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Sample records for lotaria dos exames

  1. Diabetes eye exams

    MedlinePlus

    Diabetic retinopathy - eye exams; Diabetes - eye exams; Glaucoma - diabetic eye exam; Macular edema - diabetic eye exam ... if the doctor who takes care of your diabetes checks your eyes, you need an eye exam ...

  2. Skin self-exam

    MedlinePlus

    Skin cancer - self-exam; Melanoma - self-exam; Basal cell cancer - self-exam; Squamous cell - self-exam; Skin mole - self-exam ... Cancer Institute. What You Need To Know About Melanoma and Other Skin Cancers: How To Check Your ...

  3. Testicular self-exam

    MedlinePlus

    Screening - testicular cancer - self-exam; Testicular cancer - screening - self-exam ... A testicular self-exam is done to check for testicular cancer . Testicles have blood vessels and other structures that can make ...

  4. Digital rectal exam

    MedlinePlus

    ... this page: //medlineplus.gov/ency/article/007069.htm Digital rectal exam To use the sharing features on this page, please enable JavaScript. A digital rectal exam is an examination of the lower ...

  5. Exams: The Secret Ingredients

    ERIC Educational Resources Information Center

    DiJulio, Betsy

    2012-01-01

    This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the…

  6. Challenges When Introducing Electronic Exam

    ERIC Educational Resources Information Center

    Kuikka, Matti; Kitola, Markus; Laakso, Mikko-Jussi

    2014-01-01

    Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences…

  7. 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…

  8. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J.

    1979-01-01

    Describes an exam question which challenges college freshmen, enrolled in chemistry, to derive temperature dependence of an equilibrium constant. The question requires cognitive response at the level of synthesis. (Author/SA)

  9. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J.

    1980-01-01

    Provides exam questions and solutions for a problem in amplification sequence of reactions, and a problem in applying group theory techniques and making spectral assignments and structural determination by qualitative arguments in the bonding in metal complexes. (CS)

  10. Physical exam frequency

    MedlinePlus

    How often you need a physical exam; Health maintenance visit; Health screening; Checkup ... All adults should visit their health care provider from time to time, even if they are healthy. The purpose of these visits is to: Screen for diseases ...

  11. Stop "Going Over" Exams! The Multiple Benefits of Team Exams

    ERIC Educational Resources Information Center

    Stark, Gary

    2006-01-01

    This article describes the use of team exams as a means of postexam feedback and explains the benefits of their use. Team exams are a simple procedure for those who use exams in their classrooms. Team exams can be a valuable experiential exercise in management classes but offer educational benefits in any class. Among the benefits of team exams…

  12. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1978-01-01

    Two exam questions are presented. One suitable for advanced undergraduate or beginning graduate courses in organic chemistry, is on equivalent expressions for the description of several pericyclic reactions. The second, for general chemistry students, asks for an estimation of the rate of decay of a million-year-old Uranium-238 sample. (BB)

  13. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Ramette, R. W.

    1988-01-01

    Describes a take-home exam story problem based on stoichiometry. Requires the student to determine the percentage of phosphoric acid in a large container of nitric acid if a man fell into it. Provides assumptions, clues, and an acceptable solution. (MVL)

  14. Preparing Students for the AP Psychology Exam

    ERIC Educational Resources Information Center

    Whitlock, Kristin

    2013-01-01

    The Advanced Placement Psychology exam is one of the fastest growing exams offered by the College Board. The average percent of change in the number of students taking this exam over the past five years is 12.4%. With 238,962 students taking the exam in 2013, the AP Psychology exam is the sixth largest exam, surpassing AP Biology and AP World…

  15. X-Ray Exam: Hip

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Hip KidsHealth > For Parents > X-Ray Exam: Hip A A A What's in this ... español Radiografía: cadera What It Is A hip X-ray is a safe and painless test that uses ...

  16. X-Ray Exam: Wrist

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Wrist KidsHealth > For Parents > X-Ray Exam: Wrist A A A What's in this ... español Radiografía: muñeca What It Is A wrist X-ray is a safe and painless test that uses ...

  17. X-Ray Exam: Ankle

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Ankle KidsHealth > For Parents > X-Ray Exam: Ankle A A A What's in this ... español Radiografía: tobillo What It Is An ankle X-ray is a safe and painless test that uses ...

  18. X-Ray Exam: Foot

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Foot KidsHealth > For Parents > X-Ray Exam: Foot A A A What's in this ... español Radiografía: pie What It Is A foot X-ray is a safe and painless test that uses ...

  19. X-Ray Exam: Finger

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Finger KidsHealth > For Parents > X-Ray Exam: Finger Print A A A What's in ... español Radiografía: dedo What It Is A finger X-ray is a safe and painless test that uses ...

  20. X-Ray Exam: Foot

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Foot KidsHealth > For Parents > X-Ray Exam: Foot Print A A A What's in ... español Radiografía: pie What It Is A foot X-ray is a safe and painless test that uses ...

  1. X-Ray Exam: Ankle

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Ankle KidsHealth > For Parents > X-Ray Exam: Ankle Print A A A What's in ... español Radiografía: tobillo What It Is An ankle X-ray is a safe and painless test that uses ...

  2. X-Ray Exam: Pelvis

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Pelvis KidsHealth > For Parents > X-Ray Exam: Pelvis Print A A A What's in ... español Radiografía: pelvis What It Is A pelvis X-ray is a safe and painless test that uses ...

  3. Developing On-line Exams.

    ERIC Educational Resources Information Center

    Hartsell, Taralynn S.; Yuen, Steve Chi-Yin

    2003-01-01

    Discusses advantages and limitations of online exams, describes available software tools for creating computer-based tests (CGI, JavaScript, commercial programs, course authoring tools), and offers suggestions for implementation. (JOW)

  4. From Exam to Education: The Math Exam/Education Resources

    ERIC Educational Resources Information Center

    Bruni, Carmen; Koch, Christina; Konrad, Bernhard; Lindstrom, Michael; Moyles, Iain; Thompson, Will

    2016-01-01

    The Math Exam/Education Resources (MER) is an open online learning resource hosted at The University of British Columbia (UBC), aimed at providing mathematics education resources for students and instructors at UBC. In this paper, there will be a discussion of the motivation for creating this resource on the MediaWiki platform, key features of the…

  5. Exam Schools from the Inside

    ERIC Educational Resources Information Center

    Finn, Chester E., Jr.; Hockett, Jessica

    2012-01-01

    Sometimes called "exam schools," academically selective institutions have long been a part of the American secondary-education landscape. The schools are diverse in origin and purpose. No single catalyst describes why or how they began as or morphed into academically selective institutions. A number of them were products of the country's efforts…

  6. Exam Schools Versus Magnet Schools.

    ERIC Educational Resources Information Center

    Equity and Excellence, 1986

    1986-01-01

    Provides background information to two opposing viewpoints, presented in other articles in this issue, on the relative merits and problems of exam schools and magnet schools. The articles were prompted by events in the Boston public school system's elite schools. (LHW)

  7. Exit Exam as Academic Performance Indicator

    ERIC Educational Resources Information Center

    Al Ahmad, Mahmoud; Al Marzouqi, Ali H.; Hussien, Mousa

    2014-01-01

    This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

  8. Physics Exams that Promote Collaborative Learning

    NASA Astrophysics Data System (ADS)

    Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

    2014-01-01

    The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.

  9. X-Ray Exam: Cervical Spine

    MedlinePlus

    ... to 2-Year-Old X-Ray Exam: Cervical Spine KidsHealth > For Parents > X-Ray Exam: Cervical Spine A A A What's in this article? What ... Radiografía: columna cervical What It Is A cervical spine X-ray is a safe and painless test ...

  10. Making Exam Preparation An Enjoyable Experience

    ERIC Educational Resources Information Center

    Lukosch, Stephan; Schummer, Till

    2006-01-01

    During oral exams at the German distance learning university, we noticed that students fear that they will be faced with questions that they have not anticipated. In our opinion, this is mainly because students have no chance to train and thereby gather positive experiences with exam situations as they are distributed all over Germany and thus it…

  11. From Exam Factories to Communities of Discovery

    ERIC Educational Resources Information Center

    Coffield, Frank; Williamson, Bill

    2011-01-01

    The British current model of education has turned schools into exam factories and further education colleges and universities into skills factories for British industry. In their book, "From Exam Factories to Communities of Discovery: the Democratic Route," the authors offer an alternative way of thinking and talking about education, as well as…

  12. X-Ray Exam: Femur (Upper Leg)

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Femur (Upper Leg) KidsHealth > For Parents > X-Ray Exam: Femur (Upper Leg) Print A A A ... español Radiografía: fémur What It Is A femur X-ray is a safe and painless test that uses ...

  13. X-Ray Exam: Neck (For Parents)

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Neck KidsHealth > For Parents > X-Ray Exam: Neck Print A A A What's in ... español Radiografía: cuello What It Is A neck X-ray is a safe and painless test that uses ...

  14. X-Ray Exam: Cervical Spine

    MedlinePlus

    ... to 2-Year-Old X-Ray Exam: Cervical Spine KidsHealth > For Parents > X-Ray Exam: Cervical Spine Print A A A What's in this article? ... Radiografía: columna cervical What It Is A cervical spine X-ray is a safe and painless test ...

  15. Tailoring the Preparticipation Exam to Female Athletes.

    ERIC Educational Resources Information Center

    Johnson, Mimi D.

    1992-01-01

    Discusses the basics of the preparticipation exam, focusing on aspects specific to females, such as menstrual dysfunction, disordered eating, and orthopedic problems such as scoliosis and patellofemoral pain. Health history questionnaire and other parts of the exam are included in six tables. (SM)

  16. Profile of State High School Exit Exam Policies. Florida

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Florida's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  17. Profile of State High School Exit Exam Policies. Connecticut

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Connecticut's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  18. Profile of State High School Exit Exam Policies. Oklahoma

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Oklahoma's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  19. Profile of State High School Exit Exam Policies. Louisiana

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Louisiana's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  20. Profile of State High School Exit Exam Policies. Minnesota

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Minnesota's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  1. Profile of State High School Exit Exam Policies. Virginia

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Virginia's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  2. Profile of State High School Exit Exam Policies. Alaska

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Alaska's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  3. Profile of State High School Exit Exam Policies. New York

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on New York's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  4. Profile of State High School Exit Exam Policies. Ohio

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Ohio's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  5. Profile of State High School Exit Exam Policies. Nevada

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Nevada's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  6. Profile of State High School Exit Exam Policies. Alabama

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Alabama's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  7. Profile of State High School Exit Exam Policies. Washington

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Washington's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  8. Profile of State High School Exit Exam Policies. Arizona

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Arizona's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  9. Profile of State High School Exit Exam Policies. Tennessee

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Tennessee's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  10. Profile of State High School Exit Exam Policies. Mississippi

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Mississippi's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  11. Profile of State High School Exit Exam Policies. New Jersey

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on New Jersey's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  12. Profile of State High School Exit Exam Policies. Delaware

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Delaware's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  13. Profile of State High School Exit Exam Policies. New Mexico

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on New Mexico's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  14. Profile of State High School Exit Exam Policies. Indiana

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Indiana's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  15. Profile of State High School Exit Exam Policies. Idaho

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Idaho's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  16. Profile of State High School Exit Exam Policies. Arkansas

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Arkansas' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  17. Profile of State High School Exit Exam Policies. Missouri

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Missouri's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  18. Profile of State High School Exit Exam Policies. Maryland

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Maryland's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  19. Profile of State High School Exit Exam Policies. Georgia

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Georgia's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  20. Profile of State High School Exit Exam Policies. California

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on California's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  1. Profile of State High School Exit Exam Policies. Texas

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Texas' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  2. Profile of State High School Exit Exam Policies. Oregon

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Oregon's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  3. A New Comprehensive Final Exam

    NASA Astrophysics Data System (ADS)

    Bhavsar, Suketu P.

    2015-01-01

    Instructors aspire for students to master all the material covered. The final exam should assess the breadth and depth of their learning and be a significant basis for the final grade. I insist on a comprehensive final because I want students to review early material in light of later topics. I believe that this helps students create connections, integrate understanding, and retain knowledge for the long term. For non-science majors, reviewing and retaining the large amount of astronomy material is daunting. I experimented with a final exam format that calmed their fears and encouraged thorough review. It is only practical for a class of about twenty students or less. I provided a number of challenging conceptual and problem solving questions (at least as many as there were students), crafted to interconnect and span the entire range of topics. The order of the questions reflected the sequence in which the topics had been discussed. Students received these questions in ample time to prepare prior to the final. A student could bring up to 5 standard sheets of notes to the final. At the final, each student picked a number out of a hat. This was the question they had to answer in a 5-minute presentation. They were allowed 15 minutes for a final preparation during which they could use their 5 pages of notes. The presentations were given in order, 1- 20. Written comments on at least 10 other talks, explaining what was missed or correcting a mistake were required. They were graded both on their talk and on their comments. This format required students to be prepared for any question and encouraged interaction and communication while studying. Knowing the questions beforehand provided a guide to their studying as well as allayed their fears about what could be asked. The students also received guidance to what constituted a good answer, namely accuracy (correct scientific argument, appropriate facts, no irrelevant material), thoroughness (answered the complete questions

  4. Expedition 35/36 Final Exams

    NASA Video Gallery

    Three Expedition 35/36 crew members prepare for their final exams in their Sokol launch and entry suits at the Gagarin Cosmonaut Training Center in Star City, Russia. NASA astronaut Chris Cassidy a...

