a conscious effort to create exam questions which focus on content understanding and not memorization and the persistent student habit of studying for exams by memorizing homework. Differences have been identified between female and male students in terms of completion rates and performance on homework, quiz and exam scores. This work was supported in part by funding from the George and Frances Ball Fund for Academic Excellence and the 21st Century Fund for Faculty Development.

Debate: the per rectal/digital rectal examination exam in the emergency department, still best practice?

PubMed

Quinn, John; Zeleny, Tomas; Rajaratnam, Venu; Ghiurluc, Dan-Lucian; Bencko, Vladimir

2018-03-27

Emergency medicine practice in the UK and Ireland offers a junior and middle grade doctor great learning opportunities that force engagement with multiple specialties, life-saving procedures, exposure to a myriad of patient presentations, and opportunities for best practices in medicine. The emergency department (ED) can be a hectic and dynamic environment; communication from the ED to specialists is essential to ensure best clinical outcomes for patients. The "per rectal" (PR) or "digital rectal exam" (DRE) can be a very difficult diagnostic test for even the most skilled operator to discern pathological versus normal; we propose this is especially the case in the emergency department patient population. Some specialists require this exam performed by an unskilled junior doctor with varying results prior to reviewing a referred and sick patient. The PR/DRE benefits may be limited in the ED setting for some pathologies, and the result of the exam may have limited impact in the overall treatment plan in the ED. This short paper reviews the indications, benefits, shortfalls, and limitations of the PR/DRE in the emergency department setting and offers novel alternatives to maximize best practice, ensure best clinical outcomes for patients, and, to first, do no harm.

Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa†

PubMed Central

Lam, David; Ardington, Cally; Leibbrandt, Murray

2010-01-01

This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8-11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates. PMID:21499515

Language of Mechanisms: Exam Analysis Reveals Students' Strengths, Strategies, and Errors When Using the Electron-Pushing Formalism (Curved Arrows) in New Reactions

ERIC Educational Resources Information Center

Flynn, Alison B.; Featherstone, Ryan B.

2017-01-01

This study investigated students' successes, strategies, and common errors in their answers to questions that involved the electron-pushing (curved arrow) formalism (EPF), part of organic chemistry's language. We analyzed students' answers to two question types on midterms and final exams: (1) draw the electron-pushing arrows of a reaction step,…

The Use of “Non-Fiction Novels” in a Sensation and Perception Course

PubMed Central

Gunther, Karen L.

2011-01-01

Scientific material can be difficult to relate to everyday knowledge. Textbook facts can be abstract. This Study of Teaching and Learning project examined the use of “non-fiction novels” (biographies and other books that read like novels but are true) in an undergraduate Sensation and Perception course in order to increase the concreteness of the reading material and to give the students a story on which to hang the facts learned in lecture. In Phase I (Fall 2009) non-fiction novels were used for half of the units and a standard textbook for the other half. In Phase II (Fall 2010) only non-fiction novels were used. The Fall 2009 class was very positive about the use of non-fiction novels, but exam scores did not mirror this enthusiasm, either on semester exam scores or on a four-month re-take of the cumulative final exam. In contrast, the Fall 2010 class missed having a textbook, but exam performance significantly improved over prior semesters, and performance on the four-month re-take of the cumulative final exam showed performance equivalent to the Fall 2009 class’s four-month performance on questions from textbook units. In both semesters, the effectiveness of the instructor in stimulating student interest was significantly higher than in prior years where only the textbook was used. In addition, 68% of the students said that reading the non-fiction novels made them want to learn more about our sensory systems. PMID:23626489

The use of "non-fiction novels" in a sensation and perception course.

PubMed

Gunther, Karen L

2011-01-01

Scientific material can be difficult to relate to everyday knowledge. Textbook facts can be abstract. This Study of Teaching and Learning project examined the use of "non-fiction novels" (biographies and other books that read like novels but are true) in an undergraduate Sensation and Perception course in order to increase the concreteness of the reading material and to give the students a story on which to hang the facts learned in lecture. In Phase I (Fall 2009) non-fiction novels were used for half of the units and a standard textbook for the other half. In Phase II (Fall 2010) only non-fiction novels were used. The Fall 2009 class was very positive about the use of non-fiction novels, but exam scores did not mirror this enthusiasm, either on semester exam scores or on a four-month re-take of the cumulative final exam. In contrast, the Fall 2010 class missed having a textbook, but exam performance significantly improved over prior semesters, and performance on the four-month re-take of the cumulative final exam showed performance equivalent to the Fall 2009 class's four-month performance on questions from textbook units. In both semesters, the effectiveness of the instructor in stimulating student interest was significantly higher than in prior years where only the textbook was used. In addition, 68% of the students said that reading the non-fiction novels made them want to learn more about our sensory systems.

Estimating pressure gradients by auscultation: How technology (echocardiography) can help improve clinical skills

PubMed Central

Kadle, Rohini L; Phoon, Colin K L

2017-01-01

AIM To extend our previously-published experience in estimating pressure gradients (PG) via physical examination in a large patient cohort. METHODS From January 1, 1997 through December 31, 2009, an attending pediatric cardiologist compared clinical examination (EXAM) with Doppler-echo (ECHO), in 1193 patients with pulmonic stenosis (PS, including tetralogy of Fallot), aortic stenosis (AS), and ventricular septal defect (VSD). EXAM PG estimates were based primarily on a murmur’s pitch, grade, and length. ECHO peak instantaneous PG was derived from the modified Bernoulli equation. Patients were 0-38.4 years old (median 4.8). RESULTS For all patients, EXAM correlated highly with ECHO: ECHO = 0.99 (EXAM) + 3.2 mmHg; r = +0.89; P < 0.0001. Agreement was excellent (mean difference = -2.9 ± 16.1 mmHg). In 78% of all patients, agreement between EXAM and ECHO was within 15 mmHg and within 5 mmHg in 45%. Clinical estimates of PS PG were more accurate than of AS and VSD. A palpable precordial thrill and increasing loudness of the murmur predicted higher gradients (P < 0.0001). Weight did not influence accuracy. A learning curve was evident, such that the most recent quartile of patients showed ECHO = 1.01 (EXAM) + 1.9, r = +0.92, P < 0.0001; during this time, the attending pediatric cardiologist had been > 10 years in practice. CONCLUSION Clinical examination can accurately estimate PG in PS, AS, or VSD. Continual correlation of clinical findings with echocardiography can lead to highly accurate diagnostic skills. PMID:28932358

Development of a Memory Game to Improve Knowledge Retention in Preparation for Broad Scope Exams in an Introductory Earth Science Course

NASA Astrophysics Data System (ADS)

Cook, H. M.; Bilsley, N. A.

2015-12-01

As the demand for introductory earth science classes rises at educational institutions, large class sizes place strain on the educator's time and ability to offer extensive project-based assignments. As a result, exams covering a broad spectrum of material are more heavily weighted in students' grades. Students often struggle on the first exam, as they attempt to retain a large amount of information from several different topics, while having no exposure to the type of questions that will be asked. This frequently leads to a large dropout rate early in the academic term, or at least a sense of discouragement and stress among struggling students. To better prepare students for a broad scope exam, a review activity modelled after the traditional Milton Bradley "Memory" game was developed to remind students of what would be covered on the exam, prepare them for the style of questions that may be asked, as well as provide a fun, interactive, and educational activity. The Earth Science Memory Game was developed to have interchangeable sets to cover a broad range of topics and thus also be reusable for the duration of the course. Example games sets presented include, but are not limited to, the scientific method, minerals, rocks, topographic maps, tectonics, geologic structures, volcanoes, and weather. The Earth Science Memory Game not only provides an effective review tool to improve success rates on broad scope exams, but is also customizable by the instructor, reusable, and easily constructed by common office supplies.

Evaluation of virtual environment as a form of interactive resuscitation exam

NASA Astrophysics Data System (ADS)

Leszczyński, Piotr; Charuta, Anna; Kołodziejczak, Barbara; Roszak, Magdalena

2017-10-01

There is scientific evidence confirming the effectiveness of e-learning within resuscitation, however, there is not enough research on modern examination techniques within the scope. The aim of the pilot research is to compare the exam results in the field of Advanced Life Support in a traditional (paper) and interactive (computer) form as well as to evaluate satisfaction of the participants. A survey was conducted which meant to evaluate satisfaction of exam participants. Statistical analysis of the collected data was conducted at a significance level of α = 0.05 using STATISTICS v. 12. Final results of the traditional exam (67.5% ± 15.8%) differed significantly (p < 0.001) from the results of the interactive exam (53.3% ± 13.7%). However, comparing the number of students who did not pass the exam (passing point at 51%), no significant differences (p = 0.13) were observed between the two types exams. The feedback accuracy as well as the presence of well-prepared interactive questions could influence the evaluation of satisfaction of taking part in the electronic test. Significant differences between the results of a traditional test and the one supported by Computer Based Learning system showed the possibility of achieving a more detailed competence verification in the field of resuscitation thanks to interactive solutions.

Performance of third-year primary-care-track students in an integrated curriculum at Case Western Reserve University.

PubMed

Lewin, L O; Papp, K K; Hodder, S L; Workings, M G; Wolfe, L; Glover, P; Headrick, L A

1999-01-01

In 1994, Case Western Reserve University School of Medicine established a Primary Care Track (PCT) with an integrated curriculum as part of The Robert Wood Johnson Foundation's Generalist Physician Initiative. This study compared the performance of the first cohort of students to participate in the PCT third year with that of their classmates and determined student attitudes toward their experiences. The performances of 24 PCT and 81 traditional students on the Medical School Admissions Test (MCAT) and the United States Medical Licensure Examination (USMLE) Step 1 and 2 were compared using analysis of variance. Grades on the six core clerkships were compared using chi-square analysis. Performances of the PCT students and a subset of traditional students on the generalist school's objective structured clinical exam (OSCE) were compared using multivariate analysis. The students reported their perceptions on a questionnaire. The traditional students had significantly higher scores on the physical science section of the MCAT and on the USMLE Step 1, but at the end of year three, their USMLE Step 2 scores did not differ. Grade distributions in the core clerkships did not differ, except in psychiatry, where the PCT students received honors significantly more often. The PCT students had a lower mean score on the internal medicine National Board of Medicine Examiners shelf exam but performed better on the generalist OSCE exam. A majority of PCT students reported that they would choose the integrated third year again and recommend it to others.

AP Potential Expectancy Tables Based on PSAT/NMSQT and SAT Scores on the 2015-16 Redesigned Scales Using Final Concordance Tables. Statistical Report

ERIC Educational Resources Information Center

Ewing, Maureen; Wyatt, Jeff

2017-01-01

Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP Exam based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara, & Millsap, 2006; Zhang, Patel, & Ewing, 2014a). For most…

Bimodal Inverted Bell Grade Distribution: Implications for Instruction and Student Retention

ERIC Educational Resources Information Center

Gensheimer, Leah K.; Diebold, Charles T.

2014-01-01

College student attrition rates remain constant despite institution level efforts. This retrospective archival study examined how individual instructors at the course level might impact academic success and retention by acting on a real time at risk warning system. Five semesters of scores on the first exam in an undergraduate psychology course…

Ohio District Tests Performance Pay--for Students

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

Coshocton district in Ohio takes part in an unusual experiment that pays students who pass or scores high in the state exams. Pupils here in grades 3 through 6 earn $15 for every "proficient" score and $20 for "accelerated" or "advanced" scores. With annual tests given in five subjects, students can earn up to $100 if…

Distinguishing Themes of Cultural Responsiveness: A Study of Document-Based Learning

ERIC Educational Resources Information Center

Swartz, Ellen E.

2012-01-01

This qualitative study examines the distinguishing themes of cultural responsiveness in state- and federally-derived document-based learning materials. Two data sources--"Teaching with Documents" articles in Social Education and Document Based Questions on New York State 11th-grade U.S. History and Government Regents exams--were examined…

Impact of Professional Development on Teacher Practice: Uncovering Connections

ERIC Educational Resources Information Center

Buczynski, Sandy; Hansen, C. Bobbi

2010-01-01

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys,…

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

ERIC Educational Resources Information Center

Smith, Mark D.

2017-01-01

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

Homework, Motivation, and Academic Achievement in a College Genetics Course

ERIC Educational Resources Information Center

Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

2015-01-01

We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

ERIC Educational Resources Information Center

Mucherah, Winnie; Herendeen, Abbey

2013-01-01

This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

The Accuracy of Student Grading in First-Year Engineering Courses

ERIC Educational Resources Information Center

Van Hattum-Janssen, Natascha; Pacheco, Jose Augusto; Vasconcelos, Rosa Maria

2004-01-01

Assessment has become a powerful tool to change student learning. In a project of the Council of Engineering Courses of the University of Minho, Portugal, students of textile engineering, apparel engineering and industrial electronics increased their participation in every aspect of their assessment process. The traditional exam was changed to…

Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach

ERIC Educational Resources Information Center

Mendes-Barnett, Sharon; Ercikan, Kadriye

2006-01-01

This study contributes to understanding sources of gender differential item functioning (DIF) on mathematics tests. This study focused on identifying sources of DIF and differential bundle functioning for boys and girls on the British Columbia Principles of Mathematics Exam (Grade 12) using a confirmatory SIBTEST approach based on a…

Understanding Course Content through Letter Writing: Do Informal Writing Assignments Improve Grades?

ERIC Educational Resources Information Center

Bersamin, Melina; Zamboanga, Byron L.; Orsak-Neff, Natalie

2013-01-01

Using an experimental study design (N = 41), we examined whether participation in an informal writing assignment, specifically writing a letter to a friend about course content, improved exam scores in an undergraduate child development course. Findings indicated that participating in the writing assignment significantly improved scores on an exam…

Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

ERIC Educational Resources Information Center

Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

2017-01-01

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability…

Preparticipation Screening of Athletic Officials: SEC Football Referees at Risk.

ERIC Educational Resources Information Center

Turner, John L., Jr.; Walters, Rod; Leski, Mark J.; Saywell, Robert M., Jr.; Wooldridge, J. Scott

2003-01-01

Reviewed prevalence data on health parameters for football officials, noting outcomes when screening criteria were applied in preseason exams. Referees had a lower risk than the national 10-year coronary heart disease risk but a higher risk compared with that of the low-risk population. Results suggested that more graded exercise testing was…

Predicting Student Achievement and Attrition in a Proprietary Technical College.

ERIC Educational Resources Information Center

Taube, Sylvia R.; Taube, Paul M.

1991-01-01

Analysis of data on 101 entering proprietary college students found that (1) predictors of initial achievement were entrance exam scores, gender, race, age, grade point average, and expectations; (2) dropout predictors were marital status, work hours, prior achievement, absences, and faculty interaction; and (3) age, gender, race, and children did…

Learning Outcomes in an Online vs Traditional Course

ERIC Educational Resources Information Center

Stack, Steven

2015-01-01

Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students…

Predicting Success for Actuarial Students in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Smith, Richard Manning; Schumacher, Phyllis A.

2005-01-01

A study of undergraduate actuarial graduates found that math SAT scores, verbal SAT scores, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam had some relevance to forecasting the students' grade point averages in their major. For both males and females, percentile rank in high school…

Web-Assisted Education: From Evaluation to Learning

ERIC Educational Resources Information Center

Stefansson, Gunnar; Sigurdardottir, Asta Jenny

2011-01-01

Exams have traditionally been given to evaluate students but in recent years, with the appearance of freely accessible on-line tutoring, quizzes can also be used as a learning tool. In systems where students can request quiz items until a satisfactory grade is obtained, new probabilistic approaches are required for dealing items to students and…

The Student Log: A Tool for Success

ERIC Educational Resources Information Center

Bouton, Reine Dugas

2003-01-01

Students, especially first-year students, often have not developed the organizational skills necessary to keep track of all of their papers, exams, and grades in the same way that instructors, through their gradebooks, can immediately recite any information about a student's performance in the course. About five years ago, the author created a…

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

ERIC Educational Resources Information Center

Senko, Corwin; Miles, Kenneth M.