  5. X-Ray Exam: Scoliosis (For Parents)

    MedlinePlus

    ... image is recorded on a computer or special film. The scoliosis X-ray includes the thoracic spine ( ... for scoliosis during regular physical exams, and some schools also test for scoliosis. If scoliosis is suspected, ...

  6. Expedition 32 Final Soyuz Qualification Exams

    NASA Video Gallery

    Expedition 32 Flight Engineers Suni Williams, Yuri Malenchenko and Aki Hoshide take their final Soyuz systems qualification exams at the Gagarin Cosmonaut Training Center in Star City, Russia. The ...

  7. What Is a Comprehensive Dilated Eye Exam?

    MedlinePlus

    ... What is a comprehensive dilated eye exam? Healthy Vision Diabetes Diabetes Home How Much Do You Know? What You Should Know Protecting Against Vision Loss Staying on TRACK Diabetic Eye Disease FAQ ...

  8. Physics Exam Preparation: A Comparison of Three Methods

    ERIC Educational Resources Information Center

    Fakcharoenphol, Witat; Stelzer, Timothy

    2014-01-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the…

  9. Oral Exams as a Tool for Teaching and Assessment

    ERIC Educational Resources Information Center

    Sayre, Eleanor C.

    2014-01-01

    Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

  10. Profile of State High School Exit Exam Policies. Massachusetts

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Massachusetts' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam…

  11. Profile of State High School Exit Exam Policies. North Carolina

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on North Carolina's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam…

  12. Profile of State High School Exit Exam Policies. South Carolina

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on South Carolina's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam…

  13. Profile of State High School Exit Exam Policies. Rhode Island

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Rhode Island's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam…

  14. INSTA-EXAM: A Card-Based Exam Preparation System that Eliminates Repeated Typing and Proofreading.

    ERIC Educational Resources Information Center

    Tauber, Robert T.

    1984-01-01

    A system that rivals today's computer-based exam preparation systems is described. The INSTA-EXAM system is 10 times faster than the more traditional, labor-intensive method of typing directly on stencil masters. Its ability to quickly and efficiently change, update, and delete information makes it especially useful. (RM)

  15. English-Spanish Verbatim Translation Exam.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.; And Others

    The development and validation of the English-Spanish Verbatim Translation Exam (ESVTE) 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,…

  16. Redesigning the MCAT exam: balancing multiple perspectives.

    PubMed

    Schwartzstein, Richard M; Rosenfeld, Gary C; Hilborn, Robert; Oyewole, Saundra Herndon; Mitchell, Karen

    2013-05-01

    The authors of this commentary discuss the recently completed review of the current Medical College Admission Test (MCAT), which has been used since 1991, and describe the blueprint for the new test that will be introduced in 2015. The design of the MCAT exam reflects changes in medical education, medical science, health care delivery, and the needs of the populations served by graduates of U.S. and Canadian medical schools. The authors describe how balancing the ambitious goals for the new exam and the varying priorities of the testing program's many stakeholders made blueprint design complex. They discuss the tensions and trade-offs that characterized the design process as well as the deliberations and data that shaped the blueprint.The blueprint for the MCAT exam balances the assessment of a broad range of competencies in the natural, social, and behavioral sciences and critical analysis and reasoning skills that are essential to entering students' success in medical school. The exam will include four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills.The authors also offer recommendations for admission committees, advising them to review applicants' test scores, course work, and other academic, personal, and experiential credentials as part of a holistic admission process and in relation to their institutions' educational, scientific, clinical, and service-oriented goals.

  17. History of New York State Regents Exams

    ERIC Educational Resources Information Center

    Johnson, Carol Siri

    2009-01-01

    This paper is a brief history of the Regents subject-matter examinations and New York State's efforts to move towards educational equity. New York State was a leader in integrated curriculum and outcomes assessment in high schools for over a century. The first academic exit exam was administered in 1878 and it evolved into the controversial…

  18. Introducing Standardized EFL/ESL Exams

    ERIC Educational Resources Information Center

    Laborda, Jesus Garcia

    2007-01-01

    This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

  19. New Exams for New Professional Styles

    ERIC Educational Resources Information Center

    Chaptal, Alain; Pouzard, Guy

    2004-01-01

    Recruiting professionals for schools' media resources centres needs to take into account the new dimensions of the information society. This article describes the radical reform of the very high-stakes and competitive national selection of those professionals in France. The new exam is now driven by a problem-solving approach and based on an…

  20. Automatic Assessment of 3D Modeling Exams

    ERIC Educational Resources Information Center

    Sanna, A.; Lamberti, F.; Paravati, G.; Demartini, C.

    2012-01-01

    Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is…

  1. Undergraduate range management exam: 1999-2014

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The Undergraduate Range Management Exam (URME) has been administered to undergraduate students at the Annual Meeting of the Society for Range Management since 1983, with students demonstrating their higher order learning skills and synthesis knowledge of the art and science of rangeland management. ...

  2. Determinants of Student Attitudes toward Team Exams

    ERIC Educational Resources Information Center

    Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gene

    2014-01-01

    We examine how student attitudes toward their group, learning method, and perceived development of professional skills are initially shaped and subsequently evolve through multiple uses of team exams. Using a Tobit regression model to analyse a sequence of 10 team quizzes given in a graduate-level tax accounting course, we show that there is an…

  3. [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.

  4. Group Oral Exams: Exploring Assessment Techniques for New Instructional Paradigms.

    ERIC Educational Resources Information Center

    Mandeville, Thomas F.; Menchaca, Velma

    1994-01-01

    Describes how a group oral final exam was designed and administered in a block of two teacher education courses taught within the social constructivist perspective. Advocates such group oral exam practices as consistent with valid assessment guidelines. Discusses limitations. (HB)

  5. New technologies to manage exam anxiety.

    PubMed

    Grassi, Alessandra; Gaggioli, Andrea; Riva, Giuseppe

    2011-01-01

    A Stress Inoculation Training-based protocol tested if multimedia audio-video content induced emotional changes and reduced exam anxiety in university students. Seventy-five participants took part in six experimental sessions consisting of viewing multimedia content and performing relaxation exercises. Participants were randomly assigned to five experimental groups: 1) audio and video narrative on mobile phone (UMTS); 2) audio and video narrative on DVD (DVD), 3) audio narrative on MP3 player (M3), 4) audio narrative on CD (CD), 5) control group (CTRL). Results showed that audio/video content induced a significant reduction in exam anxiety and an increase of relaxation in students, compared to the audio-only contents.

  6. Putting retinal exams for diabetics in the primary care arena.

    PubMed

    2001-12-01

    Only about half of all diabetics get their recommended annual eye exams. Until now, little progress has been made in boosting the number of diabetics who are compliant in getting this annual exam done. However, a new device that enables the exams to be completed in the PCP's office is getting rave reviews from early users.

  7. Putting retinal exams for diabetics in the primary care arena.

    PubMed

    2001-07-01

    Only about half of all diabetics get their recommended annual eye exams. Until now, little progress has been made in boosting the number of diabetics who are compliant in getting this annual exam done. However, a new device that enables the exams to be completed in the PCP's office is getting rave reviews from early users.

  8. Enhanced Security for Online Exams Using Group Cryptography

    ERIC Educational Resources Information Center

    Jung, I. Y.; Yeom, H. Y.

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment…

  9. Effect of Paper Color and Question Order on Exam Performance

    ERIC Educational Resources Information Center

    Tal, Ilanit R.; Akers, Katherine G.; Hodge, Gordon K.

    2008-01-01

    To deter cheating, teachers commonly use exams printed on differently colored paper or with varied question orders. Previous studies, however, reported that paper color and question order affect exam performance and suggested that teachers should adjust students' scores accordingly and discontinue the use of alternate exam forms. We conducted 2…

  10. Profile of State College Entrance Exam Policies. Maine

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Maine's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college…

  11. Profile of State College Entrance Exam Policies. Idaho

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Idaho's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college…

  12. Profile of State College Entrance Exam Policies. Kentucky

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Kentucky's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  13. Profile of State College Entrance Exam Policies. Delaware

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Delaware's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  14. Profile of State College Entrance Exam Policies. Tennessee

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Tennessee's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  15. Profile of State College Entrance Exam Policies. North Dakota

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on North Dakota's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  16. Profile of State College Entrance Exam Policies. Alabama

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Alabama's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  17. Evaluating Multiple-Choice Exams in Large Introductory Physics Courses

    ERIC Educational Resources Information Center

    Scott, Michael; Stelzer, Tim; Gladding, Gary

    2006-01-01

    The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study,…

  18. Doctoral Comprehensive Exams in Marketing: Current Practices and Emerging Perspectives

    ERIC Educational Resources Information Center

    Ponder, Nicole; Beatty, Sharon E.; Foxx, William

    2004-01-01

    Current and emerging issues concerning the written comprehensive exam process are addressed. Both the purpose and structure of this exam are considered. Survey results are presented that describe the purposes of the exam from the perspective of doctoral coordinators. Also included is a description of how marketing departments are currently…

  19. Managing hay fever during the exam period.

    PubMed

    Pearce, Linda

    Hay-fever symptoms are common and debilitating and can have a detrimental effect on students' examination results. It is important to provide effective treatment using medication that optimises symptom control while ensuring drug side-effects are minimised. Research has confirmed that uncontrolled hay fever or medication side-effects can have a detrimental outcome on exam results. Ideally treatment should commence shortly before the start of the hay-fever season.

  20. Physics exam preparation: A comparison of three methods

    NASA Astrophysics Data System (ADS)

    Fakcharoenphol, Witat; Stelzer, Timothy

    2014-06-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the third group was given the solutions, homework, and also an hour of one-on-one tutoring. Participants from all three conditions significantly outperformed the control group on the midterm exam. However, participants that had one-on-one tutoring did not outperform the other two participant groups.

  1. Diagnostic Accuracy of Secondary Ultrasound Exam in Blunt Abdominal Trauma

    PubMed Central

    Rajabzadeh Kanafi, Alireza; Giti, Masoumeh; Gharavi, Mohammad Hossein; Alizadeh, Ahmad; Pourghorban, Ramin; Shekarchi, Babak

    2014-01-01

    Background: In stable patients with blunt abdominal trauma, accurate diagnosis of visceral injuries is crucial. Objectives: To determine whether repeating ultrasound exam will increase the sensitivity of focused abdominal sonography for trauma (FAST) through revealing additional free intraperitoneal fluid in patients with blunt abdominal trauma. Patients and Methods: We performed a prospective observational study by performing primary and secondary ultrasound exams in blunt abdominal trauma patients. All ultrasound exams were performed by four radiology residents who had the experience of more than 400 FAST exams. Five routine intraperitoneal spaces as well as the interloop space were examined by ultrasound in order to find free fluid. All patients who expired or were transferred to the operating room before the second exam were excluded from the study. All positive ultrasound results were compared with intra-operative and computed tomography (CT) findings and/or the clinical status of the patients. Results: Primary ultrasound was performed in 372 patients; 61 of them did not undergo secondary ultrasound exam; thus, were excluded from the study.Three hundred eleven patients underwent both primary and secondary ultrasound exams. One hundred and two of all patients were evaluated by contrast enhanced CT scan and 31 underwent laparotomy. The sensitivity of ultrasound exam in detecting intraperitoneal fluid significantly increased from 70.7% for the primary exam to 92.7% for the secondary exam. Examining the interloop space significantly improved the sensitivity of ultrasonography in both primary (from 36.6% to 70.7%) and secondary (from 65.9% to 92.7%) exams. Conclusions: Performing a secondary ultrasound exam in stable blunt abdominal trauma patients and adding interloop space scan to the routine FAST exam significantly increases the sensitivity of ultrasound in detecting intraperitoneal free fluid. PMID:25763079

  2. Engagement with Online Pre-Exam Formative Tests Improves Exam Performance and Feedback Satisfaction

    ERIC Educational Resources Information Center

    Hope, Sheila A.; Polwart, Anthony

    2012-01-01

    The National Union of Students (NUS) National Student Experience Report identified examination feedback as an area where students had particular concerns. This finding was echoed in the authors' institution and triggered an action research project to investigate ways of improving students' perceptions of pre- and post-exam feedback. We report the…

  3. Washington Readies for High School Exit Exam: State Already Enacted Various Alternatives to Passing Exams

    ERIC Educational Resources Information Center

    Trotter, Andrew

    2006-01-01

    In this article, the author reports that sophomores who take the Washington Assessment of Student Learning this week will be the first who must pass the state exam to graduate. The long-awaited testing has caused anxiety across the state, as hopes that Washington will enter a new era of educational accountability are balanced by fears of turmoil…

  4. The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

    ERIC Educational Resources Information Center

    Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

    2014-01-01

    Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

  5. X-Ray Exam: Bone Age Study (For Parents)

    MedlinePlus

    ... 2-Year-Old X-Ray Exam: Bone Age Study KidsHealth > For Parents > X-Ray Exam: Bone Age Study A A A What's in this article? What ... edad ósea What It Is A bone age study helps doctors estimate the maturity of a child's ...

  6. Preparing Students to Take SOA/CAS Exam FM/2

    ERIC Educational Resources Information Center

    Marchand, Richard J.

    2014-01-01

    This paper provides suggestions for preparing students to take the actuarial examination on financial mathematics, SOA/CAS Exam FM/2. It is based on current practices employed at Slippery Rock University, a small public liberal arts university. Detailed descriptions of our Theory of Interest course and subsequent Exam FM/2 prep course are provided…

  7. Automating Exams for a Statistics Course: II. A Case Study.

    ERIC Educational Resources Information Center

    Michener, R. Dean; And Others

    A specific application of the process of automating exams for any introductory statistics course is described. The process of automating exams was accomplished by using the Statistical Test Item Collection System (STICS). This system was first used to select a set of questions based on course requirements established in advance; afterward, STICS…

  8. X-Ray Exam: Bone Age Study (For Parents)

    MedlinePlus

    ... to 2-Year-Old X-Ray Exam: Bone Age Study KidsHealth > For Parents > X-Ray Exam: Bone Age Study Print A A A What's in this ... la edad ósea What It Is A bone age study helps doctors estimate the maturity of a ...

  9. Anxiety and Piano Exams: Turkish Prospective Music Teachers' Experiences

    ERIC Educational Resources Information Center

    Güven, Elif

    2016-01-01

    The purpose of this study is to determine the test anxiety levels of prospective music teachers and their opinions regarding anxiety in piano exams. Test Anxiety Inventory (TAI) and semi-structured interviews were used to meet the purpose. Interviews were conducted with students prior to and after the piano exam. As a result of the study it was…

  10. Reworking Exams to Teach Chemistry Content and Reinforce Student Learning

    ERIC Educational Resources Information Center

    Risley, John M.

    2007-01-01

    One meaningful approach to demonstrate to students the value of reworking exams is to offer an incentive to do so. This paper describes the strategy and effects of offering partial credit to students who rework answers originally answered incorrectly on an exam. This has proved largely successful for the last 10 years in several classes at the…

  11. The AP Exam and the Introductory College Course.

    ERIC Educational Resources Information Center

    Pushkin, David B.

    1995-01-01

    Explores reasons why students take introductory physics courses at the university regardless of their Advanced Placement (AP) exam performance. Briefly describes the nature of AP physics, the examination format and reporting of scores, and the results of a survey of physics departments regarding their policies towards AP exam scores and placement…

  12. Exit Exams Face Pinch in Common-Core Push

    ERIC Educational Resources Information Center

    Ujifusa, Andrew

    2012-01-01

    With many states crafting assessments based on the common-core standards--and an increasing emphasis on college and career readiness--some are rethinking the kind of tests high school students must pass to graduate, or whether to use such exit exams at all. Twenty-five states, enrolling a total of 34.1 million students, make exit exams a…

  13. X-Ray Exam: Lower Leg (Tibia and Fibula)

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Lower Leg (Tibia and Fibula) KidsHealth > For Parents > X-Ray Exam: Lower Leg (Tibia and Fibula) A A ... Radiografía: tibia y peroné What It Is An X-ray of the tibia and fibula is a safe ...

  14. X-Ray Exam: Lower Leg (Tibia and Fibula)

    MedlinePlus

    ... Old Feeding Your 1- to 2-Year-Old X-Ray Exam: Lower Leg (Tibia and Fibula) KidsHealth > For Parents > X-Ray Exam: Lower Leg (Tibia and Fibula) Print A ... Radiografía: tibia y peroné What It Is An X-ray of the tibia and fibula is a safe ...

  15. Gender Differences in STEM Related Advanced Placement Exams

    ERIC Educational Resources Information Center

    Morris, Jill B.

    2013-01-01

    Purpose: The purpose of this study was to examine differences between boys and girls in their performance on STEM related AP exams. Specifically, gender differences were examined for the following STEM related AP exams: Calculus AB, Calculus BC, Physics B, Physics C: Electricity and Magnetism, Physics C: Mechanics, Chemistry, and Computer Science…

  16. Should I Give the Exam before or after the Break?

    ERIC Educational Resources Information Center

    O'Connor, Kevin J.

    2014-01-01

    This study was designed to help faculty make decisions about when to administer an exam in relation to an in-semester break. Students in multiple sections of an undergraduate educational psychology class were assigned to take an exam either before or after a scheduled 5-day break (Thursday-Monday). A multiple regression analysis revealed the break…

  17. Crib Sheets and Exam Performance in a Data Structures Course

    ERIC Educational Resources Information Center

    Hamouda, Sally; Shaffer, Clifford A.

    2016-01-01

    In this paper, we study the relationship between the use of "crib sheets" or "cheat sheets" and performance on in-class exams. Our extensive survey of the existing literature shows that it is not decisive on the questions of when or whether crib sheets actually help students to either perform better on an exam or better learn…

  18. 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…

  19. Prior-to-Exam: What Activities Enhance Performance?

    ERIC Educational Resources Information Center

    Rhoads, C. J.; Healy, Therese

    2013-01-01

    Can instructors impact their student performance by recommending an activity just prior to taking an exam? In this study, college students were randomly assigned to one of three treatment groups (study, exercise, or meditation) or a control group. Each group was given two different types of tests; a traditional concept exam, and a non-traditional…

  20. Academic Background and Course Involvement as Predictors of Exam Performance

    ERIC Educational Resources Information Center

    Zamboanga, Byron L.; Padilla-Walker, Laura M.; Hardy, Sam A.; Thompson, Ross A.; Wang, Sherry C.

    2007-01-01

    We examined how academic background and course involvement differentially predicted students' performance on lecture- and text-based exam questions (N = 114; 34% men; 76% freshmen). Results showed that academic background and course involvement predicted performance on lecture-based questions and overall exam performance, whereas academic…

  1. Relationships between preclinical course grades and standardized exam performance.

    PubMed

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

    2016-05-01

    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 strongly associated with performance on United States Medical Licensing Examination Step exams and National Board of Medical Examiners clinical subject exams. Academic data from students between 2007 and 2012 were collected. Preclinical course scores and standardized exam scores were used for statistical modeling with multiple linear regression. Preclinical courses were categorized as having either a basic science or a clinical knowledge focus. Medical College Admissions Test scores were included as an additional predictive variable. The study sample comprised 795 graduating medical students. Median score on Step 1 was 234 (interquartile range 219-245.5), and 10.2 % (81/795) scored lower than one standard deviation below the national average (205). Pathology course score was the strongest predictor of performance on all clinical subject exams and Step exams, outperforming the Medical College Admissions Test in strength of association. Using Pathology score <75 as a screening metric for Step 1 score <205 results in sensitivity and specificity of 37 and 97 %, respectively, and a likelihood ratio of 11.9. Performance in Pathology, a clinically relevant course with case-based learning, is significantly related to subsequent performance on standardized exams. Multiple linear regression is useful for identifying courses that have potential as risk stratifiers.

  2. Problematizing High School Certificate Exam in Pakistan: A Washback Perspective

    ERIC Educational Resources Information Center

    Jilani, Raana

    2009-01-01

    This paper describes and evaluates the Higher-Secondary School Certificate (HSC) exam in Pakistan that has been in place in its present form for more than thirty years. The author recounts her experience as a teacher of English in a representative high school in Pakistan and, reflecting on the impact of high school public exam, she argues that the…

  3. Does requiring graded online homework improve physics exam performance?

    NASA Astrophysics Data System (ADS)

    Chase, Norma

    2012-02-01

    In a first experiment with using Mastering Physics in a first semester calculus-based course, homework and exam performance was tracked periodically during the semester. As expected, the use of novel technology (and its ability to track which students were persistently working at problem exercises) motivated many students to become more involved with work on assigned physics problems. Although there did appear to be a significant correlation between exam averages and homework scores in the upper half of the exam average distribution, individuals spanning the full range of exam averages (down to 45 percent) earned homework scores as high as those who had performed outstandingly well in exams. In this work, we present results and proposed plausible explanations for the apparent anomaly.

  4. Writing about testing worries boosts exam performance in the classroom.

    PubMed

    Ramirez, Gerardo; Beilock, Sian L

    2011-01-14

    Two laboratory and two randomized field experiments tested a psychological intervention designed to improve students' scores on high-stakes exams and to increase our understanding of why pressure-filled exam situations undermine some students' performance. We expected that sitting for an important exam leads to worries about the situation and its consequences that undermine test performance. We tested whether having students write down their thoughts about an upcoming test could improve test performance. The intervention, a brief expressive writing assignment that occurred immediately before taking an important test, significantly improved students' exam scores, especially for students habitually anxious about test taking. Simply writing about one's worries before a high-stakes exam can boost test scores.

  5. Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?

    ERIC Educational Resources Information Center

    Moore, Randy; Jensen, Philip A.

    2007-01-01

    Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior;…

  6. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    PubMed Central

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  7. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

    PubMed

    Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students.

  8. Comparability of Semester and Exit Exam Grades: Long-Term Effect of the Implementation of State-Wide Exit Exams

    ERIC Educational Resources Information Center

    Maag Merki, Katharina; Holmeier, Monika

    2015-01-01

    A goal in many countries is to institute state-wide exams to base student assessment more firmly on norms for all classes. This raises the question as to the extent to which greater standardization of grading practice can be reached by implementing state-wide exit exams. Since there is a lack of longitudinal studies, we analyzed the effect of the…

  9. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    ERIC Educational Resources Information Center

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved…

  10. The Impact of Statewide Exit Exams: A Descriptive Case Study of Three German States with Differing Low Stakes Exam Regimes

    ERIC Educational Resources Information Center

    van Ackeren, Isabell; Block, Rainer; Klein, E. Dominique; Kuhn, Svenja M.

    2012-01-01

    In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized…

  11. Performance analysis of exam gloves used for aseptic rodent surgery.

    PubMed

    LeMoine, Dana M; Bergdall, Valerie K; Freed, Carrie

    2015-05-01

    Aseptic technique includes the use of sterile surgical gloves for survival surgeries in rodents to minimize the incidence of infections. Exam gloves are much less expensive than are surgical gloves and may represent a cost-effective, readily available option for use in rodent surgery. This study examined the effectiveness of surface disinfection of exam gloves with 70% isopropyl alcohol or a solution of hydrogen peroxide and peracetic acid (HP-PA) in reducing bacterial contamination. Performance levels for asepsis were met when gloves were negative for bacterial contamination after surface disinfection and sham 'exertion' activity. According to these criteria, 94% of HP-PA-disinfected gloves passed, compared with 47% of alcohol-disinfected gloves. In addition, the effect of autoclaving on the integrity of exam gloves was examined, given that autoclaving is another readily available option for aseptic preparation. Performance criteria for glove integrity after autoclaving consisted of: the ability to don the gloves followed by successful simulation of wound closure and completion of stretch tests without tearing or observable defects. Using this criteria, 98% of autoclaved nitrile exam gloves and 76% of autoclaved latex exam gloves met performance expectations compared with the performance of standard surgical gloves (88% nitrile, 100% latex). The results of this study support the use of HP-PA-disinfected latex and nitrile exam gloves or autoclaved nitrile exam gloves as viable cost-effective alternatives to sterile surgical gloves for rodent surgeries.

  12. Performance Analysis of Exam Gloves Used for Aseptic Rodent Surgery

    PubMed Central

    LeMoine, Dana M; Bergdall, Valerie K; Freed, Carrie

    2015-01-01

    Aseptic technique includes the use of sterile surgical gloves for survival surgeries in rodents to minimize the incidence of infections. Exam gloves are much less expensive than are surgical gloves and may represent a cost-effective, readily available option for use in rodent surgery. This study examined the effectiveness of surface disinfection of exam gloves with 70% isopropyl alcohol or a solution of hydrogen peroxide and peracetic acid (HP–PA) in reducing bacterial contamination. Performance levels for asepsis were met when gloves were negative for bacterial contamination after surface disinfection and sham ‘exertion’ activity. According to these criteria, 94% of HP–PA-disinfected gloves passed, compared with 47% of alcohol-disinfected gloves. In addition, the effect of autoclaving on the integrity of exam gloves was examined, given that autoclaving is another readily available option for aseptic preparation. Performance criteria for glove integrity after autoclaving consisted of: the ability to don the gloves followed by successful simulation of wound closure and completion of stretch tests without tearing or observable defects. Using this criteria, 98% of autoclaved nitrile exam gloves and 76% of autoclaved latex exam gloves met performance expectations compared with the performance of standard surgical gloves (88% nitrile, 100% latex). The results of this study support the use of HP–PA-disinfected latex and nitrile exam gloves or autoclaved nitrile exam gloves as viable cost-effective alternatives to sterile surgical gloves for rodent surgeries. PMID:26045458

  13. FLEX: A Modular Software Architecture for Flight License Exam

    NASA Astrophysics Data System (ADS)

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

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

  14. Exam Question Exchange: A Popular Approach to Reaction Kinetics.

    ERIC Educational Resources Information Center

    Collins, Michael P. S.; Alexander, John J., Ed.

    1979-01-01

    Presents an undergraduate physical chemistry question and its acceptable solution. This question, presented to share exam questions with other teachers, shows the analogy between molecular kinetics and population dynamics. (HM)

  15. Remedial Study plus Retake Exams Equals Better Grades.

    ERIC Educational Resources Information Center

    Van Winkle, Lon J.

    1978-01-01

    Describes adaptation of the Retake System to larger lecture classes and tests the importance of remedial study in improving exam performance for 410 students enrolled in an interdisciplinary (chemistry, physics, and biology) science course for nonscience majors. (HM)

  16. Crib sheets and exam performance in a data structures course

    NASA Astrophysics Data System (ADS)

    Hamouda, Sally; Shaffer, Clifford A.