2008-01-01

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

Impact of Texas high school science teacher credentials on student performance in high school science

NASA Astrophysics Data System (ADS)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Cooperative learning of neutron diffusion and transport theories

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

Robinson, Michael A.

1999-04-30

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam bymore » a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.« less

Interactive problem-solving sessions in an introductory bioscience course engaged students and gave them feedback, but did not increase their exam scores.

PubMed

McEvoy, James P

2017-10-02

Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Psychological and physiological responses during an exam and their relation to personality characteristics.

PubMed

Spangler, G

1997-08-01

The aim of the study was to compare emotional and physiological responses to real and control examinations and to assess their relation to personality characteristics. Emotional responses were assessed by state anxiety and perceived stress. The assessment of physiological responses included the activity of the cardiac system (heart periods, vagal tone), the adrenocortical system (cortisol) and the immune system (immune globulin A, sIgA). Emotional and physiological responses of 23 students (12 males, 11 females) were assessed during an oral exam at the end of a basic course in psychology which was a prerequisite for the students' final exams. For the control condition physiological responses were assessed one week before the examination during a memory test. The findings of the study demonstrate different emotional and physiological response patterns to examinations as compared to the control condition. Heightened anxiety was observed only before the exam. Whereas within-situation physiological responses (higher heart periods, cortisol, and sIgA; lower vagal tone) were observed both under the exam and control condition, responses to exam condition indicated pre-exam anticipatory activation and post-exam restricted recovery responses. With regard to personality characteristics subjects with high ego-resiliency showed more flexible adaptation than subjects with low ego-resiliency both on the emotional level (anxiety down-regulation after exam) and on the physiological level (situation-specific responses, quick recovery). Subjects with high ego-control exhibited a lower physiological reactivity under both conditions, i.e. they seemed to maintain longer their control also on a physiological level independent of the type of situation.

Polymorphous low grade adenocarcinoma presenting an uncommon radiographic aspect.

PubMed

de Magalhães, M H C G; de Magalhães, R P; de Araújo, V C; de Sousa, S O M

2006-05-01

The aim of this study was to present clinical, histological and immunohistochemical aspects of a polymorphous low grade adenocarcinoma occurring in the mandible. A radiolucent tumour, located in the right mandible, was removed from a 40-year-old woman. Radiographic and CT exams revealed that the lesion expanded bucco-lingual cortical plates and presented an irregular scalloping of the bone. The surrounding lining mucosa was intact. The patient underwent total surgical removal of the lesion with an intraoperative biopsy. Histological diagnosis was polymorphous low-grade adenocarcinoma confirmed by immunohistochemical study. One-year follow up was uneventful. The accurate diagnosis of lesions presenting unusual clinical aspects, as the one presented here, is critical for correctly handling treatment.

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

NASA Astrophysics Data System (ADS)

Price, Edward; Goldberg, Fred; Robinson, Steve; McKean, Michael

2016-12-01

Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

Using a Math Pre-Test in a Large General Education Geoscience Course: How Effective?

NASA Astrophysics Data System (ADS)

Richardson, R. M.

2006-12-01

Teaching large (150 or more students) General Education Geoscience courses presents many challenges, but one of the most important is how to effectively incorporate quantitative literacy. Many students are math phobic, and will run to General Education courses that minimize quantitative aspects. I will present results from one approach that we have used successfully for at least two years: a math pre-test. Our General Education Geoscience course has no prerequisites other than admission to the University, and is designed for first and second year non-science students. Fortunately, with limited exceptions, all entering students at the University of Arizona take a Math Readiness Test (MRT) for math placement. With the cooperation of the Mathematics Department, we have used old MRT exams to selectively use questions that are of the highest utility for the course material `understanding graphs, linear equations and extrapolations, scientific notation and large numbers, word problems, and scaling/unit conversions. We administer the exam in the first discussion section. Students receive full credit for a `serious effort', and we score the exam. In recent semesters the percentage of correct answers has varied from just under 50% to nearly 90% on individual questions. The pre-test has several important benefits. First, it lets students know clearly up front that there will be mathematics in the class. Second, it lets students know the range of skills expected to be successful. Third, because the average score is between 70-80% it gives students confidence that they can do the math in the course. Fourth, we contact all students who score less than 50%, and offer help, including referral to tutoring service in Mathematics. Feedback from students has been positive. Unfortunately, when we compared scores on the math pre-test to final grades in the course, we found essentially no correlation. We are exploring a number of possible explanations. We are also seeing if our math pre-test scores correlate with the initial MRT score, and overall student success.

Diagnostic accuracy of 3.0 Tesla magnetic resonance imaging for the detection of articular cartilage lesions of the talus.

PubMed

Gatlin, Coley C; Matheny, Lauren M; Ho, Charles P; Johnson, Nicholas S; Clanton, Thomas O

2015-03-01

Talar chondral defects can be a source of persistent ankle pain and disability. If untreated, there is an increased risk of osteoarthritis. The purpose of our study was to determine diagnostic accuracy of 3T MRI in detecting Outerbridge grades 3 and 4 articular cartilage lesions of the talus in a clinical setting, utilizing a standardized clinical MRI protocol. Patients who had a 3T ankle MRI and subsequent ankle surgery, by a single surgeon, were included in this study. MRI exams were performed 180 days or less before surgery. Seventy-nine ankles in 78 patients (mean age of 42.3 years) were included in this study. Mean body mass index was 26.3. A standard clinical MRI exam was performed on a 3T MRI scanner. Mean days from MRI to surgery was 39 days. All MRI exams were read and findings recorded by a musculoskeletal radiologist. Arthroscopic examination was performed by a single orthopaedic surgeon. Detailed arthroscopic findings and demographic data were collected prospectively and stored in a data registry. Of the 78 patients, 31 (39.2%) reported previous ankle surgery. Pain was the primary reason for seeking medical attention as reported by 95% of patients, followed by instability in 44% and loss of function with 42%. Prevalence of Outerbridge grade 3 and 4 talar articular cartilage defects identified at arthroscopy was 17.7%. The 3T MRI demonstrated a sensitivity of 0.714, specificity of 0.738, positive predictive value of 0.370, and negative predictive value of 0.923. Sensitivity and specificity levels were acceptable for detection of grades 3 and 4 articular cartilage defects of the talar dome using 3T MRI. The high negative predictive value may be beneficial in preoperative planning. While these values are acceptable, a high index of suspicion should be maintained in the appropriate clinical setting. © The Author(s) 2014.

Introducing E-learning in Epidemiology Course for Undergraduate Medical Students at the Faculty of Medicine, University of Belgrade: A Pilot Study.

PubMed

Gazibara, Tatjana; Marusic, Vuk; Maric, Gorica; Zaric, Milica; Vujcic, Isidora; Kisic-Tepavcevic, Darija; Maksimovic, Jadranka; Maksimovic, Nataša; Denic, Ljiljana Markovic; Grujicic, Sandra Sipetic; Pekmezovic, Tatjana; Grgurevic, Anita

2015-10-01

The aim of this study was to determine whether e-learning as a new teaching concept was acceptable for second-year undergraduates and to compare attitudes and exam results of students who followed electronic compared with classroom seminars. The electronic seminars (e-seminars) were developed several months prior to start of the epidemiology course for second-year students at the Faculty of Medicine, University of Belgrade. The students who applied for e-seminars accessed their content during summer semester (February-May) 2014. E-seminars were set according to the existing topics in practical workbook and designed using Moodle, a free, open-source, personal home page web application for producing modular internet-based courses. To evaluate the motives for enrollment and satisfaction with seminars, two surveys (pre- and post-course) were administered. Students' exam grades were registered over 4 exam sessions (June-October 2014) and compared according to seminar program. Out of 516 students in the second year, 60 (11.6 %) applied for e-seminars (mean age 21 years). Students considered the reason "It's easier to do assignments from home" as the strongest motive to participate. When compared to classroom seminars, students in e-seminars had significantly more fun (p = 0.003), thought that e-seminars were better mode to learn epidemiology (p = 0.030) and would recommend them to other colleagues (p = 0.001). There was no significant difference in average grade received at the oral exam in epidemiology (t = 0.071, p = 0.944). E-seminars in undergraduate epidemiology course add a novel, easy-to-follow and amusing mode of learning. Based on this pilot study, e-seminars in epidemiology will be available for next generations of students, while further improvement of e-seminars could include expansion of seminar syllabus and development of discussion fora.

Monitoring Freshman College Experience Through Content Analysis of Tweets: Observational Study

PubMed Central

Zhu, Miaoqi; Young, Sean D

2018-01-01

Background Freshman experiences can greatly influence students’ success. Traditional methods of monitoring the freshman experience, such as conducting surveys, can be resource intensive and time consuming. Social media, such as Twitter, enable users to share their daily experiences. Thus, it may be possible to use Twitter to monitor students’ postsecondary experience. Objective Our objectives were to (1) describe the proportion of content posted on Twitter by college students relating to academic studies, personal health, and social life throughout the semester; and (2) examine whether the proportion of content differed by demographics and during nonexam versus exam periods. Methods Between October 5 and December 11, 2015, we collected tweets from 170 freshmen attending the University of California Los Angeles, California, USA, aged 18 to 20 years. We categorized the tweets into topics related to academic, personal health, and social life using keyword searches. Mann-Whitney U and Kruskal-Wallis H tests examined whether the content posted differed by sex, ethnicity, and major. The Friedman test determined whether the total number of tweets and percentage of tweets related to academic studies, personal health, and social life differed between nonexam (weeks 1-8) and final exam (weeks 9 and 10) periods. Results Participants posted 24,421 tweets during the fall semester. Academic-related tweets (n=3433, 14.06%) were the most prevalent during the entire semester, compared with tweets related to personal health (n=2483, 10.17%) and social life (n=1646, 6.74%). The proportion of academic-related tweets increased during final-exam compared with nonexam periods (mean rank 68.9, mean 18%, standard error (SE) 0.1% vs mean rank 80.7, mean 21%, SE 0.2%; Z=–2.1, P=.04). Meanwhile, the proportion of tweets related to social life decreased during final exams compared with nonexam periods (mean rank 70.2, mean 5.4%, SE 0.01% vs mean rank 81.8, mean 7.4%, SE 0.01%; Z=–4.8, P<.001). Women tweeted more often than men during both nonexam (mean rank 95.8 vs 76.8; U=2876, P=.02) and final-exam periods (mean rank 96.2 vs 76.2; U=2832, P=.01). The percentages of academic-related tweets were similar between ethnic groups during nonexam periods (P>.05). However, during the final-exam periods, the percentage of academic tweets was significantly lower among African Americans than whites (χ24=15.1, P=.004). The percentages of tweets related to academic studies, personal health, and social life were not significantly different between areas of study during nonexam and exam periods (P>.05). Conclusions The results suggest that the number of tweets related to academic studies and social life fluctuates to reflect real-time events. Student’s ethnicity influenced the proportion of academic-related tweets posted. The findings from this study provide valuable information on the types of information that could be extracted from social media data. This information can be valuable for school administrators and researchers to improve students’ university experience. PMID:29326096

Monitoring Freshman College Experience Through Content Analysis of Tweets: Observational Study.

PubMed

Liu, Sam; Zhu, Miaoqi; Young, Sean D

2018-01-11

Freshman experiences can greatly influence students' success. Traditional methods of monitoring the freshman experience, such as conducting surveys, can be resource intensive and time consuming. Social media, such as Twitter, enable users to share their daily experiences. Thus, it may be possible to use Twitter to monitor students' postsecondary experience. Our objectives were to (1) describe the proportion of content posted on Twitter by college students relating to academic studies, personal health, and social life throughout the semester; and (2) examine whether the proportion of content differed by demographics and during nonexam versus exam periods. Between October 5 and December 11, 2015, we collected tweets from 170 freshmen attending the University of California Los Angeles, California, USA, aged 18 to 20 years. We categorized the tweets into topics related to academic, personal health, and social life using keyword searches. Mann-Whitney U and Kruskal-Wallis H tests examined whether the content posted differed by sex, ethnicity, and major. The Friedman test determined whether the total number of tweets and percentage of tweets related to academic studies, personal health, and social life differed between nonexam (weeks 1-8) and final exam (weeks 9 and 10) periods. Participants posted 24,421 tweets during the fall semester. Academic-related tweets (n=3433, 14.06%) were the most prevalent during the entire semester, compared with tweets related to personal health (n=2483, 10.17%) and social life (n=1646, 6.74%). The proportion of academic-related tweets increased during final-exam compared with nonexam periods (mean rank 68.9, mean 18%, standard error (SE) 0.1% vs mean rank 80.7, mean 21%, SE 0.2%; Z=-2.1, P=.04). Meanwhile, the proportion of tweets related to social life decreased during final exams compared with nonexam periods (mean rank 70.2, mean 5.4%, SE 0.01% vs mean rank 81.8, mean 7.4%, SE 0.01%; Z=-4.8, P<.001). Women tweeted more often than men during both nonexam (mean rank 95.8 vs 76.8; U=2876, P=.02) and final-exam periods (mean rank 96.2 vs 76.2; U=2832, P=.01). The percentages of academic-related tweets were similar between ethnic groups during nonexam periods (P>.05). However, during the final-exam periods, the percentage of academic tweets was significantly lower among African Americans than whites (χ 2 4 =15.1, P=.004). The percentages of tweets related to academic studies, personal health, and social life were not significantly different between areas of study during nonexam and exam periods (P>.05). The results suggest that the number of tweets related to academic studies and social life fluctuates to reflect real-time events. Student's ethnicity influenced the proportion of academic-related tweets posted. The findings from this study provide valuable information on the types of information that could be extracted from social media data. This information can be valuable for school administrators and researchers to improve students' university experience. ©Sam Liu, Miaoqi Zhu, Sean D Young. Originally published in JMIR Public Health and Surveillance (http://publichealth.jmir.org), 11.01.2018.

A Course in Chemical Reactor Design.

ERIC Educational Resources Information Center

Takoudis, Christos G.

1983-01-01

Presents course outline, topics covered, and final project (doubling as a take home final exam) for a one-semester, interdisciplinary course on the design and behavior of chemical reactors. Interplay of chemical and physical rate processes is stressed in the course. (JM)

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

NASA Astrophysics Data System (ADS)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students are informed of the instructor's expectations at the beginning of the course. The level of faculty-student and student-student communication is very high, both in terms of quantity and quality, and exceeds that experienced in classroom sections. Student scores on graded assignments compare favorably to classroom sections. Overall, online courses offer a cost-effective means of addressing top priority issues, including increasing student access to learning, accelerating rates of graduation, and improving outreach to K-12 educators, especially those working on credential requirements.

The Associations Between Clerkship Objective Structured Clinical Examination (OSCE) Grades and Subsequent Performance.