    2016-01-01

    In this paper, we study the relationship between the use of "crib sheets" or "cheat sheets" and performance on in-class exams. Our extensive survey of the existing literature shows that it is not decisive on the questions of when or whether crib sheets actually help students to either perform better on an exam or better learn the material. We report on our own detailed analysis for a body of crib sheets created for the final exam in a junior-level Data Structures and Algorithms course. We wanted to determine whether there is any feature of the crib sheets that correlates to good exam scores. Exam performance was compared against a number of potential indicators for quality in a crib sheet. We have found that students performed significantly better on questions at the comprehension level of Bloom's taxonomy when their crib sheet contained good information on the topic, while performance on questions at higher levels of the taxonomy did not show correlation to crib sheet contents. We have also seen that students at certain levels of performance on the final exam (specifically, medium-to-high performance) did relatively better on certain questions than other students at that performance level when they had good coverage of that question's topic on their crib sheet.

  17. Does Question Structure Affect Exam Performance in the Geosciences?

    NASA Astrophysics Data System (ADS)

    Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

    2015-12-01

    The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

  18. A Pilot Study of an Electronic Exam System at an Australian University

    ERIC Educational Resources Information Center

    Wibowo, Santoso; Grandhi, Srimannarayana; Chugh, Ritesh; Sawir, Erlenawati

    2016-01-01

    This study sought academic staff and students' views of electronic exams (e-exams) system and the benefits and challenges of e-exams in general. The respondents provided useful feedback for future adoption of e-exams at an Australian university and elsewhere too. The key findings show that students and academic staff are optimistic about the…

  19. Employing Computer-Administered Exams in General Psychology: Student Anxiety and Expectations

    ERIC Educational Resources Information Center

    Schult, Carolyn A.; McIntosh, John L.

    2004-01-01

    Computer-administered exams offer many advantages, but instructors may be reluctant to use them due to concerns that computer anxiety may increase student test anxiety. Introductory psychology students (N = 265) completed surveys prior to their first exam about their anxiety related to the upcoming exam, computers in general, and taking exams on…

  20. 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.

  1. Successful use of a competency step exam in a perfusion education program.

    PubMed

    Riley, Jeffrey B; Beckley, Philip D; Tallman, Richard D; Spiwak, Allison S

    2006-03-01

    The perfusion education program at The Ohio State University uses a step exam to rank students and identify incompetent students in regard to the program learning objectives. The step exam determines student progress from the didactic to the clinical phase. Each student must pass the competency step exam to gain entry to the clinical rotations. The development, use, and results of the step exam are reported. The design and knowledge matrix establish the content validity of the exam. Single test question discrimination and difficulty statistics identify valid exam items. Examples of the exam's predictive ability are presented. The step exam is a 200-question exam using multiple choice items. The exam is modeled after several health-related national certification exam processes. The exam has content validity based on the published, written objectives for the education program. Each item on the exam has a history of use and meets criteria for difficulty, discrimination, and distraction. The use of a high-stake competency exam in clinical science and medical education programs is controversial and technically challenging. A step exam to have high-stake consequences must be reliable, meet requirements for content validity, and hopefully exhibit predictive validity.

  2. Forensic anogenital exam interventions: potential contributions of cognitive appraisal theory.

    PubMed

    Waibel-Duncan, Mary Katherine; Sandier, Howard M

    2002-02-01

    This manuscript proposes that Smith and Lazarus's cognitive appraisal theory offers a useful conceptual guide for exploring the mechanisms underlying psychoeducation's apparent efficacy at reducing children's forensic anogenital exam distress. After presenting an overview of Smith and Lazarus's cognitive emotional relational theory of emotions, the authors suggest how this model of cognition-emotion associations might inform the refinement and evaluation of current preparatory interventions as well as the design of future patient/family education programs. Empirical evidence from the broader pediatric literature and direct observations of children's anogenital exam experiences suggest how cognitive appraisal theory translates into clinical research and practice. Avenues for future research are proposed.

  3. Successful Use of a Competency Step Exam in a Perfusion Education Program

    PubMed Central

    Riley, Jeffrey B.; Beckley, Philip D.; Tallman, Richard D.; Spiwak, Allison S.

    2006-01-01

    Abstract: The perfusion education program at The Ohio State University uses a step exam to rank students and identify incompetent students in regard to the program learning objectives. The step exam determines student progress from the didactic to the clinical phase. Each student must pass the competency step exam to gain entry to the clinical rotations. The development, use, and results of the step exam are reported. The design and knowledge matrix establish the content validity of the exam. Single test question discrimination and difficulty statistics identify valid exam items. Examples of the exam’s predictive ability are presented. The step exam is a 200-question exam using multiple choice items. The exam is modeled after several health-related national certification exam processes. The exam has content validity based on the published, written objectives for the education program. Each item on the exam has a history of use and meets criteria for difficulty, discrimination, and distraction. The use of a high-stake competency exam in clinical science and medical education programs is controversial and technically challenging. A step exam to have high-stake consequences must be reliable, meet requirements for content validity, and hopefully exhibit predictive validity. PMID:16637522

  4. Cheating on Exams: The Case of Israeli Students

    ERIC Educational Resources Information Center

    Siniver, Erez

    2013-01-01

    The phenomenon of cheating on exams, which harms both the reputation of an academic institution and the students who don't cheat, is becoming increasingly common. We attempt to shed light on this phenomenon using data from a survey of graduates of the College of Management Academic Studies in Israel. Three aspects of the problem are examined: 1)…

  5. 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,…

  6. Using Oral Exams to Assess Communication Skills in Business Courses

    ERIC Educational Resources Information Center

    Burke-Smalley, Lisa A.

    2014-01-01

    Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

  7. Rumor Has It: Investigating Teacher Licensure Exam Advice Networks

    ERIC Educational Resources Information Center

    Baker-Doyle, Kira; Petchauer, Emery

    2015-01-01

    In many countries, including the United States, England, Korea, Hong Kong, and Japan, individuals must pass some form of examination for entry into or completion of a teacher education program (Wang, Coleman, Coley, & Phelps, 2003). These exams are meant to act as gatekeeping mechanisms for teacher quality. In the majority of the countries…

  8. Tougher Exam for GED Spurs Ups and Downs

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2004-01-01

    Participation in the GED testing program plunged by nearly 44 percent during the most recent recorded year, a drop-off that the exam's sponsor attributes to an earlier rush by teenagers and adults to secure high school diplomas through the test before its minimum passing scores were raised. The overall number of teenagers and adults who took the…

  9. Cheating: A Problem with Take-Home Exams?

    ERIC Educational Resources Information Center

    Weber, Larry J.; McBee, Janice K.

    Using multiple choice tests and a statistical method designed to identify flagrant cheaters, the authors undertook to determine (1) the magnitude of cheating on take-home and open-book exams; (2) whether the amount of cheating varied according to three types of examinations (closed-book, open-book or take-home); and (3) if cheating was affected by…

  10. Teachers' Interpretations of Exit Exam Scores and College Readiness

    ERIC Educational Resources Information Center

    McIntosh, Shelby

    2013-01-01

    This study examined teachers' interpretations of Virginia's high school exit exam policy through the teachers' responses to a survey. The survey was administered to teachers from one school district in Northern Virginia. The teachers selected for the survey taught a subject in which students must pass a Standards of Learning (SOL) test in order to…

  11. Student-Produced Videos for Exam Review in Mathematics Courses

    ERIC Educational Resources Information Center

    Hulsizer, Heidi

    2016-01-01

    Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about…

  12. Strategies Instruction to Improve the Preparation for English Oral Exams

    ERIC Educational Resources Information Center

    Abad, José Vicente; Alzate, Paula Andrea

    2016-01-01

    This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students' preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study…

  13. Faculty Productivity and the Complexity of Student Exam Questions.

    ERIC Educational Resources Information Center

    Johnson, Robert M., Jr.

    1996-01-01

    A study of 560 research university faculty of biology, chemistry, history, and psychology compared faculty publication rates of books and journal articles with the complexity of their exam questions. Results found that the teachers who published books and who published fewer articles asked more critical-thinking questions. It is suggested that…

  14. Eye Exam: Is a Laser Retina Scan Worthwhile?

    MedlinePlus

    ... necessary? My optometrist offers the test, but I'm not sure if I need it. Answers from Dennis Robertson, M.D. During a traditional eye exam, an eye ... covered by your medical insurance. With Dennis Robertson, M.D. References Khandhadia S. Use of Optomap for retinal ...

  15. Psychosocial Factors Associated with Skin Self-Exam Performance

    ERIC Educational Resources Information Center

    Jensen, Jakob D.; Moriarty, Cortney M.

    2008-01-01

    Objective: The authors examined psychosocial factors associated with skin self-exam (SSE) performance by young adults. Participants and Methods: The authors administered surveys to 218 US college students (aged 18-26 years) attending a large midwestern university. Results: Contrary to prior research, men (44%) and women (49%) were relatively…

  16. Preparticipation Exams: How to Detect a Teenage Crisis.

    ERIC Educational Resources Information Center

    Donahue, Parnell

    1990-01-01

    Sport-specific preparticipation examinations do not address social problems (drug abuse, suicide, murder, accidents, and sex) epidemic among teenagers, but they are often the only contact these youth have with a physician. This article discusses these risk factors and presents methods for assessing them during preparticipation exams. (SM)

  17. Getting Interpersonal on a University Entrance Exam Impromptu Writing Task

    ERIC Educational Resources Information Center

    Myskow, Gordon; Gordon, Kana

    2012-01-01

    This article explores the types of audience engagement strategies used by a Japanese secondary school student in an after school course preparing for a high-stakes impromptu academic writing task on a university entrance exam. The study uses appraisal theory--the branch of Systemic Functional Linguistics (SFL) concerned with the patterning of…

  18. Residency Applicants Misinterpret Their United States Medical Licensing Exam Scores

    ERIC Educational Resources Information Center

    Jones, Roger C.; Desbiens, Norman A.

    2009-01-01

    Proper interpretation of the results of the United States Medical Licensing Exam (USMLE) is important for program directors, residents, and faculty who advise applicants about applying for residency positions. We suspected that applicants often misinterpreted their performance in relationship to others who took the same examination. In 2005, 54…

  19. [Evaluation of cytopathologic exam for diagnosis of oral chronic paracoccidioidomycosis].

    PubMed

    de Araújo, Marcelo Sivieri; Sousa, Suzana C O M; Correia, Dalmo

    2003-01-01

    With the aim of evaluating exfoliative cytology for the diagnosis of paracoccidioidomycosis oral lesions, eight patients that presented the disease were studied. The presence of fungi was demonstrated in all these cases. It was concluded that the oral exfoliative cytology exam can be effectively used in the diagnosis of paracoccidioidomycosis and contribute to the therapeutic control of oral forms of this mycosis.

  20. An Alternative Approach to Proficiency Testing: The Practical Exam.

    ERIC Educational Resources Information Center

    Blue, Walter; And Others

    1984-01-01

    Discusses a beginning course in French that includes a component designed to prepare students to function in the common cultural situations they are likely to encounter in France. Describes an accompanying exam testing oral proficiency which allows a group of 30 students to be thoroughly tested in three hours. (SED)

  1. Unified (Russian) State Exam in English: Reading Comprehension Tasks

    ERIC Educational Resources Information Center

    Solnyshkina, Marina I.; Harkova, Elena V.; Kiselnikov, Aleksander S.

    2014-01-01

    The article summarizes the study of Reading Comprehension Tasks utilized in preparation for Unified (Russian) State Exam. The corpus of reading tasks was analyzed with the use of the classification algorithm developed by Weir and Urquhart (1998), and aimed at determining the level of engagement (local or global) and type of engagement (literal or…

  2. From Exam Factories to Communities of Discovery: The Democratic Route

    ERIC Educational Resources Information Center

    Coffield, Frank; Williamson, Bill

    2011-01-01

    "From Exam Factories to Communities of Discovery" passionately calls for educators to challenge the dominant market-led model of education and instead build a more democratic one, better able to face threats such as environmental damage; intensified global competition; corrosive social inequalities in and between nations in the world;…

  3. The CPA Exam as a Postcurriculum Accreditation Assessment

    ERIC Educational Resources Information Center

    Barilla, Anthony G.; Jackson, Robert E.; Mooney, J. Lowell

    2008-01-01

    Business schools often attain accreditation to demonstrate program efficacy. J. A. Marts, J. D. Baker, and J. M. Garris (1988) hypothesized that candidates from Association to Advance Collegiate Schools of Business International (AACSB)-accredited accounting programs perform better on the CPA exam than do candidates from non-AACSB-accredited…

  4. The New AP Chemistry Exam: Its Rationale, Content, and Scoring

    ERIC Educational Resources Information Center

    Price, Paul D.; Kugel, Roger W.

    2014-01-01

    The 2013-2014 academic year marks the rollout of the redesigned advanced placement (AP) chemistry course and exam. There have been many questions as to why the course was redesigned and how the new examination will differ from its legacy version. In this article we give a brief overview of the legacy course and examine why a redesign occurred in…

  5. ACS exams as an example of scholarship-based assessment in a discipline

    NASA Astrophysics Data System (ADS)

    Holme, Thomas; Grunert, Megan

    2012-02-01

    The Examinations Institute of the American Chemical Society has been producing norm-referenced exams for over 75 years and these efforts are reviewed here. The process by which exam-writing committees produce these exams involves both the setting of the content and trial testing of items prior to establishing the released exam. Beyond this process, the Institute has engaged in research based on data derived from various tests.

  6. 76 FR 6189 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-03

    ... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Practitioner Engagement Project... meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Practitioner... Panel Small Business/Self Employed Correspondence Exam Practitioner Engagement Project Committee will...

  7. Uncovering an Existential Barrier to Breast Self-exam Behavior

    PubMed Central

    Goldenberg, Jamie L.; Arndt, Jamie; Hart, Joshua; Routledge, Clay

    2008-01-01

    The present research applies an analysis derived from terror management theory to the health domain of breast examination, and in doing so uncovers previously unrecognized factors that may contribute to women’s reluctance to perform breast self-examinations (BSEs). In Study 1, when concerns about mortality were primed, reminders of human beings’ physical nature (i.e., creatureliness) reduced intentions to conduct BSEs compared to reminders of humans’ uniqueness. In Study 2, women conducted shorter exams on a breast model (an experience found to increase death-thought accessibility) when creatureliness was primed compared to a uniqueness and no essay condition. In Study 3, after a creatureliness prime, women performed shorter BSEs when a placebo did not provide an alternative explanation for their discomfort compared to when it did. Advances for theory and breast self-exam promotion are discussed. PMID:19255593

  8. [Indications to complementary radiological exams for pathologies of the shoulder].

    PubMed

    Farron, Alain; Theumann, Nicolas

    2006-12-20

    Plain Xrays should stay in pole position for the evaluation of shoulder's pathologies. They allow frequently to make a diagnosis of the lesion. Indications to complementary exams are well established. CT-scan and MRI have to give responses to precise questions, which then will permit to manage the treatment. CT-scan allows to evaluate accurately bone structures. It is very useful for analysing complex fractures of the proximal humerus. It allows also to evaluate the amount of glenoid wear to correct before implanting a prosthesis. Arthro-MRI is used to study soft tissues, cartilage and bone. Therefore, it is the first choice exam to evaluate the rotator cuff tendons, as well as the labrum and ligaments in case of shoulder instability.

  9. Reworking Exams To Teach Chemistry Content and Reinforce Student Learning

    NASA Astrophysics Data System (ADS)

    Risley, John M.

    2007-09-01

    One meaningful approach to demonstrate to students the value of reworking exams is to offer an incentive to do so. This paper describes the strategy and effects of offering partial credit to students who rework answers originally answered incorrectly on an exam. This has proved largely successful for the last 10 years in several classes at the collegiate level. In the grading scheme used, the average percentage of the regrade on the final course grade is approximately 2 3%. While the regrade makes little difference in the final course grade for the majority of students, students are very appreciative of the opportunity afforded them, and this often changes their perspective of the class and the morale to a more positive attitude. Teachers in high school and in other disciplines may benefit from this approach.

  10. Assessing Conceptual and Algorithmic Knowledge in General Chemistry with ACS Exams

    ERIC Educational Resources Information Center

    Holme, Thomas; Murphy, Kristen

    2011-01-01

    In 2005, the ACS Examinations Institute released an exam for first-term general chemistry in which items are intentionally paired with one conceptual and one traditional item. A second-term, paired-questions exam was released in 2007. This paper presents an empirical study of student performances on these two exams based on national samples of…

  11. Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry

    ERIC Educational Resources Information Center

    Murphy, Kristen; Holme, Thomas; Zenisky, April; Caruthers, Heather; Knaus, Karen

    2012-01-01

    The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow…

  12. State High School Exit Exams: Trends in Test Programs, Alternate Pathways, and Pass Rates

    ERIC Educational Resources Information Center

    Zhang, Ying

    2009-01-01

    The report draws from Center on Education Policy's eight-year study of high school exit exams to identify long-term trends in state policies and student performance. It highlights a growing trend among states to establish alternate pathways to graduation for students who are struggling to pass exit exams. The report also analyzes exit exam pass…

  13. Faculty Forum--Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

    ERIC Educational Resources Information Center

    Landrum, R. Eric

    2007-01-01

    Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half…

  14. Results of a remediation program for students at risk for failure on the NCLEX exam.

    PubMed

    Sifford, Susan; McDaniel, D Mike

    2007-01-01

    Forty-seven nursing students identified as at risk for failure on the NCLEX licensure exam took a commercially available exit exam before and after participation in a remedial test-taking course. Results indicated that participation in the course contributed to a significant increase (p < .001) in exit exam scores.

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

    ERIC Educational Resources Information Center

    Funk, Steven C.; Dickson, K. Laurie

    2011-01-01

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

  16. A Process of Students and Their Instructor Developing a Final Closed-Book Mathematics Exam

    ERIC Educational Resources Information Center

    Rapke, Tina

    2016-01-01

    This article describes a study, from a Canadian technical institute's upgrading mathematics course, where students played a role in developing the final closed-book exam that they sat. The study involved a process where students developed practice exams and solutions keys, students sat each other's practice exams, students evaluated classmates'…

  17. An Exploration into Improving Examinees' Acceptance of Participation in an Online Exam

    ERIC Educational Resources Information Center

    Liu, I-Fan; Chen, Ruey-Shin; Lu, Hao-Chun

    2015-01-01

    With the rapid development of the Internet and information technology, the issues related to online exams have become the concern of an increasing number of researchers. At present, the biggest challenges for the integration of web communication technology into online exams are the ability to detect cheating behaviors during the exam, and the…

  18. The Relationship between AP® Exam Performance and College Outcomes. Research Report No. 2009-4

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui

    2009-01-01

    This study focused on the relationship between students' Advanced Placement Program® (AP®) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2, and a…

  19. Hispanic Student Performance on Advanced Placement Exams: A Multiyear, National Investigation

    ERIC Educational Resources Information Center

    Jara, Teresa Dianne

    2013-01-01

    Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced…

  20. International Students' First Encounters with Exams in the UK: Superficially Similar but Deeply Different

    ERIC Educational Resources Information Center

    Pilcher, Nick; Smith, Karen; Riley, Jackie

    2013-01-01

    Although end of course exams remain a key mode of assessment in higher education, little research has focused on international students' experiences of exams. There seems to be a tacit assumption in most literature that exam preparation and strategies are universal, although differences in other areas of learning exist. As an exemplar, this…

  1. Do You Prefer to Have the Text or a Sheet with Your Physics Exams?

    ERIC Educational Resources Information Center

    Hamed, Kastro M.

    2008-01-01

    Many high school and introductory college physics instructors ponder the choice between "open text" exams versus "facts and formulae sheet" exams. Other alternatives are closed book/closed notes exams or an instructor-prepared sheet of facts and relevant formulas. There is no agreement on merit. Rehfuss strongly opposes allowing students to use…

  2. Correlates of Performance Anxiety in Practical Music Exams

    ERIC Educational Resources Information Center

    Rae, Gordon; McCambridge, Karen

    2004-01-01

    A sample of 120 young musicians (36 males and 84 females) aged between 15 and 18 years (M = 16.5, SD = 0.97) were administered the EPQ-R short scale and a revised PAI-R, a self-report measure of performance anxiety in practical music exams. Principal components analysis indicated that the PAI-R scores were best represented by a single component…

  3. Integrating The Integrated Skin Exam film into medical education.

    PubMed

    Lofgreen, Seth; Lehrer, Michael; Bennett, Paige; Garg, Amit; Dunnick, Cory A

    2016-11-15

    AbstractBackgroundThe mortality rate for melanoma continues to rise and the greatest improvement in melanoma survival is attributable to early detection with skin cancer screening exams. However, physicians feel that limited training in the examination of skin and limited clinical time both serve as barriers to adequately assess high-risk lesions.ObjectiveTo test the use of The Integrated Skin Exam film as an instructional tool to teach the examination of skin in a live classroom setting, outside of the purview of the original formal study.MethodsIdentical cross-sectional surveys were administered pre- and post-film to a class of first-year medical students at the time of viewing The Integrated Skin Exam film. Results were compared to the initial assessment of this film as a teaching tool in a research setting.ResultsOf the maximum 182 possible surveys administered, we collected 148 pre-surveys and 142 post-surveys (81.3% and 78.0% 33 response rates, respectively). After viewing the film, students showed improvement in identification of high-risk demographic 34 groups (79.3% vs 58.9%, p<0.001) and high-risk anatomic sites in both women (91.9% vs 59.6%, p<0.001) and men (92% vs 35 62.1%, p<0.001). Students demonstrated increased confidence in the skin cancer examination (SCE) (52.2% vs 6.9%, p<0.001) and a greater proportion (74.4% vs 48.3%, p<0.001) of students believed less than 3 minutes was required to integrate a skin cancer exam (SCE) into the routine examination.ConclusionsThe Integrated Skin Exam film is a valuable training tool as proven by increased knowledge of, and improved attitudes about the 2 SCE after viewing the film. In addition, there was a striking similarity in outcomes when using this film in a live classroom 3 environment compared to the original study setting.

  4. Air Force Health Care Providers Incidence of Performing Testicular Exams and Instruction of Testicular Self-Exam

    DTIC Science & Technology

    1999-06-01

    MD’s, 68% of PA’s, and 57% of NP’s are performing testicular exams on their patients during routine physicals or sports physicals . Additionally, 80% of...preparticipation physicals and annual physicals , providers are not providing this important health preventive information to men. Background In recent...remained constant, until recently, when it declined slightly, thought to be due to advances in therapy (Boring, Squires, & Tang, 1991). Although the

  5. Should the MCAT exam be used for medical school admissions in Canada?

    PubMed

    Eskander, Antoine; Shandling, Maureen; Hanson, Mark D

    2013-05-01

    In light of the structural and content changes to the Medical College Admission Test (MCAT) to be implemented in 2015 and the recent diversity- and social-accountability-based recommendations of the Future of Medical Education in Canada (FMEC) project, the authors review and reexamine the use of the MCAT exam in Canadian medical school admissions decisions.This Perspective article uses a point-counterpoint format to discuss three main advantages and disadvantages of using the MCAT exam in the medical school admissions process, from a Canadian perspective. The authors examine three questions regarding the FMEC recommendations and the revised MCAT exam: (1) Is the MCAT exam equal and useful in Canadian admissions? (2) Does the MCAT exam affect matriculant diversity? and (3) Is the MCAT exam a strong predictor of future performance? They present the most recent arguments and evidence for and against use of the MCAT exam, with the purpose of summarizing these different perspectives for readers.

  6. Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

    ERIC Educational Resources Information Center

    Brandriet, Alexandra; Holme, Thomas

    2015-01-01

    The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

  7. 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…

  8. 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

  9. How accurately can students estimate their performance on an exam and how does this relate to their actual performance on the exam?

    NASA Astrophysics Data System (ADS)

    Rebello, N. Sanjay

    2012-02-01

    Research has shown students' beliefs regarding their own abilities in math and science can influence their performance in these disciplines. I investigated the relationship between students' estimated performance and actual performance on five exams in a second semester calculus-based physics class. Students in a second-semester calculus-based physics class were given about 72 hours after the completion of each of five exams, to estimate their individual and class mean score on each exam. Students were given extra credit worth 1% of the exam points for estimating their score correct within 2% of the actual score and another 1% extra credit for estimating the class mean score within 2% of the correct value. I compared students' individual and mean score estimations with the actual scores to investigate the relationship between estimation accuracies and exam performance of the students as well as trends over the semester.

  10. Investigation into the need for ingesting foreign imaging exams into local systems and evaluation of the design challenges of Foreign Exam Management (FEM)

    NASA Astrophysics Data System (ADS)

    Milovanovic, Lazar; Agrawal, Arun; Bak, Peter; Bender, Duane; Koff, David

    2015-03-01

    The deployment of regional and national Electronic Health Record solutions has been a focus of many countries throughout the past decade. Most of these deployments have taken the approach of "sharing" imaging exams via portals and web-based viewers. The motivation of portal/web-based access is driven by a) the perception that review of imaging exams via portal methods is satisfactory to all users and b) the perceived complexity of ingesting foreign exams into local systems. This research project set out to objectively evaluate who really needs foreign exams within their local systems, what those systems might be and how often this is required. Working on the belief that Foreign Exam Management (FEM) is required to support clinical workflow, the project implemented a FEM capability within an XDSI. b domain to identify the design challenges and nuances associated with FEM.

  11. Emergency medicine residents’ attitudes and opinions of in-training exam preparation

    PubMed Central

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Purpose Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to elicit resident perspectives about the exam and exam preparation in order to generate hypotheses and better inform future preparation efforts. Methods Second- and third-year EM residents at a single institution were interviewed using a semi-structured format. Qualitative methodology was used to analyze the data. Results Thirteen EM residents participated in the study. Eight major themes and 18 sub-themes were identified. These were further characterized as relating to the exam itself or to exam preparation. Residents generally value the in-training exam. Sixty-nine percent noted that it provided an assessment of their current knowledge and deficiencies. Thirty-eight percent noted that it improved familiarity with the qualifying exam. Regarding exam preparation, residents stated that a question format was preferred, especially when accompanying explanations were of high quality. Additionally, practical considerations, such as portability, impacted resident selection of study tools. Conclusion Residents value the in-training exam as a marker of their academic progress and for their ability to gain familiarity with the qualifying exam. They prefer question-based preparation over text-based learning, as long as there is a detailed explanation of each answer. Educators creating structured in-training review may want to focus on question-based material with detailed explanations. PMID:24062620

  12. Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam

    ERIC Educational Resources Information Center

    Beaudrie, Sara M.; Ducar, Cynthia

    2012-01-01

    This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity…

  13. Advanced Ultrasonic Diagnosis of Extremity Trauma: The Faster Exam

    NASA Technical Reports Server (NTRS)

    Dulchavsky, S. A.; Henry, S. E.; Moed, B. R.; Diebel, L. N.; Marshburn, T.; Hamilton, D. R.; Logan, J.; Kirkpatrick, A. W.; Williams, D. R.