PubMed

Dong, Ting; Zahn, Christopher; Saguil, Aaron; Swygert, Kimberly A; Yoon, Michelle; Servey, Jessica; Durning, Steven

2017-01-01

Construct: We investigated the extent of the associations between medical students' clinical competency measured by performance in Objective Structured Clinical Examinations (OSCE) during Obstetrics/Gynecology and Family Medicine clerkships and later performance in both undergraduate and graduate medical education. There is a relative dearth of studies on the correlations between undergraduate OSCE scores and future exam performance within either undergraduate or graduate medical education and almost none on linking these simulated encounters to eventual patient care. Of the research studies that do correlate clerkship OSCE scores with future performance, these often have a small sample size and/or include only 1 clerkship. Students in USU graduating classes of 2007 through 2011 participated in the study. We investigated correlations between clerkship OSCE grades with United States Medical Licensing Examination Step 2 Clinical Knowledge, Clinical Skills, and Step 3 Exams scores as well as Postgraduate Year 1 program director's evaluation scores on Medical Expertise and Professionalism. We also conducted contingency table analysis to examine the associations between poor performance on clerkship OSCEs with failing Step 3 and receiving poor program director ratings. The correlation coefficients were weak between the clerkship OSCE grades and the outcomes. The strongest correlations existed between the clerkship OSCE grades and the Step 2 CS Integrated Clinical Encounter component score, Step 2 Clinical Skills, and Step 3 scores. Contingency table associations between poor performances on both clerkships OSCEs and poor Postgraduate Year 1 Program Director ratings were significant. The results of this study provide additional but limited validity evidence for the use of OSCEs during clinical clerkships given their associations with subsequent performance measures.

Understanding the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Kost, Lauren; Pollock, Steven

2008-04-01

While it has been suggested interactive engagement (IE) techniques can eliminate the gender gap (the difference in performance between men and women on measures of conceptual learning), we find that, at our institution, the gender gap persisted from pre to posttest in IE classes (Pollock, Physical Review: ST PER. 3, 010107, 2007). This talk reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a majorportion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

On being examined: do students and faculty agree?

PubMed

Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P K

2015-12-01

Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). Copyright © 2015 The American Physiological Society.

Updating Algebra for All?: Evidence of a Middle-Grades Math Acceleration Policy

ERIC Educational Resources Information Center

Dougherty, Shaun M.; Goodman, Joshua; Hill, Darryl; Litke, Erica; Page, Lindsay

2014-01-01

The Wake County Public School System (WCPSS) in North Carolina recently addressed the issue of advancement in and equitable access to advanced mathematics. Under a recent policy, WCPSS uses a SAS-generated predicted probabilities of students' success in obtaining a passing score on the NC Algebra I End-of-Course (EOC) exam, to determine…

Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

ERIC Educational Resources Information Center

Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

2015-01-01

We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

States Raise Proficiency Standards in Math and Reading

ERIC Educational Resources Information Center

Peterson, Paul E.; Ackerman, Matthew

2015-01-01

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as…

Conceptual Framework to Help Promote Retention and Transfer in the Introductory Chemical Engineering Course

ERIC Educational Resources Information Center

Hanyak, Michael E., Jr.

2015-01-01

In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than…

NM State Profile. New Mexico: New Mexico High School Competency Examination (NMHSCE)

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered…

On Being Examined: Do Students and Faculty Agree?

ERIC Educational Resources Information Center

Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P. K.

2015-01-01

Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty…

Selected Application of Response-to-Intervention Principles in College Courses: Possibilities and Limitations

ERIC Educational Resources Information Center

Blondin, Carolyn A.; Voils, Kyle; Galyon, Charles E.; Williams, Robert L.

2015-01-01

Concepts from the Response-to-Intervention (RTI) Model were used to promote a successful course outcome for students at risk for making low grades in an entry-level college course. The first exam served as a universal screener to identify students who could potentially benefit from RTI assistance. The researchers developed a tiered coaching…

Performance Overconfidence: Metacognitive Effects or Misplaced Student Expectations?

ERIC Educational Resources Information Center

Clayson, Dennis E.

2005-01-01

Prior research has shown that students consistently overestimate their performance on academic exams, with the error being inversely related to their grades. The effect has been explained as a matter of competency. If true, then students who do not know what they do not know are put in a double bind. They do not have the cognitive ability to…

Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

ERIC Educational Resources Information Center

Kirvan, Rebecca; Rakes, Christopher R.; Zamora, Regie

2015-01-01

The present study investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items. Multivariate analysis of covariance was used to compare scores on…

A Rubric for Assessing a Student's Ability to Use the Light Microscope

ERIC Educational Resources Information Center

Fitch, Greg K.

2007-01-01

All teachers do assessments. Biology teachers, by grading exams, quizzes, papers, and lab reports, assess mostly "knowledge." An important part of being a modern biologist, however, is the ability to perform certain technical or manual skills (known in the trade as "techniques") such as running gels, pipetting, recording from excitable cells with…

Characteristics and Performance of Students in an Online Section of Business Statistics

ERIC Educational Resources Information Center

Dutton, John; Dutton, Marilyn

2005-01-01

We compare students in online and lecture sections of a business statistics class taught simultaneously by the same instructor using the same content, assignments, and exams in the fall of 2001. Student data are based on class grades, registration records, and two surveys. The surveys asked for information on preparedness, reasons for section…

The Effectiveness of Three Experiential Teaching Approaches on Student Science Learning in Fifth-Grade Public School Classrooms.

ERIC Educational Resources Information Center

Powell, Kristin; Wells, Marcella

2002-01-01

Compares the effects of three experiential science lessons in meeting the objectives of the Colorado model content science standards. Uses Kolb's (1984) experiential learning model as a framework for understanding the process by which students engage in learning when participating in experiential learning activities. Uses classroom exams and…

The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

ERIC Educational Resources Information Center

Martinez-Perez, Frances A.

2013-01-01

Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

The Inequivalence of an Online and Classroom Based General Psychology Course

ERIC Educational Resources Information Center

Edmonds, Christopher L.

2006-01-01

One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…

Nursing students collaborating to develop multiple-choice exam revision questions: A student engagement study.

PubMed

Craft, Judy A; Christensen, Martin; Shaw, Natasha; Bakon, Shannon

2017-12-01

Nursing students find bioscience subjects challenging. Bioscience exams pose particular concerns for these students, which may lead to students adopting a surface-approach to learning. To promote student collective understanding of bioscience, improve their confidence for the final exam, and improve deeper understanding of bioscience. In order to address exam anxiety, and improve student understanding of content, this student engagement project involved nursing students collaborating in small groups to develop multiple-choice questions and answers, which became available to the entire student cohort. This study was conducted at two campuses of an Australian university, within a first year bioscience subject as part of the undergraduate nursing programme. All students enrolled in the subject were encouraged to attend face-to-face workshops, and collaborate in revision question writing. Online anonymous questionnaires were used to invite student feedback on this initiative; 79 respondents completed this feedback. Students collaborated in groups to write revision questions as part of in-class activities. These questions were made available on the student online learning site for revision. An online feedback survey was deployed at the conclusion of all workshops for this subject, with questions rated using a Likert scale. Participants indicated that they enjoyed the opportunity to collaborate in this activity, and almost all of these respondents used these questions in their exam preparation. There was strong agreement that this activity improved their confidence for the final exam. Importantly, almost two-thirds of respondents agreed that writing questions improved their understanding of content, and assisted in their active reflection of content. Overall, this initiative revealed various potential benefits for the students, including promoting bioscience understanding and confidence. This may improve their long-term understanding of bioscience for nursing practice, as registered nurses' bioscience knowledge can impact on patient outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Quantum Darwinism for mixed-state environment

NASA Astrophysics Data System (ADS)

Quan, Haitao; Zwolak, Michael; Zurek, Wojciech

2009-03-01

We exam quantum darwinism when a system is in the presence of a mixed environment, and we find a general relation between the mutual information for the mixed-state environment and the change of the entropy of the fraction of the environment. We then look at a particular solvable model, and we numerically exam the time evolution of the ``mutual information" for large environment. Finally we discuss about the exact expressions for all entropies and the mutual information at special time.

Construction and Skilled Trades (CAST) Test Preparation, Final Report for period 10/1/2016 - 03/31/2017

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

Wilson, Charles

Within the energy and utilities sectors, the most significant barrier for consideration and submittal of diverse applicants for skilled labor opportunities is their inability to successfully pass the industry’s Construction And Skilled Trades (CAST) examination. The exam is collectively accepted as the benchmark for prospective candidates and assess if they have the baseline skills and knowledge to apply for skilled positions within those industries. It is an exam that was created by the Edison Electric Institute. Students were taught for a full 40-hr week M-F. We conducted one class in each of the following locations: Philadelphia, Chicago and Washington, DC.more » The students learned and practiced curriculum prepared by the utility industry for increased success for the examination. They were also taught how to successfully navigate the final barrier of employment opportunity: behavior-based interviewing. They were then directed to the website in order to apply for the positions they desired, and then scheduled to take the exam. We were targeting at least 70% of those who sit for the exam to pass the first time. If they were unsuccessful, candidates could re-test within 3 months. We then sent their resumes directly to the hiring recruiters and managers so that they received prime consideration. Our target number of applicants who were successful in being invited for interviews was 15 candidates.« less

The Actual (Un)usefulness of the Bologna System in Medical Education.

PubMed

Masic, Izet; Begic, Edin

2016-04-01

Faculty of Medicine, University of Sarajevo has officially started working on 22.11.1944, and is the oldest faculty in the medical field in Bosnia and Herzegovina. At the same time there are two systems of organization of the teaching process, the old system and the Bologna system. To analyze the implementation of the Bologna system, and making an overview of its justification. Answers from questionnaires from total of 459 students were analyzed (197 who had studied under the old system and 262 who studied under the Bologna system), so total of four generations of the Bologna system. They filled out a questionnaire in which they evaluated the teaching process. Student's opinion about quality of medical education was measured by modified Lickert scale. Students of old system are older than students of the Bologna process, whose average age is increasing from generation to generation, given the growing number of students who repeat a year. All students of old system repeated an academic year once or several times (p <0.05). Analysis of average grades showed statistically significant difference (p <0.05), where students in the Bologna system had higher averages than students who were studying under the old system. The presence of large number of female students, in both systems is significant (p <0.05). Out of 33 questions about satisfaction of class, 15 were answered with better average grade from students of the Bologna system. A slight improvement in the Bologna system is in terms of the evaluation of the quality of the educational process (teachers, methods, effects). The only significant progress has been proven in terms of rating the degree of computerization of the educational process-general records on enrolled students (old system vs Bologna system-3,44 vs 3,63), record of attendance (3,47 vs 3,73), obtaining certificates (3,08 vs 3,84), method of registration of exam (2,98 vs 3,71), method of practical exam (3,06 vs 3,36) and theoretical methods of taking exam (3,01 vs 3,14). Average grades where no average grade, on any issue, does not reach grade 4 of Likert Scale, talks about real problems of education in medical field. In a relatively large sample (four generations of students) true benefit and progress of the Bologna system has not been proven, in comparison to the old system. Bologna system has eased the students in the administrative sense by introduction of computerization of faculties, but the old problems and old questions about the organization's process and delivery have not been eliminated.

Teaching Tip: Developing an Intercollegiate Twitter Forum to Improve Student Exam Study and Digital Professionalism.

PubMed

Whiting, Martin; Kinnison, Tierney; Mossop, Liz

#VetFinals has been developed as a novel online Twitter teaching event designed to support intercollegiate veterinary teaching using social media. Previous studies in other fields have suggested that Twitter use within universities may have benefits for undergraduate education. This "teaching tip" paper describes a project using Twitter to host online exam study sessions. The project has been a highly successful collaborative effort between the Royal Veterinary College and Nottingham Veterinary School in the UK. Over 4 years, the #VetFinals project has developed into a long-term, self-sustaining enterprise. This initiative provides a semi-structured means for student exam preparation with direct real-time input from a faculty member. It also creates a network of peers both horizontally across institutions and vertically throughout year groups. Based on similar initiatives in other disciplines, an anticipated outcome of this project was to contribute to student online professionalism. This could help address the veterinary community's recently highlighted problems with professional conduct and appropriate use of social media. Analysis of the success of this endeavor will be available in a future publication.

Temperamental traits and results of psychoaptitude tests in applicants to become a cadet officer in the Italian Navy.

PubMed

Maremmani, Icro; Maremmani, Angelo Giovanni Icro; Leonardi, Annalisa; Rovai, Luca; Bacciardi, Silvia; Rugani, Fabio; Dell'Osso, Liliana; Akiskal, Kareen; Akiskal, S Hagop

2013-09-05

Consistently with the involvement of affective temperaments in professional choices, our research team is aiming to outline the temperamental profile of subjects who are applying to enter a military career in the Italian Armed Forces. In this study we aim to verify the importance of temperamental traits not only in choosing the military career as a profession, but also in passing or failing the entrance examinations. We compared the affective temperaments (evaluated by TEMPS-A[P]) of those applying to become a cadet officer in the Italian Navy, divided into various subgroups depending on whether they passed or failed the entrance examination at various levels (high school final test, medical (physical and psychiatric), mathematical examination and aptitude test). We also tested for correlations between grades received and temperamental scores. Higher scores for those with a hyperthymic and lower scores for those with a depressive, cyclothymic or irritable temperament characterized applicants taking medical exams and aptitude tests. Higher scores on the high school final test correlated with lower hyperthymic, cyclothymic and irritable temperament scores. No correlations were found between temperamental traits and mathematical examinations. Multivariate analysis stressed the negative impact of a cyclothymic temperament and the poor discriminant power of temperaments regarding medical and mathematical examinations, and aptitude tests. Conversely, temperaments showed good discriminant power as far as psychiatric examinations are concerned. Hyperthymic temperamental traits appear to be important not only in choosing a profession, but also in passing entrance examinations. Even so, affective temperaments (strong hyperthymic and weak cyclothymic, depressive and irritable traits) are the only successfully predictors of the outcome of psychiatric examinations and, to a lesser extent, medical examinations and aptitude tests. Achieving high school graduation and passing mathematical exams are independent of temperamental traits. Copyright © 2013 Elsevier B.V. All rights reserved.

Information-theoretic metric as a tool to investigate nonclassical correlations

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Lamine, Brahim; Joyce, Michael; Vignolles, Hélène; Consiglio, David

2014-06-01

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Université Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism, enrolling approximately 500 and 250 students, respectively, introduced ILS into some, but not all, of the sections of each class. The specific ILS utilized were think-pair-share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections. Pre- and postinstruction assessments [Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM), respectively] were given, along with a series of demographic questions. Since not all lecture or recitation sections in these classes used ILS, we were able to compare the results of the FCI and CSEM between interactive and noninteractive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that multiple linear regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents’ education, and achieved characteristics such as grade point average and hours studied per week. Analysis of student and instructor attitudes shows that both groups believe that ILS improve student learning in the physics classroom and increase student engagement and motivation. All of the instructors who used ILS in this study plan to continue their use.

A student emergency medicine clerkship that uses new information technologies.

PubMed

Shesser, R; Smith, M; Kline, P; Turbiak, T; Rosenthal, R; Walls, R; Chen, H

1985-01-01

The effective teaching of clinical emergency medicine to medical students requires efficiency in the management of both student and faculty time. Presented is a course outline that makes use of the following elements to structure and augment clinical time in the emergency department (ED): Videotape to present a 19.7-hour series of faculty-produced lectures covering a "core" emergency medicine curriculum. A microcomputer to facilitate staggered scheduling of clinical time. A microcomputer test generation program that permits a secretary to formulate, administer, and grade a different final exam with each rotation. Computer-assisted recordkeeping for faculty evaluation of a student's clinical performance. Once established, this program can be administered with fewer than five faculty hours per month assisted by a part-time (25% full-time equivalent) clerical coordinator. The total cost for the instructional program is $86.37 per student using the new technologies, and $144.15 per student when presenting the same program using traditional teaching techniques. The use of new technologies in student teaching will therefore result in significant savings.

Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module

PubMed Central

Nyindo, Mramba; Kitau, Jovin; Lisasi, Esther; Kapanda, Gibson; Matowo, Johnston; Francis, Patrick; Bartlett, John

2014-01-01

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools. PMID:24491164

The educational and financial impact of using patient educators to teach introductory physical exam skills.