    2002-01-01

    Ultrasound is of prO)len accuracy in abdominal and thoracic trauma and may be useful to diagnose extremity injury in situations where radiography is not available such as military and space applications. We prospectively evaluated the utility of extremity , ultrasound performed by trained, non-physician personnel in patients with extremity trauma, to simulate remote aerospace or military applications . Methods: Patients with extremity trauma were identified by history, physical examination, and radiographic studies. Ultrasound examination was performed bilaterally by nonphysician personnel with a portable ultrasound device using a 10-5 MHz linear probe, Images were video-recorded for later analysis against radiography by Fisher's exact test. The average time of examination was 4 minutes. Ultrasound accurately diagnosed extremity, injury in 94% of patients with no false positive exams; accuracy was greater in mid-shaft locations and least in the metacarpa/metatarsals. Soft tissue/tendon injury was readily visualized . Extremity ultrasound can be performed quickly and accurately by nonphysician personnel with excellent accuracy. Blinded verification of the utility of ultrasound in patients with extremity injury should be done to determine if Extremity and Respiratory evaluation should be added to the FAST examination (the FASTER exam) and verify the technique in remote locations such as military and aerospace applications.

  14. [Difference analysis among majors in medical parasitology exam papers by test item bank proposition].

    PubMed

    Jia, Lin-Zhi; Ya-Jun, Ma; Cao, Yi; Qian, Fen; Li, Xiang-Yu

    2012-04-30

    The quality index among "Medical Parasitology" exam papers and measured data for students in three majors from the university in 2010 were compared and analyzed. The exam papers were formed from the test item bank. The alpha reliability coefficients of the three exam papers were above 0.70. The knowledge structure and capacity structure of the exam papers were basically balanced. But the alpha reliability coefficients of the second major was the lowest, mainly due to quality of test items in the exam paper and the failure of revising the index of test item bank in time. This observation demonstrated that revising the test items and their index in the item bank according to the measured data can improve the quality of test item bank proposition and reduce the difference among exam papers.

  15. Red vs. green: Does the exam booklet color matter in higher education summative evaluations? Not likely.

    PubMed

    Arthur, Winfred; Cho, Inchul; Muñoz, Gonzalo J

    2016-10-01

    We examined the so-called "red effect" in the context of higher education summative exams under the premise that unlike the conditions or situations where this effect typically has been obtained, the totality of factors, such as higher motivation, familiarity with exam material, and more reliance on domain knowledge that characterize high-stakes testing such as those in operational educational settings, are likely to mitigate any color effects. Using three naturally occurring archival data sets in which students took exams on either red or green exam booklets, the results indicated that booklet color (red vs. green) did not affect exam performance. From a scientific perspective, the results suggest that color effects may be attenuated by factors that characterize high-stakes assessments, and from an applied perspective, they suggest that the choice of red vs. green exam booklets in higher education summative evaluations is likely not a concern.

  16. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences

    PubMed Central

    Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009–2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers’ work. Additionally, one questionnaire about teachers’ practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers’ practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries. PMID:27936103

  17. Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

    NASA Astrophysics Data System (ADS)

    Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

    2012-12-01

    It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments against giving more exams, including the general "pain" associated with examinations, as well as reduced teaching time, since classroom sessions are dedicated to exams rather than lecturing. We present evidence that increasing the number of exams in fact does lead to better learning success, less cheating and guessing on homework, and better student course evaluations.

  18. 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.

  19. A Java speech implementation of the Mini Mental Status Exam.

    PubMed Central

    Wang, S. S.; Starren, J.

    1999-01-01

    The Folstein Mini Mental Status Exam (MMSE) is a simple, widely used, verbally administered test to assess cognitive function. The Java Speech Application Programming Interface (JSAPI) is a new, cross-platform interface for both speech recognition and speech synthesis in the Java environment. To evaluate the suitability of the JSAPI for interactive, patient interview applications, a JSAPI implementation of the MMSE was developed. The MMSE contains questions that vary in structure in order to assess different cognitive functions. This question variability provided an excellent test-bed to evaluate the strengths and weaknesses of JSAPI. The application is based on Java platform 2 and a JSAPI interface to the IBM ViaVoice recognition engine. Design and implementations issues are discussed. Preliminary usability studies demonstrate that an automated MMSE maybe a useful screening tool for cognitive disorders and changes. Images Figure 2 Figure 3 Figure 4 PMID:10566396

  20. Porokeratosis ptychotropica: a rare manifestation with typical histological exam*

    PubMed Central

    Veasey, John Verrinder; Dalapicola, Monique Coelho; Lellis, Rute Facchini; Campaner, Adriana Bittencourt; Manzione, Thiago da Silveira; Rodrigues, Maria Clarissa de Faria Soares

    2016-01-01

    Porokeratosis is a disorder of epidermal keratinization characterized clinically by a distinctive ridge-like border, and histologically by cornoid lamellae. The known clinical variants of porokeratosis are: classic porokeratosis of Mibelli, disseminated superficial (actinic) porokeratosis (DSAP), porokeratosis palmaris et plantaris disseminata, linear porokeratosis and punctate porokeratosis. In 1995, a seventh form was described as porokeratosis ptychotropica: a verrucous form resembling psoriasis involving the gluteal cleft presenting on the histological exam multiple cornoid lamellae. There are very few reports in the literature of this clinical variant. The present study describes the case of a healthy male presenting gluteal hyperkeratotic plaques for 22 years. He had been to several dermatologists, none of them had achieved a definitive diagnosis. We present a typical clinical presentation and its dermoscopy findings, in addition to histological examination that confirmed the diagnosis. PMID:27579746

  1. Predicting NCLEX-PN success with the HESI Exit Exam.

    PubMed

    Young, Anne; Willson, Pamela

    2010-01-01

    Surveys were mailed to directors of 72 randomly selected practical nursing (PN) schools that administered Elsevier's HESI Exit Exam for Practical Nurses (E2-PN) during the 2006-2007 academic year. Data were collected regarding students' NCLEX-PN outcomes and the schools' benchmarking and remediation policies. The first version of the E2-PN was 99.48% accurate in predicting NCLEX-PN success. Versions two and three of the E2-PN, which were administered to students who were remediated because they did not achieve the faculty-designated benchmark, were also highly accurate in predicting NCLEX-PN success. Most faculties set 850 as their school's E2-PN benchmark, and 73% of the respondents required remediation for students who did not achieve the benchmark score. The most frequently cited remediation strategy was tutoring.

  2. Content validity of manual spinal palpatory exams - A systematic review

    PubMed Central

    Najm, Wadie I; Seffinger, Michael A; Mishra, Shiraz I; Dickerson, Vivian M; Adams, Alan; Reinsch, Sibylle; Murphy, Linda S; Goodman, Arnold F

    2003-01-01

    Background Many health care professionals use spinal palpatory exams as a primary and well-accepted part of the evaluation of spinal pathology. However, few studies have explored the validity of spinal palpatory exams. To evaluate the status of the current scientific evidence, we conducted a systematic review to assess the content validity of spinal palpatory tests used to identify spinal neuro-musculoskeletal dysfunction. Methods Review of eleven databases and a hand search of peer-reviewed literature, published between 1965–2002, was undertaken. Two blinded reviewers abstracted pertinent data from the retrieved papers, using a specially developed quality-scoring instrument. Five papers met the inclusion/exclusion criteria. Results Three of the five papers included in the review explored the content validity of motion tests. Two of these papers focused on identifying the level of fixation (decreased mobility) and one focused on range of motion. All three studies used a mechanical model as a reference standard. Two of the five papers included in the review explored the validity of pain assessment using the visual analogue scale or the subjects' own report as reference standards. Overall the sensitivity of studies looking at range of motion tests and pain varied greatly. Poor sensitivity was reported for range of motion studies regardless of the examiner's experience. A slightly better sensitivity (82%) was reported in one study that examined cervical pain. Conclusions The lack of acceptable reference standards may have contributed to the weak sensitivity findings. Given the importance of spinal palpatory tests as part of the spinal evaluation and treatment plan, effort is required by all involved disciplines to create well-designed and implemented studies in this area. PMID:12734016

  3. What Does a Student Know Who Earns a Top Score on the Advanced Placement Chemistry Exam?

    ERIC Educational Resources Information Center

    Claesgens, Jennifer; Daubenmire, Paul L.; Scalise, Kathleen M.; Balicki, Scott; Gochyyev, Perman; Stacy, Angelica M.

    2014-01-01

    This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school…

  4. Maryland Ranks #1 in the Nation on Advanced Placement Exams for Participation and Performance

    ERIC Educational Resources Information Center

    Maryland State Department of Education, 2009

    2009-01-01

    Maryland public high school students outperformed all others in the nation on the rigorous Advanced Placement (AP) exams, according to the College Board's fifth annual analysis of the AP program. Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP exam. A score of 3 or higher on the…

  5. AK State Profile. Alaska: Alaska High School Graduation Qualifying Exam (HSGOE)

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about Alaska High School Graduation Qualifying Exam (HSGQE), a comprehensive standards-based exam. Its purpose is to meet a state mandate. A bill to remove the HSGQE as a graduation requirement by July 1, 2011 was presented to the state legislature as SB 109. However, it did not pass both houses of the legislature.…

  6. Relationships between Self-Regulating Behaviors and Predictor Exam Scores for Senior Nursing Students

    ERIC Educational Resources Information Center

    Gillespie, Maria

    2012-01-01

    Low pass rates on the National Council Licensure Exam for Registered Nurses have directed nursing faculty to examine how to predict the readiness of the nursing student. Exit exam testing that predicts readiness has become one way to assess the nursing student's readiness. Nursing students at the research site's school of nursing are…

  7. The Road to Redemption: Reclaiming the Value in Assessment Retention Exams

    ERIC Educational Resources Information Center

    Stohlman, Trey

    2015-01-01

    A good assessment plan combines many direct and indirect measures to validate the collected data. One often controversial assessment measure comes in the form of retention exams. Although assessment retention exams may come with faults, others advocate for their inclusion in program assessment. Objective-based tests may offer insight to…

  8. 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…

  9. College Students' Behavior on Multiple-Choice Self-Tailored Exams

    ERIC Educational Resources Information Center

    Vuk, Jasna; Morse, David T.

    2009-01-01

    In this study we observed college students' behavior on two self-tailored, multiple-choice exams. Self-tailoring was defined as an option to omit up to five items from being scored on an exam. Participants, 80 undergraduate college students enrolled in two sections of an educational psychology course, statistically significantly improved their…

  10. The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map I: General Chemistry

    ERIC Educational Resources Information Center

    Holme, Thomas; Murphy, Kristen

    2012-01-01

    To provide tools for programmatic assessment related to the use of ACS Exams in undergraduate chemistry courses, the ACS Exams Institute has built a content map that applies to the entire undergraduate curriculum. At the top two levels, the grain size of the content classification is large and spans the entire undergraduate curriculum. At the…

  11. A Study of Three-option and Four-option Multiple Choice Exams.

    ERIC Educational Resources Information Center

    Cooper, Terence H.

    1988-01-01

    Describes a study used to determine differences in exam reliability, difficulty, and student evaluations. Indicates that when a fourth option was added to the three-option items, the exams became more difficult. Includes methods, results discussion, and tables on student characteristics, whole test analyses, and selected items. (RT)

  12. Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students

    ERIC Educational Resources Information Center

    Potowski, Kim; Parada, MaryAnn; Morgan-Short, Kara

    2012-01-01

    This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners.…

  13. Cheating on Multiple-Choice Exams: Monitoring, Assessment, and an Optional Assignment

    ERIC Educational Resources Information Center

    Nath, Leda; Lovaglia, Michael

    2009-01-01

    Academic dishonesty is unethical. Exam cheating is viewed as more serious than most other forms (Pincus and Schmelkin 2003). The authors review the general cheating problem, introduce a program to conservatively identify likely cheaters on multiple-choice exams, and offer a procedure for handling likely cheaters. Feedback from students who confess…

  14. Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

    ERIC Educational Resources Information Center

    Nummer, Brian A.; Guy, Stanley M.; Bentley, Joanne P. H.

    2010-01-01

    Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access…

  15. 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…

  16. Investigating the Relationship between Faculty Cognitive Expectations about Learning Chemistry and the Construction of Exam Questions

    ERIC Educational Resources Information Center

    Sanabria-Rios, David; Bretz, Stacey Lowery

    2010-01-01

    We have investigated chemistry faculty's cognitive expectations about learning chemistry and their influence upon the construction of exam questions in a general chemistry curriculum. Faculty cognitive expectations for learning chemistry were measured using QUIMX. Learning objectives and exam questions for a year-long general chemistry sequence…

  17. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    ERIC Educational Resources Information Center

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  18. Effects of Online Testing on Student Exam Performance and Test Anxiety

    ERIC Educational Resources Information Center

    Stowell, Jeffrey R.; Bennett, Dan

    2010-01-01

    Increased use of course management software to administer course exams online for face-to-face classes raises the question of how well test anxiety and other emotions generalize from the classroom to an online setting. We hypothesized that administering regular course exams in an online format would reduce test anxiety experienced at the time of…

  19. Ethnic and Gender Differences in Advanced Placement Exam Performance: A Multiyear National Analysis

    ERIC Educational Resources Information Center

    Holmes, Maria Alexander

    2013-01-01

    Purpose: The purpose of this study was to analyze ethnic and gender differences in Advanced Placement (AP) exam performance of U.S. high school students. Specifically, the extent to which differences exist in overall AP exam performance scores within and between four ethnic groups (i.e., Asian, Black, Hispanic, and White) was investigated. Within…

  20. Training Children with Autism Spectrum Disorders to Be Compliant with a Physical Exam

    ERIC Educational Resources Information Center

    Cuvo, Anthony J.; Reagan, Amanda Law; Ackerlund, Julie; Huckfeldt, Rachel; Kelly, Cheri

    2010-01-01

    The purpose of this study was to train children with autism spectrum disorders to be compliant with a 10-component physical examination. After a physician assistant administered an exam pretest, noncompliance on steps of the exam were considered with respect to a skill deficit and escape from aversive stimuli. A package of training procedures was…

  1. High School Exit Exams and Dropout in an Era of Increased Accountability

    ERIC Educational Resources Information Center

    Hemelt, Steven W.; Marcotte, Dave E.

    2013-01-01

    A key form of student-level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students…

  2. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  4. 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.…

  5. Students' Attitudes towards Group-Based Project Exams in Two Engineering Programmes

    ERIC Educational Resources Information Center

    Dahl, Bettina; Kolmos, Anette

    2015-01-01

    At Aalborg University, engineering students spend half the time each semester in groups working on projects in a problem-based learning (PBL) curriculum. The projects are assessed through group exams, except for between 2007 and 2013 when the law forbade group-based project exams. Prior to 2007, a survey showed that students preferred the…

  6. Scholars Probe Diverse Effects of Exit Exams: State Graduation Tests Found to Hit Certain Groups Harder

    ERIC Educational Resources Information Center

    Viadero, Debra

    2009-01-01

    A study released last week suggesting that California's high school exit exams are affecting some student demographic groups more than others is the latest in a small spate of studies pointing to trade-offs from policies that require high school students to pass state tests to graduate. Twenty-six states have exit exams in place or will by 2012,…

  7. Lack of Follow-Up Exams after Failed School Vision Screenings: An Investigation of Contributing Factors

    ERIC Educational Resources Information Center

    Kimel, Linda S.

    2006-01-01

    Programs to facilitate professional eye exams after failed school vision screenings often are based on the assumption that funding and access to services are major obstacles to care. Despite such programs, many children do not receive professional exams. The purpose of this study was to identify additional barriers to follow-up eye care. School…

  8. A Quantitative Analysis of Uncertainty in the Grading of Written Exams in Mathematics and Physics

    ERIC Educational Resources Information Center

    Hammer, Hugo Lewi; Habib, Laurence

    2016-01-01

    The most common way to grade students in courses at university and university college level is to use final written exams. The aim of final exams is generally to provide a reliable and a valid measurement of the extent to which a student has achieved the learning outcomes for the course. A source of uncertainty in grading students based on an exam…

  9. 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,…

  10. Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions

    ERIC Educational Resources Information Center

    Miller, Tyler M.; Geraci, Lisa

    2011-01-01

    In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their…

  11. Improving Consistency in Large Laboratory Courses: A Design for a Standardized Practical Exam

    ERIC Educational Resources Information Center

    Chen, Xinnian; Graesser, Donnasue; Sah, Megha

    2015-01-01

    Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently…

  12. Like Climbing Jacob's Ladder: An Art-Based Exploration of the Comprehensive Exam Process

    ERIC Educational Resources Information Center

    Shields, Sara Scott

    2015-01-01

    The comprehensive exam process is a rite of passage in the scholarly world, and as such the movements of this process often feel like a guarded secret to graduate students. As a PhD candidate, I left the comprehensive exam process feeling both initiated and inundated. This article is an attempt to uncover the secret that is the comprehensive exam…

  13. Listening Summary Translation Exam (LSTE)-Spanish. Final Project Report. Revised.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.; And Others

    The Listening Summary Translation Exam (LSTE)-Spanish is designed to assess the ability to comprehend and summarize in written English recorded conversations spoken in Spanish. Language and topics of the exam are representative of conversations the Federal Bureau of Investigation routinely monitors. This test consists of two subtests, one…

  14. 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…

  15. Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy

    ERIC Educational Resources Information Center

    Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.

    2012-01-01

    In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical…

  16. 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'…

  17. Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

    ERIC Educational Resources Information Center

    Patterson, Brian F.; Ewing, Maureen

    2013-01-01

    The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

  18. Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

    ERIC Educational Resources Information Center

    Lin, Tin-Chun

    2014-01-01

    A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

  19. Changes in Student Attributions Due to the Implementation of Central Exit Exams

    ERIC Educational Resources Information Center

    Oerke, Britta; Maag Merki, Katharina; Holmeier, Monika; Jager, Daniela J.

    2011-01-01

    The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of…

  20. WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

    SciTech Connect

    Zambelli, J.

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  1. WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

    SciTech Connect

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  2. WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

    SciTech Connect

    Simiele, S.

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  3. WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

    SciTech Connect

    Bevins, N.

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

  4. The impact of exams anxiety on the level of triglycerides in university female students.

    PubMed

    Maimanee, Tahia A

    2010-04-01

    Anxiety affects the level of blood fats such as the triglycerides according to several studies conducted in various conditions causing anxiety as exam for the university students. The health experts suggested that the anxiety works to stimulate the autonomic nervous system which in turn leads to the appearance of a group of physiologic symptoms. The current study showed the changes happened in the triglycerides' levels in the female university students before and after exams at the intermediate anxiety level compared to other high and low levels of anxiety. In addition, there was a difference in triglycerides' levels in female students of college of Science before and after exam. This difference did not appear in case of other colleges. The exam type had an impact as the significant difference appeared in the triglycerides' levels during the periodical tests and these differences did not appear in the final exam.

  5. Using Poster Sessions as an Alternative to Written Examination--The Poster Exam

    NASA Astrophysics Data System (ADS)

    Mills, Pamela; Demeo, Stephen; Sweeney, William V.; Marino, Robert; Clarkson, Sandra

    2000-09-01

    Poster sessions are effective communication tools common at scientific meetings. The adaptations of poster sessions to the classroom have been reported to be effective evaluation and learning tools in chemistry and other disciplines. However, poster sessions have never been used to replace a standard hourly exam. We report here the use of a poster session as an oral examination in our introductory Integrated Chemistry/Physics/Mathematics course for entering freshmen. The poster exam replaces one traditional, in-class written examination, providing an alternate method of student assessment. Students' communication and organizational skills, their depth of knowledge of a particular topic, and their conceptual understanding of the topic are probed by the poster exam. Students report that the poster exam is more enjoyable and a more effective learning tool than traditional exams.

  6. Seamless insertion of real pulmonary nodules in chest CT exams

    NASA Astrophysics Data System (ADS)

    Pezeshk, Aria; Sahiner, Berkman; Zeng, Rongping; Wunderlich, Adam; Chen, Weijie; Petrick, Nicholas

    2014-03-01

    The availability of large medical image datasets is critical in many applications such as training and testing of computer aided diagnosis (CAD) systems, evaluation of segmentation algorithms, and conducting perceptual studies. However, collection of large repositories of clinical images is hindered by the high cost and difficulties associated with both the accumulation of data and establishment of the ground truth. To address this problem, we are developing an image blending tool that allows users to modify or supplement existing datasets by seamlessly inserting a real lesion extracted from a source image into a different location on a target image. In this study we focus on the application of this tool to pulmonary nodules in chest CT exams. We minimize the impact of user skill on the perceived quality of the blended image by limiting user involvement to two simple steps: the user first draws a casual boundary around the nodule of interest in the source, and then selects the center of desired insertion area in the target. We demonstrate examples of the performance of the proposed system on samples taken from the Lung Image Database Consortium (LIDC) dataset, and compare the noise power spectrum (NPS) of blended nodules versus that of native nodules in simulated phantoms.

  7. The new AP Physics exams: Integrating qualitative and quantitative reasoning

    NASA Astrophysics Data System (ADS)

    Elby, Andrew

    2015-04-01

    When physics instructors and education researchers emphasize the importance of integrating qualitative and quantitative reasoning in problem solving, they usually mean using those types of reasoning serially and separately: first students should analyze the physical situation qualitatively/conceptually to figure out the relevant equations, then they should process those equations quantitatively to generate a solution, and finally they should use qualitative reasoning to check that answer for plausibility (Heller, Keith, & Anderson, 1992). The new AP Physics 1 and 2 exams will, of course, reward this approach to problem solving. But one kind of free response question will demand and reward a further integration of qualitative and quantitative reasoning, namely mathematical modeling and sense-making--inventing new equations to capture a physical situation and focusing on proportionalities, inverse proportionalities, and other functional relations to infer what the equation ``says'' about the physical world. In this talk, I discuss examples of these qualitative-quantitative translation questions, highlighting how they differ from both standard quantitative and standard qualitative questions. I then discuss the kinds of modeling activities that can help AP and college students develop these skills and habits of mind.

  8. Correlation Between Students' Dental Admission Test Scores and Performance on a Dental School's Competency Exam.

    PubMed

    Carroll, Alexander M; Schuster, Gregory M

    2015-11-01

    The aim of this study was to investigate whether there was a statistically significant positive correlation between dental students' Dental Admission Test (DAT) scores, particularly on the Perceptual Ability Test (PAT), and their performance on a dental school's competency exam. Scores from the written and clinical competency exam administered in the fall quarter of the fourth year of the curriculum at Midwestern University College of Dental Medicine-Arizona were compared to DAT scores of all 216 members of the graduating classes of 2012 and 2013. It was hypothesized that students who performed highly on one or more sections of the DAT would perform highly on the competency exam. Backward stepwise regression analyses were used to analyze the data. The results showed that the PAT scores were most strongly correlated with the competency exam scores and were a positive predictor for all three clinical sections of the exam (operative dentistry, periodontics, and endodontics). Positive predictors for the written portion of the exam were total DAT score for patient assessment and treatment planning and the DAT reading comprehension score for prosthodontics; there were no predictors for periodontics. The total variance explained by the results ranged from 4% to 15%. While statistically significant relationships were found between the students' PAT scores and clinical performance, DAT scores explained relatively little variance in the competency exam scores. According to these findings, neither the PAT nor any of the DAT components contributed to predicting these students' clinical performance.

  9. Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.

    PubMed

    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.

  10. Auricular Acupuncture for Exam Anxiety in Medical Students—A Randomized Crossover Investigation

    PubMed Central

    Klausenitz, Catharina; Hacker, Henriette; Hesse, Thomas; Kohlmann, Thomas; Endlich, Karlhans; Hahnenkamp, Klaus; Usichenko, Taras

    2016-01-01

    Auricular acupuncture (AA) is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003). AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018). Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants. PMID:28033320

  11. A Comparison of Two Approaches for Assessing L2 Writing: Process-­Based and Impromptu Timed Writing Exams

    ERIC Educational Resources Information Center

    David, Virginia

    2016-01-01

    This study compares learners' writing in an impromptu, timed writing (ITW) exam and in a process-based, timed writing (PBTW) exam to investigate the differences between these two types of assessments. A secondary objective of this study is to examine the test takers' attitudes towards the two exams. Forty participants taking ESL writing classes…

  12. 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…

  13. Predictors of Academic Success for the National Board Dental Hygiene Examination and the Southern Regional Testing Agency Clinical Exam

    ERIC Educational Resources Information Center

    Efurd, Melissa G.

    2012-01-01

    The purpose for conducting this study was to investigate and describe the relationship between applicant criteria for a dental hygiene program and subsequent outcomes on credentialing exams: the National Board Dental Hygiene Exam and the Southern Regional Testing Agency clinical exam. Because admission criteria play a crucial role in applicant…

  14. The Relationship between AP[R] Exam Performance and College Outcomes. Research Report No. 2009-4

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui

    2009-01-01

    This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…

  15. Performance Differences According to Test Mode and Computer Familiarity on a Practice Graduate Record Exam.

    ERIC Educational Resources Information Center

    Goldberg, Amie L.; Pedulla, Joseph J.

    2002-01-01

    Studied the relationship between test mode (paper and pencil or computerized with and without editorial control) and computer familiarity for 222 undergraduates. Results emphasize the importance of evaluating time constraints when converting exams from paper to computer delivery. (SLD)

  16. Relationship of the Gesell Developmental Exam and the Bracken Basic Concept Scale to Academic Achievement.

    ERIC Educational Resources Information Center

    Sterner, Anne G.; McCallum, R. Steve

    1988-01-01

    Administered the Gesell Development Exam and the Bracken Basic Concept Scale (BBCS) to kindergarten graduates (N=80). Found the BBCS may be a better predictor of achievement from a current state of readiness. (Author/ABL)

  17. Potential Danger in Pre-populating Exam Note Sheets with Formulas

    NASA Astrophysics Data System (ADS)

    McCaskey, Timothy L.

    2015-09-01

    In previous work, I allowed students in my introductory physics course to write note sheets to prepare for exams, and I analyzed the contents as a way of determining what students saw as important in my course. In the present study, I tried a new note sheet approach where I supplied some equations for their notes in advance, thinking that doing so would focus students on other important conceptual aspects of the course. In all cases, I gave a brief survey to get student perspectives on their exam preparation. In addition, I introduced an online pre-exam forum asking students to respond to two short questions about how they might prepare their notes for the exam.

  18. [A retrospective study analysis of urinary hippuric acid levels in occupational toxicology exams].

    PubMed

    Gonzalez, Kelly Cristina; Sagebin, Fernando Rodrigues; Oliveira, Paola Garcia; Glock, Luiz; Thiesen, Flavia Valladão

    2010-06-01

    Hippuric acid is the primary metabolite of toluene, a solvent widely used in industrial processes with considerable toxic effects, a fact which justifies regularly monitoring individuals with occupational exposure to this solvent. This work aims at evaluating urinary hippuric acid levels found in workers subject to biological monitoring. A retrospective study was carried out with data referring from 2002 to 2005, in which exams results and employment status were analyzed (periodic, post-employment, and pre-employment exams). Results indicate a significant reduction in hippuric acid levels for 2005. Periodic exams presented higher results than pre-employment and post-employment exams. No significant difference was found in individuals grouped according to their status in each of the established intervals, their reference numbers, and maximum biological levels allowed. Hippuric acid levels detected indicate low risk of toluene exposure for the population under evaluation, probably due to a growing concern with the deployment of measures regarding occupational hygiene.