PubMed

Allen, Sharon S; Miller, Jane; Ratner, Edward; Santilli, Jamie

2011-01-01

Physical exam skills are essential to core competencies for physicians in training. It is increasingly difficult to secure time and funding for physician faculty to teach these critical skills. This study was designed to determine whether Patient Educators (PE) (non-physician instructors) in an introductory clinical medicine (ICM) course (1) were as effective as physician faculty in teaching the physical exam, (2) impacted consistency of student performance on a final practical exam, and (3) whether this model was cost effective. PE were introduced into an ICM course at the University of Minnesota from 2006 to 2008. Each year, students' physical exam competencies were evaluated by a performance-based head-to-toe examination and 6 months later by an objective structured clinical examination (OSCE). Differences in test scores between years and variability (i.e., consistency) among yearly scores were assessed. The cost per student was calculated by considering a stable compensation cost per hour for the required number of physician faculty, standardized patients, and PE in each year. Mean student performance was statistically lower with PE, but only by two percentage points. The amount of variation within the medical student classes' physical exam skills remained stable as the use of PE expanded. Total educator salary costs per student declined from $449 in 2006 to $196 in 2008. In terms of sustainability and student performance, the use of trained lay educators has equivalent outcomes and is less costly for physical exam instruction in the pre-clinical years.

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses

PubMed Central

de Leeuw, Joshua R.; Motz, Benjamin A.; Goldstone, Robert L.

2016-01-01

Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context. PMID:27003164

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses.

PubMed

Carvalho, Paulo F; Braithwaite, David W; de Leeuw, Joshua R; Motz, Benjamin A; Goldstone, Robert L

2016-01-01

Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.

Improved Learning Outcomes After Flipping a Therapeutics Module: Results of a Controlled Trial.

PubMed

Lockman, Kashelle; Haines, Stuart T; McPherson, Mary Lynn

2017-12-01

To evaluate the impact on learning outcomes of flipping a pain management module in a doctor of pharmacy curriculum. In a required first-professional-year pharmacology and therapeutics course at the University of Maryland School of Pharmacy, the pain therapeutics content of the pain management module was flipped. This redesign transformed the module from a largely lecture-based, instructor-centered model to a learner-centered model that included a variety of preclass activities and in-class active learning exercises. In spring 2015, the module was taught using the traditional model; in spring 2016, it was taught using the flipped model. The same end-of-module objective structured clinical exam (OSCE) and multiple-choice exam were administered in 2015 to the traditional cohort (TC; n = 156) and in 2016 to the flipped cohort (FC; n = 162). Cohort performance was compared. Learning outcomes improved significantly in the FC: The mean OSCE score improved by 12.33/100 points (P < .0001; 95% CI 10.28-14.38; effect size 1.33), and performance on the multiple-choice exam's therapeutics content improved by 5.07 percentage points (P < .0001; 95% CI 2.56-7.59; effect size 0.45). Student performance on exam items assessing higher cognitive levels significantly improved under the flipped model. Grade distribution on both exams shifted, with significantly more FC students earning an A or B and significantly fewer earning a D or F compared with TC students. Student performance on knowledge- and skill-based assessments improved significantly after flipping the therapeutics content of a pain management module.

Lesional perfusion abnormalities in Leigh disease demonstrated by arterial spin labeling correlate with disease activity.

PubMed

Whitehead, Matthew T; Lee, Bonmyong; Gropman, Andrea

2016-08-01

Leigh disease is a metabolic disorder of the mitochondrial respiratory chain culminating in symmetrical necrotizing lesions in the deep gray nuclei or brainstem. Apart from classic gliotic/necrotic lesions, small-vessel proliferation is also characteristic on histopathology. We have observed lesional hyperperfusion on arterial spin-labeling (ASL) sequence in children with Leigh disease. In this cross-sectional analysis, we evaluated lesional ASL perfusion characteristics in children with Leigh syndrome. We searched the imaging database from an academic children's hospital for "arterial spin labeling, perfusion, necrosis, lactate, and Leigh" to build a cohort of children for retrospective analysis. We reviewed each child's medical record to confirm a diagnosis of Leigh disease, excluding exams with artifact, technical limitations, and without ASL images. We evaluated the degree and extent of cerebral blood flow and relationship to brain lesions. Images were compared to normal exams from an aged-matche cohort. The database search yielded 45 exams; 30 were excluded. We evaluated 15 exams from 8 children with Leigh disease and 15 age-matched normal exams. In general, Leigh brain perfusion ranged from hyperintense (n=10) to hypointense (n=5). Necrotic lesions appeared hypointense/hypoperfused. Active lesions with associated restricted diffusion demonstrated hyperperfusion. ASL perfusion patterns differed significantly from those on age-matched normal studies (P=<.0001). Disease activity positively correlated with cerebral deep gray nuclei hyperperfusion (P=0.0037) and lesion grade (P=0.0256). Children with Leigh disease have abnormal perfusion of brain lesions. Hyperperfusion can be found in active brain lesions, possibly associated with small-vessel proliferation characteristic of the disease.

Marks Should Not Be the Focus of Assessment -- But How Can Change Be Achieved?

ERIC Educational Resources Information Center

Thompson, Darrall G.

2016-01-01

This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foreground the diversity of aspects of a student's performance across subject…

Evaluation of Some School Applications in Turkish National Education According to Students' Viewpoints

ERIC Educational Resources Information Center

Sözen, Erol; Coskun, Mücahit

2017-01-01

The purpose of this study is to evaluate students' perspectives according to various variables about use of smart boards and tablet computers in class rooms, academic performance tasks, distribution of course books, and changes made in exam grading regulation at high schools which came into effect as of academic year 2013-2014 under Faith Project.…

A Comparative Analysis of Student Participation in the Advancement Via Individual Determination (AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME)/Act

ERIC Educational Resources Information Center

Flye, Alesia L.

2017-01-01

The Advancement Via Individual Determination (AVID) curriculum emphasizes writing, collaboration, organization, and reading to strengthen academic skills. High school students enrolled in AVID elective classes receive daily academic support, while enrolled in challenging classes such as Advanced Placement (AP). The purpose of this study was to…

The Impact of New State Accountability Standards on Algebra I Students

ERIC Educational Resources Information Center

Heath, Kyle G.

2013-01-01

The purpose of this quasi-experimental quantitative study was to determine if a new Algebra I curriculum resulted in improved student performance on the state Algebra I exam. The treatment group consisted of 383 9th grade Algebra I students who received the college-ready standards-based (CRSB) curricula. The control group consisted of 338 9th…

Student Performance in Computing Education: An Empirical Analysis of Online Learning in Programming Education Environments

ERIC Educational Resources Information Center

Xia, Belle Selene; Liitiäinen, Elia

2017-01-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate…

Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2011-01-01

Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

ERIC Educational Resources Information Center

Prescott, Sarah

2013-01-01

A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

The Utility of a College Major: Do Students of Psychology Learn Discipline-Specific Knowledge?

ERIC Educational Resources Information Center

Sanders-Dewey, Neva E. J.; Zaleski, Stephanie A.

2009-01-01

In the field of psychology, one subject the authors presume students learn about during their pursuit of a degree in this discipline is that of psychopathology. Support for this belief, however, often relies upon the erroneous supposition that a passing grade on course assignments, on exams, or in courses themselves means knowledge acquisition.…

Using Assessments to Inform 12th-Grade Interventions and Accelerations. ECS Education Policy Analysis

ERIC Educational Resources Information Center

Zinth, Jennifer; Millard, Maria

2015-01-01

In the 2014-15 school year, 47 states are administering high school assessments to gauge students' mastery of college and career readiness standards in English language arts (ELA) and math. These new assessments represent a departure from prior high school exams that measured acquisition of high school (or lower) content but provided no actionable…

Achievement Levels of Middle School Students in the Standardized Science and Technology Exam and Formative Assessment Probes: A Comparative Study

ERIC Educational Resources Information Center

Bulunuz, Nermin; Bulunuz, Mizrap; Karagoz, Funda; Tavsanli, Omer Faruk

2016-01-01

The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…

Predictive Utility and Classification Accuracy of Oral Reading Fluency and the Measures of Academic Progress for the Wisconsin Knowledge and Concepts Exam

ERIC Educational Resources Information Center

Ball, Carrie R.; O'Connor, Edward

2016-01-01

This study examined the predictive validity and classification accuracy of two commonly used universal screening measures relative to a statewide achievement test. Results indicated that second-grade performance on oral reading fluency and the Measures of Academic Progress (MAP), together with special education status, explained 68% of the…

The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort

ERIC Educational Resources Information Center

Lyons, Minna; Limniou, Maria; Schermbrucker, Ian; Hands, Caroline; Downes, John J.

2017-01-01

Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students' deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences…

Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Howell, Heather; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of…

Multiple-Choice Answers: To Change or Not to Change? Perhaps Not Such a Simple Question

ERIC Educational Resources Information Center

Wainscott, Heidi

2016-01-01

When grading students' quizzes and exams, I find that students are seemingly always changing their answers from the right answer to the wrong answer. In fact, I have cautioned students against changing their answer. Colleagues have made similar observations and some books on test-taking strategies advise against answer-changing. In an effort to…

Evaluation of the Changes in the Regulation of Secondary Education Institutions According to Teachers' Viewpoints (Turkey)

ERIC Educational Resources Information Center

Coskun, Mucahit; Sozen, Erol

2017-01-01

The purpose of this study is to evaluate teachers' viewpoints about the changes made in the regulation of passing lesson at schools, which became active in 2013 to 2014 academic year. The pass grade applied depends on this regulation, common exams, shortening of the absenteeism durations, and assigning students with performance tasks according to…

Using Standardized Tests to Identify Prior Knowledge Necessary for Success in Algebra: A Predictive Analysis

ERIC Educational Resources Information Center

Jensen, Jennifer

2014-01-01

This study sought to determine if there is a relationship between students' scores on the eighth-grade Indiana State Test of Education Progress Plus (ISTEP+) exam and success on Indiana's Algebra End-of-Course Assessment (ECA). Additionally, it sought to determine if algebra success could be significantly predicted by the achievement in one or…

The Potential, Pitfalls and Promise of Computerized Testing

ERIC Educational Resources Information Center

McHenry, Bill; Griffith, Leonard; McHenry, Jim

2004-01-01

Imagine administering an online standardized test to an entire class of 11th-grade students when, halfway through the exam, the server holding the test hits a snag and throws everyone offline. Imagine another scenario in which an elementary school has very few computers so teachers must bus their students to the local high school for a timed test.…

The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

ERIC Educational Resources Information Center

Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

2018-01-01

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

Correlates of Critical Thinking and College and Career Readiness for Students with and without Disabilities

ERIC Educational Resources Information Center

Lombardi, Allison R.; Kowitt, Jennifer S.; Staples, Frank E.

2015-01-01

Considered a non-academic factor that is not necessarily measured by academic indicators of college and career readiness (e.g., grade point average, college admissions exams scores), critical thinking is an important aspect of 21st century learning and thus should be embedded into secondary school instruction and assessment. In this study,…

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

NASA Astrophysics Data System (ADS)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

The Effects of Written Comments on Student Performance.

ERIC Educational Resources Information Center

Leauby, Bruce A.; Atkinson, Maryanne

1989-01-01

Three accounting teachers gave two tests and a comprehensive final to 417 undergraduates using one of three treatments: no comments written on test paper, comments at teacher's discretion, or standard comments. The type of comment did not affect subsequent test performance, but did significantly affect performance on final exam, especially for…

Alone in the Crowd: I Failed the ABGC Certification Exam.

PubMed

Colón, Christine

2016-08-01

The American Board of Genetic Counseling (ABGC) certification examination (often referred to as "the board exam") has become a milestone within the field of genetic counseling. For many, it is the final standardized test taken and indicates the examinee has met "the standards of minimal competence to practice as a genetic counselor" (Bulletin 2015). Although voluntary, certification is strongly encouraged, and in some employment situations, required. Although recent statistics indicate the majority of those who take the test pass, each year there are those who sit for the test unsuccessfully. Despite this fact, exam failure and tools for dealing with this experience are not often broached in the literature. This essay recalls my experiences with a failed exam attempt and the subsequent emotional turmoil. It also aims to start the conversation regarding the difficulty of coping with the "secret" shame of public, professional failure, and suggests there is room for further discussion and resource development in this area.

Academic and Demographic Predictors of NCLEX-RN Pass Rates in First- and Second-Degree Accelerated BSN Programs.

PubMed

Kaddoura, Mahmoud A; Flint, Elizabeth P; Van Dyke, Olga; Yang, Qing; Chiang, Li-Chi

Relatively few studies have addressed predictors of first-attempt outcomes (pass-fail) on the National Council Licensure Examination-Registered Nurses (NCLEX-RN) for accelerated BSN programs. The purpose of this study was to compare potential predictors of NCLEX outcomes in graduates of first-degree accelerated (FDA; n=62) and second-degree accelerated (SDA; n=173) BSN programs sharing a common nursing curriculum. In this retrospective study, bivariate analyses and multiple logistic regression assessed significance of selected demographic and academic characteristics as predictors of NCLEX-RN outcomes. FDA graduates were more likely than SDA graduates to fail the NCLEX-RN (P=.0013). FDA graduates were more likely to speak English as a second or additional language (P<.0001), have lower end-of-program GPA and HESI Exit Exam scores (both P<.0001), and have a higher proportions of grades ≤ C (P=.0023). All four variables were significant predictors of NCLEX-RN outcomes within both FDA and SDA programs. The only significant predictors in adjusted logistic regression of NCLEX-RN outcome for the pooled FDA+SDA graduate sample were proportion of grades ≤ C (a predictor of NCLEX-RN failure) and HESI Exit Exam score (a predictor of passing NCLEX-RN). Grades of C or lower on any course may indicate inadequate mastery of critical NCLEX-RN content and increased risk of NCLEX-RN failure. Copyright © 2016 Elsevier Inc. All rights reserved.

Blooms' separation of the final exam of Engineering Mathematics II: Item reliability using Rasch measurement model

NASA Astrophysics Data System (ADS)

Fuaad, Norain Farhana Ahmad; Nopiah, Zulkifli Mohd; Tawil, Norgainy Mohd; Othman, Haliza; Asshaari, Izamarlina; Osman, Mohd Hanif; Ismail, Nur Arzilah

2014-06-01

In engineering studies and researches, Mathematics is one of the main elements which express physical, chemical and engineering laws. Therefore, it is essential for engineering students to have a strong knowledge in the fundamental of mathematics in order to apply the knowledge to real life issues. However, based on the previous results of Mathematics Pre-Test, it shows that the engineering students lack the fundamental knowledge in certain topics in mathematics. Due to this, apart from making improvements in the methods of teaching and learning, studies on the construction of questions (items) should also be emphasized. The purpose of this study is to assist lecturers in the process of item development and to monitor the separation of items based on Blooms' Taxonomy and to measure the reliability of the items itself usingRasch Measurement Model as a tool. By using Rasch Measurement Model, the final exam questions of Engineering Mathematics II (Linear Algebra) for semester 2 sessions 2012/2013 were analysed and the results will provide the details onthe extent to which the content of the item providesuseful information about students' ability. This study reveals that the items used in Engineering Mathematics II (Linear Algebra) final exam are well constructed but the separation of the items raises concern as it is argued that it needs further attention, as there is abig gap between items at several levels of Blooms' cognitive skill.

Implementation of hospital examination reservation system using data mining technique.

PubMed

Cha, Hyo Soung; Yoon, Tae Sik; Ryu, Ki Chung; Shin, Il Won; Choe, Yang Hyo; Lee, Kyoung Yong; Lee, Jae Dong; Ryu, Keun Ho; Chung, Seung Hyun

2015-04-01

New methods for obtaining appropriate information for users have been attempted with the development of information technology and the Internet. Among such methods, the demand for systems and services that can improve patient satisfaction has increased in hospital care environments. In this paper, we proposed the Hospital Exam Reservation System (HERS), which uses the data mining method. First, we focused on carrying clinical exam data and finding the optimal schedule for generating rules using the multi-examination pattern-mining algorithm. Then, HERS was applied by a rule master and recommending system with an exam log. Finally, HERS was designed as a user-friendly interface. HERS has been applied at the National Cancer Center in Korea since June 2014. As the number of scheduled exams increased, the time required to schedule more than a single condition decreased (from 398.67% to 168.67% and from 448.49% to 188.49%; p < 0.0001). As the number of tests increased, the difference between HERS and non-HERS increased (from 0.18 days to 0.81 days). It was possible to expand the efficiency of HERS studies using mining technology in not only exam reservations, but also the medical environment. The proposed system based on doctor prescription removes exams that were not executed in order to improve recommendation accuracy. In addition, we expect HERS to become an effective system in various medical environments.

Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students.

PubMed

Varvaroussis, Dimitrios P; Kalafati, Maria; Pliatsika, Paraskevi; Castrén, Maaret; Lott, Carsten; Xanthos, Theodoros

2014-02-01

The aim of this study was to compare the six-stage method (SSM) for instructing primary cardiac arrhythmias interpretation to students without basic electrocardiogram (ECG) knowledge with a descriptive teaching method in a single educational intervention. This is a randomized trial. Following a brief instructional session, undergraduate nursing students, assigned to group A (SSM) and group B (descriptive teaching method), undertook a written test in cardiac rhythm recognition, immediately after the educational intervention (initial exam). Participants were also examined with an unannounced retention test (final exam), one month after instruction. Altogether 134 students completed the study. Interpretation accuracy for each cardiac arrhythmia was assessed. Mean score at the initial exam was 8.71±1.285 for group A and 8.74±1.303 for group B. Mean score at the final exam was 8.25±1.46 for group A vs 7.84±1.44 for group B. Overall results showed that the SSM was equally effective with the descriptive teaching method. The study showed that in each group bradyarrhythmias were identified correctly by more students than tachyarrhythmias. No significant difference between the two teaching methods was seen for any specific cardiac arrhythmia. The SSM effectively develops staff competency for interpreting common cardiac arrhythmias in students without ECG knowledge. More research is needed to support this conclusion and the method's effectiveness must be evaluated if being implemented to trainee groups with preexisting basic ECG interpretation knowledge. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Clinical, functional and radiological results of Achilles tenorraphy surgically treated with mini-open technique.

PubMed

Vadalà, A; De Carli, A; Vulpiani, M C; Iorio, R; Vetrano, M; Scapellato, S; Suarez, T; Di Salvo, F; Ferretti, A

2012-12-01

The aim of this paper was to report clinical, functional and radiological results of 80 patients surgically treated with a combined mini-open and percutaneous surgical repair as proposed by Kakiuchi. All patients were evaluated with a physical examination, evaluation scales, a functional test (Ergo-jump Bosco System), and an ultrasonographic exam along with Power Doppler Ultrasonography (PDU) (S/S). At a mean follow-up of 58 months no cases of rerupture were detected. VISA-A evaluation scale showed an excellent score in 63 patients (78.75%), a good score in 14 patients (17.5%), a fair score in two patients (2.5%), and a poor score in one patient (1.25%). Hannover scale showed an excellent score in 63 patients (78.75%), and a good score in 17 patients (21.25%). Ergo-Jump evaluation showed a 2.07% mean deficit of the affected limb at the Squatting Jump test, a 3.26% mean deficit at the Counter Movement Jump test, and a 0.0062% mean improvement at the Repetitive Jump test. Ultrasonographic exam showed in all cases a satisfactory recovery of the integrity of the operated tendon. The mean AP and LL widths showed a significant increase of 7.13±2.97 mm (+56.1%) and of 4.01±2.36 mm (+43.81%) respectively. According to the modified Öhberg score scale, PDU exam showed a grade +1 in 16 patients (20%) and a grade +2 in seven cases (8.7%). The absence of rerupture cases, the satisfactory functional and ultrasonographic results of the patients included in this study cause us to consider this technique as reliable and effective even in young high-demand patients.

Automatic Lung-RADS™ classification with a natural language processing system.

PubMed

Beyer, Sebastian E; McKee, Brady J; Regis, Shawn M; McKee, Andrea B; Flacke, Sebastian; El Saadawi, Gilan; Wald, Christoph

2017-09-01

Our aim was to train a natural language processing (NLP) algorithm to capture imaging characteristics of lung nodules reported in a structured CT report and suggest the applicable Lung-RADS™ (LR) category. Our study included structured, clinical reports of consecutive CT lung screening (CTLS) exams performed from 08/2014 to 08/2015 at an ACR accredited Lung Cancer Screening Center. All patients screened were at high-risk for lung cancer according to the NCCN Guidelines ® . All exams were interpreted by one of three radiologists credentialed to read CTLS exams using LR using a standard reporting template. Training and test sets consisted of consecutive exams. Lung screening exams were divided into two groups: three training sets (500, 120, and 383 reports each) and one final evaluation set (498 reports). NLP algorithm results were compared with the gold standard of LR category assigned by the radiologist. The sensitivity/specificity of the NLP algorithm to correctly assign LR categories for suspicious nodules (LR 4) and positive nodules (LR 3/4) were 74.1%/98.6% and 75.0%/98.8% respectively. The majority of mismatches occurred in cases where pulmonary findings were present not currently addressed by LR. Misclassifications also resulted from the failure to identify exams as follow-up and the failure to completely characterize part-solid nodules. In a sub-group analysis among structured reports with standardized language, the sensitivity and specificity to detect LR 4 nodules were 87.0% and 99.5%, respectively. An NLP system can accurately suggest the appropriate LR category from CTLS exam findings when standardized reporting is used.

Automatic Lung-RADS™ classification with a natural language processing system

PubMed Central

Beyer, Sebastian E.; Regis, Shawn M.; McKee, Andrea B.; Flacke, Sebastian; El Saadawi, Gilan; Wald, Christoph

2017-01-01

Background Our aim was to train a natural language processing (NLP) algorithm to capture imaging characteristics of lung nodules reported in a structured CT report and suggest the applicable Lung-RADS™ (LR) category. Methods Our study included structured, clinical reports of consecutive CT lung screening (CTLS) exams performed from 08/2014 to 08/2015 at an ACR accredited Lung Cancer Screening Center. All patients screened were at high-risk for lung cancer according to the NCCN Guidelines®. All exams were interpreted by one of three radiologists credentialed to read CTLS exams using LR using a standard reporting template. Training and test sets consisted of consecutive exams. Lung screening exams were divided into two groups: three training sets (500, 120, and 383 reports each) and one final evaluation set (498 reports). NLP algorithm results were compared with the gold standard of LR category assigned by the radiologist. Results The sensitivity/specificity of the NLP algorithm to correctly assign LR categories for suspicious nodules (LR 4) and positive nodules (LR 3/4) were 74.1%/98.6% and 75.0%/98.8% respectively. The majority of mismatches occurred in cases where pulmonary findings were present not currently addressed by LR. Misclassifications also resulted from the failure to identify exams as follow-up and the failure to completely characterize part-solid nodules. In a sub-group analysis among structured reports with standardized language, the sensitivity and specificity to detect LR 4 nodules were 87.0% and 99.5%, respectively. Conclusions An NLP system can accurately suggest the appropriate LR category from CTLS exam findings when standardized reporting is used. PMID:29221286

Collaborative Behaviors Practiced by Teachers and Their Administrators Resulting in Increased California High School Exit Exam Pass Rates for Students with Learning Disabilities

ERIC Educational Resources Information Center

Everett, Katherine E.

2013-01-01

Purpose. The purpose of this replication study was to describe the extent to which seven collaborative behaviors were demonstrated by general education teachers assigned students with disabilities, education specialists, and their administrators in selected California high schools that exceeded the state average pass rate for 10th-grade students…

On the Relationship between Listening and Speaking Grades of Al-Balqa Applied University English as a Foreign Language Students

ERIC Educational Resources Information Center

Abu-Snoubar, Tamador K.

2017-01-01

This paper aims at exploring the relation between the two skills of listening and speaking. In addition, it tries to investigate the presence of any gender differences in this relation. To achieve these ends, the listening and speaking exams marks of (122) EFL students registered in the "English 102" on-line compulsory course were…

Web 2.0 Tools in High School in Portugal: Creating Screencasts and Vodcasts for Learning

ERIC Educational Resources Information Center

Moreira Rocha, Aurora Maria; Coutinho, Clara Pereira

2011-01-01

In this article, we present an experiment carried out in an 11th grade class in the curricular subject of DG (descriptive geometry). In a context where failure is more in the national exam, as well as in the discipline's attendance, the main objectives that motivated the implementation of this educational experience, were, on the one hand, to…

Big Data for Education: Data Mining, Data Analytics, and Web Dashboards. Governance Studies at Brookings

ERIC Educational Resources Information Center

West, Darrell M.

2012-01-01

Twelve-year-old Susan took a course designed to improve her reading skills. She read short stories and the teacher would give her and her fellow students a written test every other week measuring vocabulary and reading comprehension. A few days later, Susan's instructor graded the paper and returned her exam. The test showed that she did well on…

The Examination of Alignment between National Assessment and English Curriculum Objectives Using Revised Bloom's Taxonomy

ERIC Educational Resources Information Center

Kozikoglu, Ishak

2018-01-01

Bloom's taxonomy for the classification of the objectives in cognitive domain was developed in mid 1950s and this taxonomy was revised by a group with Anderson and Krathwohl by making some changes and revisions. The purpose of this research was to evaluate the objectives of 8th grade English curriculum and TEOG exam questions (national assessment…

Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York

ERIC Educational Resources Information Center

Hursh, David

2013-01-01

Over the last almost two decades, high-stakes testing has become increasingly central to New York's schools. In the 1990s, the State Department of Education began requiring that secondary students pass five standardized exams to graduate. In 2002, the federal No Child Left Behind Act required students in grades three through eight to take math and…

An Examination in Turkey: Error Analysis of Mathematics Students on Group Theory

ERIC Educational Resources Information Center

Arikan, Elif Esra; Ozkan, Ayten; Ozkan, E. Mehmet

2015-01-01

The aim of this study is to analyze the mistakes that have been made in the group theory underlying the algebra mathematics. The 100 students taking algebra math 1 class and studying at the 2nd grade at a state university in Istanbul participated in this study. The related findings were prepared as a classical exam of 6 questions which have been…

Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Phelps, Geoffrey C.; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective…

Comparison of Academic Achievement Levels of Students Beginning the Elementary School at Different Ages

ERIC Educational Resources Information Center

Çankaya, Ibrahim; Dag, Mehmet

2017-01-01

This study aims to make a comparison of various lessons' mean exam scores achieved at the first, second, third and fourth grade by students who started elementary school at 60-66 months and those who started at or above 69 months as these students started the elementary school at the same time after an amendment in elementary education law in…

An Investigation of Problem Solving Approaches, Strategies, and Models Used by the 7th and 8th Grade Students When Solving Real-World Problems

ERIC Educational Resources Information Center

Bayazit, Ibrahim

2013-01-01

This study scrutinises approaches and thinking processes displayed by the elementary school students when solving real-world problems. It employed a qualitative inquiry to produce rich and realistic data about the case at hand. The research sample included 116 students. The data were obtained from written exam and semistructured interviews, and…

Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8

ERIC Educational Resources Information Center

Kim, Ahyoung Alicia; Kondo, Akira; Blair, Alissa; Mancilla, Lorena; Chapman, Mark; Wilmes, Carsten

2016-01-01

A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as…

An Evaluation of Two English Language Learner (ELL) Instructional Models at School District ABC: Pull-In and Push-Out

ERIC Educational Resources Information Center

Lloyd, Sonya LaShawn

2014-01-01

Providing academic assistance to English Language Learners (ELLs) is varied and often ineffective. The purpose of this causal-comparative study was to determine if there was a relationship between 9th grade students' performance on the High School Graduation Exam (HSGE) in reading and language and the Push-in and Pull-out models of instruction.…

Web-based Homework and Quiz Systems

NASA Astrophysics Data System (ADS)

Pritchard, David

2005-05-01

Mastering Physics is a Socratic tutor designed to help students learn introductory physics. The tutor poses problems and then comments specifically on about 1/2 of all wrong answers, even though most responses demanded are analytic expressions. Students can request hints (some of which are sub-problems), and work through the list of hint titles at random. In a typical problem there are 10 round trip interactions between tutor and student, raising the percentage of students who get the answer from ˜60% on the first try to over 90% after tutoring. This is Mastery Learning where student time and effort are increased to achieve learning rather than the grade decreased to indicate that the learning is incomplete. Mastering Physics is also a homework administration system that aids the instructor in preparing an assignment by indicating (in the problem library) the difficulty and duration of each problem and of the overall assignment. At MIT doing Mastering Physics has been shown to correlate much better than written homework or going to recitation with scoring better on the final exam in May than that student did on the final in December (which is why the student was repeating the course in the spring). At Arizona State, Mastering Physics increased the class' normalized gain on the Force Concept Inventory from 21% to 40% the year it was introduced.

Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance.

PubMed

Furnham, Adrian; Monsen, Jeremy; Ahmetoglu, Gorkan

2009-12-01

Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and age of pupils to predict their General Certificate in Secondary Education (GCSE) test results. The aim was to determine how much variance ability and non-ability tests can account for in predicting specific GCSE exam scores. The sample comprised 212 British schoolchildren. Of these, 123 were females. Their mean age was 15.8 years (SD 0.98 years). Pupils completed three self-report tests: the Neuroticism-Extroversion-Openness-Five-Factor Inventory (NEO-FFI) which measures the 'Big Five' personality traits, (Costa & McCrae, 1992); the Typical Intellectual Engagement Scale (Goff & Ackerman, 1992) and a measure of learning style, the Study Process Questionnaire (SPQ; Biggs, 1987). They also completed two ability tests: the Wonderlic Personnel Test (Wonderlic, 1992) a short measure of general intelligence and the General Knowledge Test (Irving, Cammock, & Lynn, 2001) a measure of crystallized intelligence. Six months later they took their (10th grade) GCSE exams comprising four 'core' compulsory exams as well as a number of specific elective subjects. Correlational analysis suggested that intelligence was the best predictors of school results. Preference test measures accounted for relatively little variance. Regressions indicated that over 50% of the variance in school exams for English (Literature and Language) and Maths and Science combined could be accounted for by these individual difference factors. Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught.

AP Physics 1 & 2; Some Things Old and Some Things New

NASA Astrophysics Data System (ADS)

Morse, Robert

2015-04-01

In fall September 2014, AP Physics 1 and AP Physics 2 replaced the AP Physics B curriculum, with the first exams in the new courses coming up in May 2015. In this talk I will give an overview of the history and rationale for the changes, describe the process of developing the new Curriculum Framework, discuss changes in emphasis compared to AP Physics B, including the emphasis on laboratory work. Finally, I will give examples of the difference in the style of the questions to be used in the new AP exams.

How to pass exams on the run.

PubMed

Atkinson, J

1988-09-17

Yes, dear friends of my youth, it is I - he who left school with two 'O' levels, o music CSE [Illegible Word] a budgerigar; consolidating this by failing his SRN three times, finally getting on the only refresher course in England and passing in October 1979- the very last occasion to take an SRN for the fourth time. Have I got a cheek to write about passing exams? These experiences hove had their effect! I come to academic life late and have developed a hectic domestic, social and professional life meanwhile.

The effect of inclusion classrooms on the science achievement of general education students

NASA Astrophysics Data System (ADS)

Dodd, Matthew Robert

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Teaching using moodle in mathematics education

NASA Astrophysics Data System (ADS)

Handayanto, A.; Supandi, S.; Ariyanto, L.

2018-05-01

The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.

Principal Professional Learning Community Behavior in Low Wealth High Schools with Higher and Lower Student Achievement as Measured by Mastery Scores on the New York State Eleventh Grade ELA Regents Exam

ERIC Educational Resources Information Center

Adams, Adrian

2016-01-01

This study was designed to analyze non-principal staff supervisors' perceptions of PLC efforts, encouragements, and activities in the six dimensions of a professional learning community (PLC) characterized as shared and supportive leadership, shared values and vision, collaborative culture, a focus on learning, supportive relationships, and…

A Report on Technical Assistance for School Improvement: Observations, Issues, and Recommendations for the People of Enewetak. Draft.

ERIC Educational Resources Information Center

Pacific Region Educational Lab., Honolulu, HI.

The status of education in Enewetak, an island in the Republic of the Marshall Islands, is described in this report. Concern about the island's educational system was generated by the fact that none of the eighth-grade graduates had passed the government high school entrance exam since 1980. A visit made by a representative of the Pacific Region…

Variability Analysis for Effectiveness and Improvement in Classrooms and Schools in Upper Secondary Education in Slovenia: Assessment of/for Learning Analytic Tool

ERIC Educational Resources Information Center

Zupanc, Darko; Urank, Matjaz; Bren, Matevz

2009-01-01

From 1995, data on students' achievement in schools (i.e., teacher's grades) and all data on achievement in the 5-subject group certificate--the "Matura" exam--have been systematically gathered for the entire yearly cohort of students in upper secondary education in Slovenia. This paper describes an on-line data selection system and data…

Application of Linear Mixed-Effect Models for the Analysis of Exam Scores: Online Video Associated with Higher Scores for Undergraduate Students with Lower Grades

ERIC Educational Resources Information Center

Dupuis, Josee; Coutu, Josee; Laneuville, Odette

2013-01-01

In higher education, many of the new teaching interventions are introduced in the format of audio-visual files distributed through the Internet. A pedagogical tool consisting of questions listed as learning objectives and answers presented using online videos was designed as a supplement for a molecular biology course and made available to a large…

Do Students Have Cultural Scripts? Results from the First Implementation of Open Source Tutorials in Japan

ERIC Educational Resources Information Center

Hull, Michael Malvern

2013-01-01

In the 1980's and 1990's, results from flurries of standardized exams (particularly in 4th and 8th grade mathematics and science) reached the attention of ever-growing numbers of Americans with an alarming message: our children are not even close to keeping up with those in China, Japan, and Korea. As a step towards improving American classrooms,…

Correlation between Grades 4th, 8th, and 11th English Language Arts Scores and High School Graduation

ERIC Educational Resources Information Center

Parese, Errin C.

2014-01-01

The focus of this research was on students' low graduation rate in a New York State high school, investigating a possible correlation between students' longitudinal English Language Arts (ELA) exams and their graduation status. In the 2010-11 school year, 25% of the students at the high school of study failed to graduate, a rate which was 5% lower…

Improve ay101 teaching by single modifications versus unchanged controls: statistically-supported examples

NASA Astrophysics Data System (ADS)

Byrd, Gene G.; Byrd, Dana

2017-06-01

The two main purposes of this paper on improving Ay101 courses are presentations of (1) some very effective single changes and (2) a method to improve teaching by making just single changes which are evaluated statistically versus a control group class. We show how simple statistical comparison can be done even with Excel in Windows. Of course, other more sophisticated and powerful methods could be used if available. One of several examples to be discussed on our poster is our modification of an online introductory astronomy lab course evaluated by the multiple choice final exam. We composed questions related to the learning objectives of the course modules (LOQs). Students could “talk to themselves” by discursively answering these for extra credit prior to the final. Results were compared to an otherwise identical previous unmodified class. Modified classes showed statistically much better final exam average scores (78% vs. 66%). This modification helped those students who most need help. Students in the lower third of the class preferentially answered the LOQs to improve their scores and the class average on the exam. These results also show the effectiveness of relevant extra credit work. Other examples will be discussed as specific examples of evaluating improvement by making one change and then testing it versus a control. Essentially, this is an evolutionary approach in which single favorable “mutations” are retained and the unfavorable removed. The temptation to make more than one change each time must be resisted!

On-line and Mobil Learning Activities

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

2012-12-01

Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

Perceptions and practices of U.S. dental schools regarding curriculum integrated format and traditional format licensure exams.

PubMed

Desai, Shamik; Allareddy, Veerasathpurush; Donoff, R Bruce; Howell, T Howard; Karimbux, Nadeem Y

2013-08-01

The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.

Impact of the Medical Faculty on Study Success in Freiburg: Results from Graduate Surveys.

PubMed

Biller, Silke; Boeker, Martin; Fabry, Götz; Giesler, Marianne

2015-01-01

Using the data from graduate surveys, this study aims to analyze which factors related to teaching and learning at the Freiburg Faculty of Medicine can influence study success. Study success and the factors influencing it have long been the subject of investigation, with study success being measured in terms of easily quantifiable indicators (final grades, student satisfaction, etc.). In recent years, it has also frequently been assessed in terms of graduate competency levels. Graduate surveys are considered suitable instruments for measuring these dimensions of study success. Data from three Freiburg graduate surveys conducted one and a half years after graduation were drawn upon for the analysis. Study success was operationalized using four indicators: results on the written section of the M2 exam, self-assessment of medical expertise and scientific expertise, and student satisfaction. Using multiple regression analyses, the predictive power was calculated for selected variables, also measured by the graduate surveys, for the different study success indicators. It was possible to identify models that contribute slightly or moderately to the prediction of study success. The score earned on the university entrance qualification demonstrated itself to be the strongest predictor for forecasting the M2 written exam: R(2) is between 0.08 and 0.22 for the three surveys. Different variables specific to degree program structure and teaching are helpful for predicting medical expertise (R(2)=0.04-0.32) and student satisfaction (R(2)=0.12-0.35). The two variables, structure and curricular sequencing of the degree program and combination of theory and practice, show themselves to be significant, sample-invariant predictors (β-weight(Structure)=0.21-0.58, β-weight(Combination)=0.27-0.56). For scientific expertise, no sample-independent predictors could be determined. Factors describing teaching hardly provide any assistance when predicting the written M2 exam score, which makes sense to the extent that teaching goes far beyond the heavily knowledge-based content of the written M2 exam. The lack of predictability for scientific expertise is most likely explained in that these have been only rarely included in the curriculum and often inexplicitly so. The variable combination of theory and practice appears to be significant for imparting medical expertise and the development of student satisfaction. The extent to which these relationships are practically relevant needs to be explored in further studies. A specific limitation is that the measurement of expertise and skill is based solely on self-assessments.

External validation of a PCA-3-based nomogram for predicting prostate cancer and high-grade cancer on initial prostate biopsy.

PubMed

Greene, Daniel J; Elshafei, Ahmed; Nyame, Yaw A; Kara, Onder; Malkoc, Ercan; Gao, Tianming; Jones, J Stephen

2016-08-01

The aim of this study was to externally validate a previously developed PCA3-based nomogram for the prediction of prostate cancer (PCa) and high-grade (intermediate and/or high-grade) prostate cancer (HGPCa) at the time of initial prostate biopsy. A retrospective review was performed on a cohort of 336 men from a large urban academic medical center. All men had serum PSA <20 ng/ml and underwent initial transrectal ultrasound-guided prostate biopsy with at least 10 cores sampling for suspicious exam and/or elevated PSA. Covariates were collected for the nomogram and included age, ethnicity, family history (FH) of PCa, PSA at diagnosis, PCA3, total prostate volume (TPV), and abnormal finding on digital rectal exam (DRE). These variables were used to test the accuracy (concordance index) and calibration of a previously published PCA3 nomogram. Biopsy confirms PCa and HGPCa in 51.0% and 30.4% of validation patients, respectively. This differed from the original cohort in that it had significantly more PCa and HGPCA (51% vs. 44%, P = 0.019; and 30.4% vs. 19.1%, P < 0.001). Despite the differences in PCa detection the concordance index was 75% and 77% for overall PCa and HGPCa, respectively. Calibration for overall PCa was good. This represents the first external validation of a PCA3-based prostate cancer predictive nomogram in a North American population. Prostate 76:1019-1023, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Do racial and ethnic group differences in performance on the MCAT exam reflect test bias?

PubMed

Davis, Dwight; Dorsey, J Kevin; Franks, Ronald D; Sackett, Paul R; Searcy, Cynthia A; Zhao, Xiaohui

2013-05-01

The Medical College Admission Test (MCAT) is a standardized examination that assesses fundamental knowledge of scientific concepts, critical reasoning ability, and written communication skills. Medical school admission officers use MCAT scores, along with other measures of academic preparation and personal attributes, to select the applicants they consider the most likely to succeed in medical school. In 2008-2011, the committee charged with conducting a comprehensive review of the MCAT exam examined four issues: (1) whether racial and ethnic groups differ in mean MCAT scores, (2) whether any score differences are due to test bias, (3) how group differences may be explained, and (4) whether the MCAT exam is a barrier to medical school admission for black or Latino applicants. This analysis showed that black and Latino examinees' mean MCAT scores are lower than white examinees', mirroring differences on other standardized admission tests and in the average undergraduate grades of medical school applicants. However, there was no evidence that the MCAT exam is biased against black and Latino applicants as determined by their subsequent performance on selected medical school performance indicators. Among other factors which could contribute to mean differences in MCAT performance, whites, blacks, and Latinos interested in medicine differ with respect to parents' education and income. Admission data indicate that admission committees accept majority and minority applicants at similar rates, which suggests that medical students are selected on the basis of a combination of attributes and competencies rather than on MCAT scores alone.

An "XL" endodontics intervention for dental students required to repeat the course: changing frustration to improved grades and attitudes.

PubMed

Alcota, Marcela; Fuenzalida, Alejandra; Barrientos, Claudia; Garrido, Mauricio; Ruiz de Gauna, Pilar; González, Fermín E

2015-04-01

Given the psychological and financial costs involved with failing a clinical course, especially in developing countries, an alternative educational method was tested with students who had to repeat the year-long endodontic course at the University of Chile Faculty of Dentistry. The objectives of the intervention were to deepen theoretical knowledge and practical experiences, as well as to reinforce personal confidence in an endodontic clinical setting for students who failed the regular endodontic course. The aim of this study was to evaluate the success of this new model of educational intervention. In the study, 28 students who had failed the endodontic course repeated it with an alternative teaching method. The students attended patients immediately following practical competence exams, and they had access to simulated models that used rotary instruments and access cavities and had emergency care practice. Feedback sessions were held after each clinical session. Final grades were compared with those of other students who repeated the course without the intervention from 2007 to 2009. A survey was administered to understand the causes of initial failure and their opinions of the intervention. Students who participated in the alternative course did significantly better than their counterparts from previous years who did not receive the intervention (5.7±0.3 vs. 5.4±0.2; p<0.05). Their overall perception of the intervention was positive, and the main cause for previous course failure was personal insecurity and slow clinical care performance (54.2% of the students). The intervention course not only improved grades but also generated interest in endodontics, a contrasting perspective to the frustration students usually express after repeating the course. The results of this study support the introduction of similar interventions in endodontics and perhaps other courses.

Active learning in a large-enrollment introductory biology class: Problem solving, formative feedback, and teaching as learning

NASA Astrophysics Data System (ADS)

Robison, Diane F.

The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyqst, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.

[Chronic chondromalacia of the patella: comparison of morphological (magnetic resonance) and functional findings (isokinetic parameters) after rehabilitation].

PubMed

Felicetti, G; Avanza, F; Fiori, M; Brignoli, E; Rovescala, R

1996-01-01

The knee is a common site for injuries of the cartilage, capsule and ligament, which calls for the use of noninvasive techniques to assess injury severity properly and to plan adequate rehabilitation. Our study was aimed at comparing MR with isokinetic findings. To this purpose, 40 patients were examined; they were all affected with chondromalacia patellae, grades I-III, previously diagnosed at arthroscopy. Namely, 8 patients had grade I and 32 grades II and III chondromalacia. After MR and isokinetic exams, all patients were submitted to a standardized rehabilitation program. Our results indicate a marked decrease in quadriceps strength, especially in the most severe cases; in less severe cases, recovery was complete at 6 months, while the deficit remained in grades II and III injuries. MR yield was not relevant in 4 of 8 cases, while isokinetic findings were negative in one case. Both methods were positive in the most severe cases. At 6 months, both functional and MR findings were normal in grade I injuries, while some alterations remained in the others.

Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

NASA Astrophysics Data System (ADS)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.

Contrast-enhanced spectral mammography as work-up tool in patients recalled from breast cancer screening has low risks and might hold clinical benefits.

PubMed

Houben, I P L; Van de Voorde, P; Jeukens, C R L P N; Wildberger, J E; Kooreman, L F; Smidt, M L; Lobbes, M B I

2017-09-01

Contrast-enhanced spectral mammography (CESM) is a reliable problem solving tool in the work-up of women recalled from breast cancer screening. We evaluated additional findings caused by CESM alone and outweighed them against the disadvantages of this technique. From December 2012 to December 2015, all women recalled from screening who underwent CESM were considered for this study. Radiation exposure and number of adverse contrast reactions were analysed. An experienced breast radiologist reviewed all exams and identified cases with lesions detected by CESM alone and scored their conspicuity. From these cases, data on breast density and final diagnosis were collected. For malignant cases, tumour grade and receptor characteristics were also collected. During this study, 839 women underwent CESM after a screening recall, in which five minor adverse contrast reactions were observed. Median radiation dose per exam was 6.0mGy (0.9-23.4mGy). Seventy CESM-only lesions were detected in 65 patients. Of these 70 lesions, 54.3% proved to be malignant, most commonly invasive ductal carcinomas. The remaining CESM-only lesions were benign, predominantly fibroadenomas. No complications were observed during biopsy of these lesions. Retrospectively, the majority of the lesions were either occult or a 'minimal sign' on low-energy CESM images or the screening mammogram. Using CESM as a work-up tool for women recalled from screening carries low risk for the patient, while additionally detected tumour foci might hold important clinical implications which need to be further studied in large, randomized controlled trials. Copyright © 2017 Elsevier B.V. All rights reserved.

A course designed for undergraduate biochemistry students to learn about cultural diversity issues.

PubMed

Benore-Parsons, Marilee

2006-09-01

Biology, biochemistry, and other science students are well trained in science and familiar with how to conduct and evaluate scientific experiments. They are less aware of cultural issues or how these will impact their careers in research, education, or as professional health care workers. A course was developed for advanced undergraduate science majors to learn about diversity issues in a context that would be relevant to them, entitled "Diversity Issues in Health Care: Treatment and Research." Learning objectives included: developing awareness of current topics concerning diversity issues in health care; learning how research is carried out in health care, including pharmaceutical research, clinical trials, and social research; and learning about health care practices. Lectures and projects included readings on laboratory and clinical research, as well as literature on legal, race, gender, language, age, and income issues in health care research and clinical practice. Exams, papers, and a service learning project were used to determine the final course grade. Assessment indicated student understanding of diversity issues was improved, and the material was relevant. Copyright © 2006 International Union of Biochemistry and Molecular Biology, Inc.

Group Work Tests for Context-Rich Problems

NASA Astrophysics Data System (ADS)

Meyer, Chris

2016-05-01

The group work test is an assessment strategy that promotes higher-order thinking skills for solving context-rich problems. With this format, teachers are able to pose challenging, nuanced questions on a test, while providing the support weaker students need to get started and show their understanding. The test begins with a group discussion phase, when students are given a "number-free" version of the problem. This phase allows students to digest the story-like problem, explore solution ideas, and alleviate some test anxiety. After 10-15 minutes of discussion, students inform the instructor of their readiness for the individual part of the test. What follows next is a pedagogical phase change from lively group discussion to quiet individual work. The group work test is a natural continuation of the group work in our daily physics classes and helps reinforce the importance of collaboration. This method has met with success at York Mills Collegiate Institute, in Toronto, Ontario, where it has been used consistently for unit tests and the final exam of the grade 12 university preparation physics course.

The Impact of the Pre-Instructional Cognitive Profile on Learning Gain and Final Exam of Physics Courses: A Case Study

ERIC Educational Resources Information Center

Capizzo, Maria Concetta; Nuzzo, Silvana; Zarcone, Michelangelo

2006-01-01

The case study described in this paper investigates the relationship among some pre-instructional knowledge, the learning gain and the final physics performance of computing engineering students in the introductory physics course. The results of the entrance engineering test (EET) have been used as a measurement of reading comprehension, logic and…

On the Wall: Art Students Learn to Paint a Mural

ERIC Educational Resources Information Center

Wasley, Paula

2008-01-01

In this article, the author describes the Mississippi University for Women's studio art course that teaches students the ins and outs of mural making from inception and design to application of the final glaze. While students in other courses may spend the semester working toward a final exam or paper, this four-and-a-half-week summer course…

Replicating a self-affirmation intervention to address gender differences: Successes and challenges

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.; Cohen, Geoffrey L.; Ito, Tiffany A.; Miyake, Akira

2012-02-01

We previously reported on the success of a psychological intervention implemented to reduce gender differences in achievement in an introductory college physics course. In this prior study, we found that the gender gap on exams and the FMCE among students who completed two 15-minute self-affirmation writing exercises was significantly reduced compared to the gender gap among students who completed neutral writing exercises. In a follow-up study we replicated the self-affirmation intervention in a later semester of the same course, with the same instructor. In this paper, we report the details and preliminary results of the replication study, where we find similar patterns along exams and course grades, but do not observe these patterns along the FMCE. We begin to investigate the critical features of replicating educational interventions, finding that replicating educational interventions is challenging, complex, and involves potentially subtle factors, some of which we explore and others that require further research.

High-Stakes and Non-Stakes Testing States and the Transfer of Knowledge to Students' Advanced Placement Test, Advanced Placement U.S. History Test, and SAT Exam Scores

ERIC Educational Resources Information Center

Lessler, Karen Jean

2010-01-01

The Federal education policy No Child Left Behind Act (NCLB) has initiated high-stakes testing among U.S. public schools. The premise of the NCLB initiative is that all students reach proficiency in reading and math by 2014. Under NCLB, individual state education departments were required to implement annual assessments in grades two through eight…

Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance

DTIC Science & Technology

2013-04-01

contract. The students each set their expectations for the next exam grade and put it in writing , and the learning contract overtly empowered them to...of success (Bandura, 1977). Putting something achievable in writing , ensuring that is it clear and customized to the individual, having prior...tests of life?" Self-direction is a highly valuable skill that involves the ability to learn independently and possess metacognitive ability. Successful

The Relationship of Leadership Styles, Gender and Years of Experience of Middle School Principals in North Carolina on Achievement and Growth Trends on the End of Grade Exams

ERIC Educational Resources Information Center

Brooks, Morris, Jr.

2009-01-01

Leadership is an ever changing process and principals play a key role in the instructional focus of a school which often times created success in instruction (Riordan, 2003). Principals face different challenges today while improving schools and student academic achievement. The perceptions of an effective school leader has changed over the years…

Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? REL 2016-124

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov

2016-01-01

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…

The Nexus between Instructional Supervision, Supervisors' and Teachers': The Practical Paradox and Its Effect on Quality Education a Case of Woliat Zone Administration Elementary and Secondary Schools (1-8)

ERIC Educational Resources Information Center

Dea, Mulatu

2016-01-01

Even though the new instructional supervision practices materialized in the schools level, teachers were not properly supported well, so that the students achievements was decreasing in national exams than before as the regional grade report documents revealed and quality is deteriorating from time to times. Hence, the main objective of this study…

The validity and reliability of the sixth-year internal medical examination administered at the King Abdulaziz University Medical College.

PubMed

Fallatah, Hind I; Tekian, Ara; Park, Yoon Soo; Al Shawa, Lana

2015-02-01

Exams are essential components of medical students' knowledge and skill assessment during their clinical years of study. The paper provides a retrospective analysis of validity evidence for the internal medicine component of the written and clinical exams administered in 2012 and 2013 at King Abdulaziz University's Faculty of Medicine. Students' scores for the clinical and written exams were obtained. Four faculty members (two senior members and two junior members) were asked to rate the exam questions, including MCQs and OSCEs, for evidence of content validity using a rating scale of 1-5 for each item. Cronbach's alpha was used to measure the internal consistency reliability. Correlations were used to examine the associations between different forms of assessment and groups of students. A total of 824 students completed the internal medicine course and took the exam. The numbers of rated questions were 320 and 46 for the MCQ and OSCE, respectively. Significant correlations were found between the MCQ section, the OSCE section, and the continuous assessment marks, which include 20 long-case presentations during the course; participation in daily rounds, clinical sessions and tutorials; the performance of simple procedures, such as IV cannulation and ABG extraction; and the student log book. Although the OSCE exam was reliable for the two groups that had taken the final clinical OSCE, the clinical long- and short-case exams were not reliable across the two groups that had taken the oral clinical exams. The correlation analysis showed a significant linear association between the raters with respect to evidence of content validity for both the MCQ and OSCE, r = .219 P < .001 and r = .678 P < .001, respectively, and r = .241 P < .001 and r = .368 P = .023 for the internal structure validity, respectively. Reliability measured using Cronbach's alpha was greater for assessments administered in 2013. The pattern of relationships between the MCQ and OSCE scores provides evidence of the validity of these measures for use in the evaluation of knowledge and clinical skills in internal medicine. The OSCE exam is more reliable than the short- and long-case clinical exams and requires less effort on the part of examiners and patients.

PhysioPursuit: A Trivia-Type Game for the Classroom.

ERIC Educational Resources Information Center

Ackil, James E.

1986-01-01

A classroom game, based on a trivia-type game format, to help students prepare for the cumulative final exam in a physiological psychology course is presented. Details of game construction and play are described. (Author)

Applying Neurological Learning Research to an Intro Astronomy Online Lab Course

NASA Astrophysics Data System (ADS)

Byrd, Gene G.; Byrd, Dana

2015-01-01

The neurological research used the 'Tower of London', a well-tested puzzle requiring multi-step planning toward a solution. Four and five year-olds are starting multistep reasoning and provide good puzzle subjects. Preschoolers who talked to themselves about future moves had greatly improved performance over those who did not. Adults given preplanning time prior to solving the same puzzle showed more neural activation during preplanning, especially in brain areas which serve higher level thinking. Applying these results to teaching astronomy, we modified an online introductory lab course in which students take a multiple choice final exam. We composed questions related to the learning objectives of the course modules (LOQs). Students could 'talk to themselves' by discursively answering these for extra credit prior to the final. Results were compared to an otherwise identical previous unmodified class. Modified classes showed statistically much better final exam average scores (78% vs. 66%). This modification helped those students who most need help. Students in the lower third of the class preferentially answered the LOQs to improve their scores and the class average on the exam. These results also show the effectiveness of relevant extra credit work. For more details plus an application to a lecture course, see Byrd and Byrd http://www.ncolr.org/issues/jiol/v12/n2/3 (Journal of Interactive Online Learning). The online lab course emphasized real photographic and quantitative astronomical observations. We also discuss and show equipment found to be most useful for the online lab course, including a 'pin-hole protractor', telescope kit and "AL-henge" telescope mount..

Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students--a pilot study.

PubMed

Rubinstein, Jack; Dhoble, Abhijeet; Ferenchick, Gary

2009-01-13

Most medical professionals are expected to possess basic electrocardiogram (EKG) interpretation skills. But, published data suggests that residents' and physicians' EKG interpretation skills are suboptimal. Learning styles differ among medical students; individualization of teaching methods has been shown to be viable and may result in improved learning. Puzzles have been shown to facilitate learning in a relaxed environment. The objective of this study was to assess efficacy of teaching puzzle in EKG interpretation skills among medical students. This is a reader blinded crossover trial. Third year medical students from College of Human Medicine, Michigan State University participated in this study. Two groups (n = 9) received two traditional EKG interpretation skills lectures followed by a standardized exam and two extra sessions with the teaching puzzle and a different exam. Two other groups (n = 6) received identical courses and exams with the puzzle session first followed by the traditional teaching. EKG interpretation scores on final test were used as main outcome measure. The average score after only traditional teaching was 4.07 +/- 2.08 while after only the puzzle session was 4.04 +/- 2.36 (p = 0.97). The average improvement after the traditional session was followed up with a puzzle session was 2.53 +/- 1.94 while the average improvement after the puzzle session was followed with the traditional session was 2.08 +/- 1.73 (p = 0.67). The final EKG exam score for this cohort (n = 15) was 84.1 compared to 86.6 (p = 0.22) for a comparable sample of medical students (n = 15) at a different campus. Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students. Puzzle session are more interactive and relaxing, and warrant further investigations on larger scale.

Tablet computer enhanced training improves internal medicine exam performance.

PubMed

Baumgart, Daniel C; Wende, Ilja; Grittner, Ulrike

2017-01-01

Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (p<0.001). The most commonly used resources for medical problem solving were journal articles looked up on PubMed or Google®, and books. Our study provides evidence, that tablet computer based integrated training and clinical practice enhances medical education and exam performance. Larger, multicenter trials are required to independently validate our data. Residency and fellowship directors are encouraged to consider adding portable computer devices, multimedia content and introduce blended learning to their respective training programs.

Tablet computer enhanced training improves internal medicine exam performance

PubMed Central

Wende, Ilja; Grittner, Ulrike

2017-01-01

Background Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. Methods In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Results Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (p<0.001). The most commonly used resources for medical problem solving were journal articles looked up on PubMed or Google®, and books. Conclusions Our study provides evidence, that tablet computer based integrated training and clinical practice enhances medical education and exam performance. Larger, multicenter trials are required to independently validate our data. Residency and fellowship directors are encouraged to consider adding portable computer devices, multimedia content and introduce blended learning to their respective training programs. PMID:28369063

Cross-cultural adaptation of the Female Genital Self-Image Scale (FGSIS) in Iranian female college students.

PubMed

Pakpour, Amir H; Zeidi, Isa Mohammadi; Ziaeiha, Masoumeh; Burri, Andrea

2014-01-01

The aim of the present study was to investigate the psychometric properties of a translated and culturally adapted Iranian version of the Female Genital Self-Image Scale (FGSIS-I) in a sample of college women. Further, the relationship between women's self-image, body appreciation, sexual functioning, and gynecological exam behavior was explored. A sample of 1,877 female students from five different universities across Qazvin and Tehran completed the Female Sexual Function Index (FSFI), the Body Appreciation Scale (BAS), the Rosenberg Self-Esteem Scale (RSES), the FGSIS-I, and a gynecological exam behavior questionnaire. Good to excellent internal consistency reliability, test-retest reliability, and convergent and construct validity were found. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) both provided a two-factor structure for the FGSIS-I. The validity of the FGSIS-I in predicting gynecological exam behavior of college women was tested using structural equation modeling (SEM). The final model accounted for 33% of the variance in gynecological exam behavior (p < 0.01). In conclusion, the FGSIS-I was found to be a highly valid and reliable instrument to assess female genital self-image in Iranian women.

Exploratory study of factors related to educational scores of first preclinical year medical students.

PubMed

Sitticharoon, Chantacha; Srisuma, Sorachai; Kanavitoon, Sawita; Summachiwakij, Sarayut

2014-03-01

The relationships among the scores of major subjects taught in the first preclinical year of a Thai medical school, previous academic achievements, and daily life activities are rarely explored. We therefore performed an exploratory study identifying various factors possibly related to the educational scores of these medical students. Questionnaires were sent out to all first preclinical year medical students, with 79.8% being returned (245/307 questionnaires). Positive correlations were revealed between the premedical year grade point average (pre-MD GPA) and anatomy, physiology, and biochemistry scores (R = 0.664, 0.521, and 0.653, respectively, P < 0.001 for all) by Pearson's method. Using multiple linear regression analysis, anatomy scores could be predicted by pre-MD GPA, student satisfaction with anatomy, the percentage of expected reading, monthly earnings, reading after class and near exam time, and duration of sleeping periods near exam time (R = 0.773, R(2) = 0.598, P < 0.001). Physiology scores could be estimated by pre-MD GPA, the percentage of expected reading, monthly earnings, and percentage of those who fell asleep during class and near exam time (R = 0.722, R(2) = 0.521, P < 0.001). Biochemistry scores could be calculated by pre-MD GPA, the percentage of expected reading, motivation to study medicine, student satisfaction with biochemistry, and exam performance expectations (R = 0.794, R(2) = 0.630, P < 0.001). In conclusion, pre-MD GPA and the percentage of expected reading are factors involved in producing good academic results in the first preclinical year. Anatomy and biochemistry, but not physiology, scores are influenced by satisfaction.

Comparison-Bot: an Automated Preliminary-Final Report Comparison System.

PubMed

Kalaria, Amit D; Filice, Ross W

2016-06-01

Regular comparison of preliminary to final reports is a critical part of radiology resident and fellow education as prior research has documented substantial preliminary to final discrepancies. Unfortunately, there are many barriers to this comparison: high study volume; overnight rotations without an attending; the ability to finalize reports remotely; the subtle nature of many changes; and lack of easy access to the preliminary report after finalization. We developed a system that automatically compiles and emails a weekly summary of report differences for all residents and fellows. Trainees can also create a custom report using a date range of their choice and can view this data on a resident dashboard. Differences between preliminary and final reports are clearly highlighted with links to the associated study in Picture Archiving and Communication Systems (PACS) for efficient review and learning. Reports with more changes, particularly changes made in the impression, are highlighted to focus attention on those exams with substantive edits. Our system provides an easy way for trainees to review changes to preliminary reports with immediate access to the associated images, thereby improving their educational experience. Departmental surveys showed that our report difference summary is easy to understand and improves the educational experience of our trainees. Additionally, interesting descriptive statistics help us understand how reports are changed by trainee level, by attending, and by exam type. Finally, this system can be easily ported to other departments who have access to their Health Level 7 (HL7) data.

Rigor mortis at the myocardium investigated by post-mortem magnetic resonance imaging.

PubMed

Bonzon, Jérôme; Schön, Corinna A; Schwendener, Nicole; Zech, Wolf-Dieter; Kara, Levent; Persson, Anders; Jackowski, Christian

2015-12-01

Post-mortem cardiac MR exams present with different contraction appearances of the left ventricle in cardiac short axis images. It was hypothesized that the grade of post-mortem contraction may be related to the post-mortem interval (PMI) or cause of death and a phenomenon caused by internal rigor mortis that may give further insights in the circumstances of death. The cardiac contraction grade was investigated in 71 post-mortem cardiac MR exams (mean age at death 52 y, range 12-89 y; 48 males, 23 females). In cardiac short axis images the left ventricular lumen volume as well as the left ventricular myocardial volume were assessed by manual segmentation. The quotient of both (LVQ) represents the grade of myocardial contraction. LVQ was correlated to the PMI, sex, age, cardiac weight, body mass and height, cause of death and pericardial tamponade when present. In cardiac causes of death a separate correlation was investigated for acute myocardial infarction cases and arrhythmic deaths. LVQ values ranged from 1.99 (maximum dilatation) to 42.91 (maximum contraction) with a mean of 15.13. LVQ decreased slightly with increasing PMI, however without significant correlation. Pericardial tamponade positively correlated with higher LVQ values. Variables such as sex, age, body mass and height, cardiac weight and cause of death did not correlate with LVQ values. There was no difference in LVQ values for myocardial infarction without tamponade and arrhythmic deaths. Based on the observation in our investigated cases, the phenomenon of post-mortem myocardial contraction cannot be explained by the influence of the investigated variables, except for pericardial tamponade cases. Further research addressing post-mortem myocardial contraction has to focus on other, less obvious factors, which may influence the early post-mortem phase too. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Concurrent Stereotactic Radiosurgery and Bevacizumab in Recurrent Malignant Gliomas: A Prospective Trial

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

Cabrera, Alvin R.; Cuneo, Kyle C.; Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan

2013-08-01

Purpose: Virtually all patients with malignant glioma (MG) eventually recur. This study evaluates the safety of concurrent stereotactic radiosurgery (SRS) and bevacizumab (BVZ), an antiangiogenic agent, in treatment of recurrent MG. Methods and Materials: Fifteen patients with recurrent MG, treated at initial diagnosis with surgery and adjuvant radiation therapy/temozolomide and then at least 1 salvage chemotherapy regimen, were enrolled in this prospective trial. Lesions <3 cm in diameter were treated in a single fraction, whereas those 3 to 5 cm in diameter received 5 5-Gy fractions. BVZ was administered immediately before SRS and 2 weeks later. Neurocognitive testing (Mini-Mental Statusmore » Exam, Trail Making Test A/B), Functional Assessment of Cancer Therapy-Brain (FACT-Br) quality-of-life assessment, physical exam, and dynamic contrast-enhanced magnetic resonance imaging (DCE-MRI) were performed immediately before SRS and 1 week and 2 months following completion of SRS. The primary endpoint was central nervous system (CNS) toxicity. Secondary endpoints included survival, quality of life, microvascular properties as measured by DCE-MRI, steroid usage, and performance status. Results: One grade 3 (severe headache) and 2 grade 2 CNS toxicities were observed. No patients experienced grade 4 to 5 toxicity or intracranial hemorrhage. Neurocognition, quality of life, and Karnofsky performance status did not change significantly with treatment. DCE-MRI results suggest a significant decline in tumor perfusion and permeability 1 week after SRS and further decline by 2 months. Conclusions: Treatment of recurrent MG with concurrent SRS and BVZ was not associated with excessive toxicity in this prospective trial. A randomized trial of concurrent SRS/BVZ versus conventional salvage therapy is needed to establish the efficacy of this approach.« less

Factors affecting the results of comprehensive pre-internship exam among medical students of Kermanshah University of Medical Sciences.

PubMed

Khazaei, Mohammad Rasool; Zarin, Afshin; Rezaei, Mansuor; Khazaei, Mozafar

2018-06-01

This study was aimed to evaluate the factors affecting the results of comprehensive pre-internship exam (CPIE) among medicals students of Kermanshah University of Medical Sciences. In this descriptive-analytical study, all students (n=240) participating in CPIE over a 3-year period (2012-2014) were selected. Data were gathered by a questionnaire, including the CPIE results and educational and demographic data. Spearman correlation coefficient, Mann-Whitney U-test, and analysis of variance were used to analyze the association of students' success with study variables. Also, regression analysis was applied to determine the role of independent variables in students' success. The frequency of the failed units in apprenticeship course was one of the most important risk factors associated with failure in CPIE. Average scores of pre-internship course were the most important factors of success in CPIE. The CPIE score had the highest direct relationship with grade point average (GPA) of apprenticeship course, total GPA of all three courses, GPAs of physiopathology and basic sciences courses, and score of comprehensive basic sciences examination, respectively. CPIE showed the highest inverse correlation with the number of failed units in apprenticeship course. The most important factors influencing this exam were failure in apprenticeship course and GPA of previous educational stages.

The effect of an integrated high school science curriculum on student achievement, knowledge retention, and science attitudes

NASA Astrophysics Data System (ADS)

Smith, Kimberly A.

The research study investigates the effectiveness of an integrated high school science curriculum on student achievement, knowledge retention and science attitudes using quantitative and qualitative research. Data was collected from tenth grade students, in a small urban high school in Kansas City, Missouri, who were enrolled in a traditional Biology course or an integrated Environmental Science course. Quantitative data was collected in Phase 1 of the study. Data collected for academic achievement included pretest and posttest scores on the CTBS MATN exam. Data collected for knowledge retention included post-posttest scores on the CTBS MATN exam. Data collected for science attitudes were scores on a pretest and posttest using the TOSRA. SPSS was used to analyze the data using independent samples t-tests, one-way ANCOVA's and paired samples statistics. Qualitative data was collected in Phase 2 of the study. Data included responses to open-ended interview questions using three focus groups. Data was analyzed for common themes. Data analysis revealed the integrated Environmental Science course had a statistically significant impact on academic achievement, knowledge retention and positive science attitudes. Gender and socioeconomic status did not influence results. The study also determined that the CTBS MATN exam was not an accurate predictor of scores on state testing as was previously thought.

Self-esteem among Arab adolescents in Israel.

PubMed

Abu-Saad, I

1999-08-01

This study examined the level of global self-esteem of Arab adolescents in Israel and its relationship to perceived academic status and aspirations, interpersonal relationships, community type, and various demographic variables. A group of 1,560 11th- and 12th-grade Israeli-Arab adolescents answered the Rosenberg Self-Esteem Scale (M. Rosenberg, 1965). The results revealed significant relationships (a) between global self-esteem and students' evaluations of their scholastic levels, their schools' academic levels, and their plans to take matriculation exams and (b) between self-esteem and family and peer relations. There was a significant relationship between self-esteem and community type. Participants living in cities and villages scored higher than those living in Bedouin townships. There were no significant gender differences or differences among grade levels.

Computer-Based Instruction's (CBI) Rediscovered Role in K-12: An Evaluation Case Study of One High School's Use of CBI to Improve Pass Rates on High-Stakes Tests

ERIC Educational Resources Information Center

Hannafin, Robert D.; Foshay, Wellesley R.

2008-01-01

Patriot High School (PHS) adopted a remediation strategy to help its 10th-grade students at risk of failing the Math portion of MCAS, the state's end of year competency exam. The centerpiece of that strategy was a computer-based instructional (CBI) course. PHS used a commercially available CBI product to align the course content with the…

The Predictive Validity of the GRE and TOEFL Exams with GGPA as the Criterion of Graduate Success for International Graduate Students in Science and Engineering.

ERIC Educational Resources Information Center

Neal, Menka E.

This study investigated the relationship between graduate grade-point-average (GGPA) and the total score, as well as the scores on each part, of the Graduate Record Examination (GRE). It also investigated the relationship between GGPA and the total score, as well as the scores on each part, of the Test of English as a Foreign Language (TOEFL). The…

Smartphone use is a risk factor for pediatric dry eye disease according to region and age: a case control study.

PubMed

Moon, Jun Hyung; Kim, Kyoung Woo; Moon, Nam Ju

2016-10-28

In 2014, the overall rate of smartphone use in Korea was 83 and 89.8 % in children and adolescents. The rate of smartphone use differs according to region (urban vs. rural) and age (younger grade vs. older grade). We investigated risk and protective factors associated with pediatric dry eye disease (DED) in relation to smartphone use rate according to region and age. We enrolled 916 children and performed an ocular exam that included slit lamp exam and tear break-up time. A questionnaire administered to children and their families consisted of video display terminal (VDT) use, outdoor activity, learning, and modified ocular surface disease index (OSDI) score. DED was defined based on the International Dry Eye Workshop guidelines (Objective signs: punctate epithelial erosion or short tear break-up time; subjective symptoms: modified OSDI score) We performed statistical analysis of risk factors and protective factors in children divided into groups as follows: DED vs. control, urban vs. rural, younger grade (1st to 3rd) vs. older grade (4th to 6th). A total of 6.6 % of children were included in the DED group, and 8.3 % of children in the urban group were diagnosed with DED compared to 2.8 % in the rural group (P = 0.03). The rate of smartphone use was 61.3 % in the urban group and 51.0 % in the rural group (P = 0.04). In total, 9.1 % of children in the older-grade group were diagnosed with DED compared to 4 % in the younger-grade group (P = 0.03). The rate of smartphone use was 65.1 % in older-grade children and 50.9 % in younger-grade children (P < 0.001). The mean daily duration of smartphone use was longer in the DED group than controls (logistic regression analysis, P < 0.001, OR = 13.07), and the mean daily duration of outdoor activities was shorter in the DED group than controls (logistic regression analysis, P < 0.01, OR = 0.33). After cessation of smartphone use for 4 weeks in the DED group, both subjective symptoms and objective signs had improved. Smartphone use in children was strongly associated with pediatric DED; however, outdoor activity appeared to be protective against pediatric DED. Older-grade students in urban environments had DED risk factors (long duration of smartphone use), and a short duration of outdoor activity time. Therefore, close observation and caution are needed when older children in urban areas use smartphones.

Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning

NASA Astrophysics Data System (ADS)

Jalil, Pasl A.; Abu Sbeih, M. Z.; Boujettif, M.; Barakat, R.

2009-12-01

This work describes a 2-year study in teaching school science, based on the stimulation of higher thinking levels in learning science using a highly student-centred and constructivist learning approach. We sought to shift and strengthen students' positive attitudes towards science learning, self-efficacy towards invention, and achievement. Focusing on an important aspect of student's positive attitude towards learning, their preference (like/dislike) towards independent study with minimal or no teacher interference, which leads to increased learning autonomy, was investigated. The main research was conducted on elementary school students; 271 grade level one (G1; 6 years old) to grade level four (G4; 10 years old) participated in this study. As a result of this study, it was found that: (1) 73% of the students preferred minimal or no explanation at all, favoring to be left with the challenge of finding out what to do, compared to 20% of the control group, indicating a positive attitude shift in their learning approaches. (2) The experimental group achieved slightly more (9.5% difference) than the control group in knowledge-comprehension-level based exam; however, the experimental group scored much higher (63% difference) in challenging exams which required higher thinking levels. (3) The same trend was also observed in self-efficacy toward invention, where 82% of the experimental group saw themselves as possible inventors compared to 37% of the control group.

Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

PubMed Central

Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

2014-01-01

Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01). Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

Final Report Program Plan for Search and Rescue Electronics Alerting and Locating System

DOT National Transportation Integrated Search

1974-02-01

This study investigates the requirements that exist for electronic devices for alerting and locating distress incidents and presents a plan for acquiring an adequate capability. Data are provided that bound the problem. Possible alternatives are exam...

Through our children's eyes--the public health impact of the vision screening requirements for Indiana school children.

PubMed

Marshall, Edwin C; Meetz, Richard E; Harmon, L'erin L

2010-02-01

The vision screening of preschool and school children is a widely accepted procedure to detect vision problems that can interfere with learning. The Indiana General Assembly requires the annual vision screening with the Modified Clinical Technique (MCT) of all children upon their enrollment in either kindergarten or the first grade, with the exception of schools that apply for and receive waivers to conduct only a distance Snellen chart screening. In association with the Indiana State Department of Health, the Indiana University School of Optometry conducted an analysis of statewide school screening data on 36,967 grade 1 children from 139 of the 294 Indiana school corporations that submitted data for the 2000-2001 school year to examine differences in referral rate by screening method, the socioeconomic status of children screened, and academic performance. The MCT was used by 125 of the school corporations, and some other technique was used by 14 school corporations. Significant differences were seen when comparing the mean referral rates of school corporations that conduct the MCT against school corporations that do not conduct the MCT (P = 0.001) and in the rate of referral by median family income of the children screened (P = 0.050). A median family income of $46,500 was identified as the level at which the income-specific difference in referral rates ceased to be significant (P = 0.074). In spite of an observed tendency toward a higher referral rate for children who performed below average on the standardized Indiana Statewide Testing for Educational Progress Plus (ISTEP+) exam, results were found to be not significant (P = 0.116) when comparing the percentage of grade 1 children referred to an eye care provider in 2000-2001 with their percentages of passing both the English/language arts and mathematics components of the 2002-2003 ISTEP+ exam (in grade 3). Schools using the highly sensitive and specific MCT identified more visually at-risk children than schools using alternative, less sensitive vision screening techniques, and the percentage of grade 1 children referred to an eye care provider was higher for school corporations with lower median family incomes. Although statistically insignificant, the results indicate that students who fail the vision screening in grade 1 tend to be more at risk for poorer academic performance on standardized testing in grade 3. Copyright 2010 American Optometric Association. Published by Elsevier Inc. All rights reserved.

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies

ERIC Educational Resources Information Center

Lopez-Pastor, Victor M.; Fernandez-Balboa, Juan-Miguel; Santos Pastor, Maria L.; Aranda, Antonio Fraile

2012-01-01

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students' self-grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and…

Role of Negative Trans-Thoracic Echocardiography in the Diagnosis of Infective Endocarditis.

PubMed

Leitman, Marina; Peleg, Eli; Shmueli, Ruthie; Vered, Zvi

2016-07-01

The search for the presence of vegetations in patients with suspected infective endocarditis is a major indication for trans-esophageal echocardiographic (TEE) examinations. Advances in harmonic imaging and ongoing improvement in modern echocardiographic systems allow adequate quality of diagnostic images in most patients. To investigate whether TEE examinations are always necessary for the assessment of patients with suspected infective endocarditis. During 2012-2014 230 trans-thoracic echo (TTE) exams in patients with suspected infective endocarditis were performed at our center. Demographic, epidemiological, clinical and echocardiographic data were collected and analyzed, and the final clinical diagnosis and outcome were determined. Of 230 patients, 24 had definite infective endocarditis by clinical assessment. TEE examination was undertaken in 76 of the 230 patients based on the clinical decision of the attending physician. All TTE exams were classified as: (i) positive, i.e., vegetations present; (ii) clearly negative; or (iii) non-conclusive. Of the 92 with clearly negative TTE exams, 20 underwent TEE and all were negative. All clearly negative patients had native valves, adequate quality images, and in all 92 the final diagnosis was not infective endocarditis. Thus, the negative predictive value of a clearly negative TTE examination was 100%. In patients with native cardiac valves referred for evaluation for infective endocarditis, an adequate quality TTE with clearly negative examination may be sufficient for the diagnosis.

Final Exam.

ERIC Educational Resources Information Center

Coullahan, Richard

1998-01-01

Explains the use of a maintenance-management assessment process that educational facility managers can use to improve facility conditions and to provide evidence for future capital investments in maintenance management. Discusses questions a maintenance-management audit can answer and describes how to analyze the data to gain maximum understanding…

[Evaluation of preliminary grades and credits in nurse training programs].

PubMed

Darmann-Finck, Ingrid; Duveneck, Nicole

2016-01-01

In the federal state of Bremen preliminary grades were included to the extent of 25 % in written, oral and practical final grades during the time period 2009-2014. The evaluation focuses on the effects of preliminary grades on the scale of final grades and the performance of learners as well as on the assessment of the appropriateness of final grades. A mixed-methods design was employed that consisted of a quasi-experimental study comprising of surveys of students and teachers of comparative and model courses as well as a qualitative study using group discussions. The results confirm that preliminary grades lead to a minimal improvement of the final grades of some exclusively low-achieving students. The assessment of appropriateness hardly changed. From both learners' and teachers' point of view there is still great dissatisfaction concerning the practical final grades. With regard to learning habits an increased willingness to learn new skills on the one hand and a partly increased performance pressure on the other hand were demonstrated. On the basis of these research results, the authors recommend the regular introduction of preliminary marks into the nursing training. Copyright © 2016. Published by Elsevier GmbH.

What's in a Grade?

ERIC Educational Resources Information Center

Hughey, Jim D.; Harper, Bena

A study explored the processes and attitudes that occur when assigning students a final course grade. The final grades for 1,578 students in a basic communication course were used in discriminant analyses. The level (the mean of all grades given) and the spread (standard deviation of all grades given) were estimated for each of 17 instructors. The…