  19. Many Kids with Diabetes Missing Out on Eye Exams, Study Finds

    MedlinePlus

    ... news/fullstory_164258.html Many Kids With Diabetes Missing Out on Eye Exams, Study Finds Those with ... that children and teens with diabetes from poor families and those from racial/ethnic minorities were less ...

  20. Standardized testing. HIT pro exams test competencies in health IT roles.

    PubMed

    Crawford, Mark

    2011-09-01

    Healthcare needs more than EHRs, it needs people who can implement and maintain them. New federally sponsored health IT exams set workforce competencies, helping job seekers demonstrate knowledge and employers benchmark qualifications.

  1. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

    PubMed

    Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

  2. Integrity of disposable nitrile exam gloves exposed to simulated movement.

    PubMed

    Phalen, Robert N; Wong, Weng Kee

    2011-05-01

    Every year, millions of health care, first responder, and industry workers are exposed to chemical and biological hazards. Disposable nitrile gloves are a common choice as both a chemical and physical barrier to these hazards, especially as an alternative to natural latex gloves. However, glove selection is complicated by the availability of several types or formulations of nitrile gloves, such as low-modulus, medical grade, low filler, and cleanroom products. This study evaluated the influence of simulated movement on the physical integrity (i.e., holes) of different nitrile exam glove brands and types. Thirty glove products were evaluated out-of-box and after exposure to simulated whole-glove movement for 2 hr. In lieu of the traditional 1 L water-leak test, a modified water-leak test, standardized to detect a 0.15 ± 0.05 mm hole in different regions of the glove, was developed. A specialized air inflation method simulated bidirectional stretching and whole-glove movement. A worst-case scenario with maximum stretching was evaluated. On average, movement did not have a significant effect on glove integrity (chi-square; p=0.068). The average effect was less than 1% between no movement (1.5%) and movement (2.1%) exposures. However, there was significant variability in glove integrity between different glove types (p≤0.05). Cleanroom gloves, on average, had the highest percentage of leaks, and 50% failed the water-leak test. Low-modulus and medical grade gloves had the lowest percentages of leaks, and no products failed the water-leak test. Variability in polymer formulation was suspected to account for the observed discrepancies, as well as the inability of the traditional 1 L water-leak test to detect holes in finger/thumb regions. Unexpectedly, greater than 80% of the glove defects were observed in the finger and thumb regions. It is recommended that existing water-leak tests be re-evaluated and standardized to account for product variability.

  3. 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

  4. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    PubMed

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  5. 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.

  6. Examining the Exam: A Critical Look at The California Critical Thinking Skills Test

    NASA Astrophysics Data System (ADS)

    Fawkes, Don; O'Meara, Bill; Weber, Dave; Flage, Dan

    This paper examines the content of The California Critical Thinking Skills Test (1990). This report is not a statistical review. Instead it brings under scrutiny the content of the exam. This content will be of interest to the general reader, because the issues range from logic to ethics to pedagogy, and to questions of evidential and epistemological support. Anyone interested in clear thought and expression will find these issues of significance. Although the exam has a number of strengths and has the clearest instructions of all the presently available Critical Thinking exams, the content of 9 of the exams 34 questions is defective, namely the content of questions 6, 7, 8, 19, 21, 23, 24, 29, and 33. These questions make errors in critical thinking. Hence, no statistical results pertaining to the administration of these questions to students can be acceptable. The remaining questions are acceptable as to content. But until the problems are corrected, those who may use the exam should remove the defective questions from test administration or from data collection and reporting.The scope of the exam also is quite limited, but this may be unavoidable for any instrument designed to be completed in about an hour. Further, the scores resulting from any such testing can be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.

  7. 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

  8. Advanced Placement® Exam Participation: Is AP® Exam Participation and Performance Related to Choice of College Major? Research Report No. 2011-6

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Shaw, Emily J.; Ewing, Maureen

    2011-01-01

    Previous research has found a positive relationship between AP® participation and performance with various college outcomes. Building on this work, the current study investigated the relationship between AP participation and performance with choice of college major. Specifically, this study examined whether students who take an AP Exam in a…

  9. A comparison of student performance on discipline-specific versus integrated exams in a medical school course.

    PubMed

    Thompson, Andrew R; Braun, Mark W; O'Loughlin, Valerie D

    2013-12-01

    Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

  10. DOS cones along atomic chains

    NASA Astrophysics Data System (ADS)

    Kwapiński, Tomasz

    2017-03-01

    The electron transport properties of a linear atomic chain are studied theoretically within the tight-binding Hamiltonian and the Green’s function method. Variations of the local density of states (DOS) along the chain are investigated. They are crucial in scanning tunnelling experiments and give important insight into the electron transport mechanism and charge distribution inside chains. It is found that depending on the chain parity the local DOS at the Fermi level can form cone-like structures (DOS cones) along the chain. The general condition for the local DOS oscillations is obtained and the linear behaviour of the local density function is confirmed analytically. DOS cones are characterized by a linear decay towards the chain which is in contrast to the propagation properties of charge density waves, end states and Friedel oscillations in one-dimensional systems. We find that DOS cones can appear due to non-resonant electron transport, the spin–orbit scattering or for chains fabricated on a substrate with localized electrons. It is also shown that for imperfect chains (e.g. with a reduced coupling strength between two neighboring sites) a diamond-like structure of the local DOS along the chain appears.

  11. Relationship between manual dexterity and the unified parkinson's disease rating scale-motor exam.

    PubMed

    Hwang, Sujin; Song, Chiang-Soon

    2016-12-01

    [Purpose] The purpose of this study was to examine the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam as a clinical tool for quantifying upper extremity function in persons with Parkinson's disease. [Subjects and Methods] Thirty-two persons with idiopathic Parkinson's disease participated in this study. This study measured two clinical outcomes, the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam, to investigate the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam. [Results] The box-and-block test on the more affected side was positive relationship with the box-and-block test on the less affected side. The Unified Parkinson's Disease Rating Scale-motor exam score had a negative correlation with the box-and-block test results for both sides. [Conclusion] A positive association was noted between manual dexterity and motor function in patients with idiopathic Parkinson disease. The results of this study suggest that the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam are good clinical measures that quantify upper extremity function and are necessary for the accurate evaluation of patients and to plan intervention strategies.

  12. Relationship between manual dexterity and the unified parkinson’s disease rating scale-motor exam

    PubMed Central

    Hwang, Sujin; Song, Chiang-Soon

    2016-01-01

    [Purpose] The purpose of this study was to examine the relationships between manual dexterity and the Unified Parkinson’s Disease Rating Scale-Motor Exam as a clinical tool for quantifying upper extremity function in persons with Parkinson’s disease. [Subjects and Methods] Thirty-two persons with idiopathic Parkinson’s disease participated in this study. This study measured two clinical outcomes, the box-and-block test and the Unified Parkinson’s Disease Rating Scale-Motor Exam, to investigate the relationships between manual dexterity and the Unified Parkinson’s Disease Rating Scale-Motor Exam. [Results] The box-and-block test on the more affected side was positive relationship with the box-and-block test on the less affected side. The Unified Parkinson’s Disease Rating Scale-motor exam score had a negative correlation with the box-and-block test results for both sides. [Conclusion] A positive association was noted between manual dexterity and motor function in patients with idiopathic Parkinson disease. The results of this study suggest that the box-and-block test and the Unified Parkinson’s Disease Rating Scale-Motor Exam are good clinical measures that quantify upper extremity function and are necessary for the accurate evaluation of patients and to plan intervention strategies. PMID:28174461

  13. [Prenuptial medical exams in debate: a proposed eugenic intervention in Brazil, 1910-1940].

    PubMed

    Peixoto, Priscila Bermudes

    2016-12-01

    This text results from research undertaken for a master's degree that focused on the proposed introduction of prenuptial medical exams in the early 1900s in Brazil. This was strongly defended by Brazilian eugenicists as a much-needed means of bringing about the racial improvement of the population. The exam would help prevent the marriage and reproduction of individuals considered degenerate or inferior, seen as inadequate for the eugenic development of future generations. The debate in Brazil between doctors and intellectuals who supported the introduction of a law that would make a prenuptial medical exam mandatory is analyzed, as are the controversies and objections voiced by its critics, ultimately helping ensure it was not adopted in the country.

  14. Inference on cancer screening exam accuracy using population-level administrative data.

    PubMed

    Jiang, H; Brown, P E; Walter, S D

    2016-01-15

    This paper develops a model for cancer screening and cancer incidence data, accommodating the partially unobserved disease status, clustered data structures, general covariate effects, and dependence between exams. The true unobserved cancer and detection status of screening participants are treated as latent variables, and a Markov Chain Monte Carlo algorithm is used to estimate the Bayesian posterior distributions of the diagnostic error rates and disease prevalence. We show how the Bayesian approach can be used to draw inferences about screening exam properties and disease prevalence while allowing for the possibility of conditional dependence between two exams. The techniques are applied to the estimation of the diagnostic accuracy of mammography and clinical breast examination using data from the Ontario Breast Screening Program in Canada.

  15. Influence of a revision course and the gender of examiners on the grades of the final ENT exam – a retrospective review of 3961 exams

    PubMed Central

    Grasl, Matthäus C.; Seemann, Rudolf; Hanisch, Michael; Heiduschka, Gregor; Kremser, Karl; Thurnher, Dietmar

    2015-01-01

    Revision courses should repeat already acquired knowledge and skills and mostly provide a basis for passing the following exam. Aim: The aim of the study is to investigate the influence of a previously attended revision course on the grades achieved in a final exam (Ear, Nose and Throat Diseases). Additionally we ask the question whether the gender of the examiners plays a role concerning the marks or not. Methods: 3961 exams at the Department of Ear, Nose and Throat (ENT) Diseases in Vienna were investigated, 725 with revision course (experimental group) and 3236 without previous revision course (comparison group). The revision courses were performed in a standardized way concerning form and content, interactive and case based. Both groups were examined uniform in regard to topics and time duration. 16 male and 6 female examiners were involved. The grading followed a five–level scale. The examination marks were calculated in the arithmetic mean and median value for the entire sample, gender dependence was calculated according to the Wilcoxon-Mann-Whitney-Test. The inferential statistics included single- and multiple factorial analyses of variance as well as uni- and multivariate regression models. Results: The experimental group achieved a grade average of 2.54 compared with 2.46 for the comparison group. Splitting up into male and female examiners, an average of 2.54 and 2.58 resp. for the experimental group and 2.44 and 2.61 resp. for the comparison group resulted. Female examiner marked significantly lower grades in comparison to their male colleagues (P= 0.001926). Conclusions: The ENT revision course did not improve the grade averages of the final ENT exam. Female examiners grade stricter than male examiners. There was no difference concerning grades 4 (pass) and 5 (fail) but female examiners grade less with mark 1. PMID:26483851

  16. Portfolios Are Replacing Qualifying Exams as a Step on the Road to Dissertations

    ERIC Educational Resources Information Center

    Wasley, Paula

    2008-01-01

    This article reports that some graduate programs are switching from comprehensive qualifying exams to portfolios compiled by doctoral candidates. Five years ago the graduate program at the University of Kansas' history department was like many others--filled with small cohorts of anxious, fearful procrastinators. Doctoral students were taking an…

  17. REGISTRATION: How Many Engineering Colleges Require Students to Take the FE Exam?

    ERIC Educational Resources Information Center

    Rodriguez, Harold V.

    1989-01-01

    Reports that 26 of 199 responding colleges require the Fundamentals of Engineering examination. States that of the 26, 16 require it to be taken college-wide and 3 require the student to pass. It was estimated that fewer than half of all graduating engineering students take the exam. (MVL)

  18. The Validity Argument of a Web-Based Spanish Listening Exam: Test Usefulness Evaluation

    ERIC Educational Resources Information Center

    Pardo-Ballester, Cristina

    2010-01-01

    This study describes research used for supporting a validity argument for a new Spanish Listening Exam, whose scores are intended to place examinees into appropriate levels of university Spanish classes. This study contributes to the field of argument-based approaches to language assessment by implementing Bachman's (2005) assessment use argument…

  19. The TRIPSE: A Process-Oriented Exam for Large Undergraduate Classes

    ERIC Educational Resources Information Center

    Nastos, Stash; Rangachari, P. K.

    2013-01-01

    The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers…

  20. Effect of Curriculum Change on Exam Performance in a 4-Week Psychiatry Clerkship

    ERIC Educational Resources Information Center

    Niedermier, Julie; Way, David; Kasick, David; Kuperschmidt, Rada

    2010-01-01

    Objective: The authors investigated whether curriculum change could produce improved performance, despite a reduction in clerkship length from 8 to 4 weeks. Methods: The exam performance of medical students completing a 4-week clerkship in psychiatry was compared to national data from the National Board of Medical Examiners' Psychiatry Subject…

  1. 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…

  2. The Slow Handwriting of Undergraduate Students Constrains Overall Performance in Exam Essays

    ERIC Educational Resources Information Center

    Connelly, Vincent; Dockrell, Julie E.; Barnett, Jo

    2005-01-01

    Undergraduates producing handwritten essays in university exams need to transcribe information onto the page in a rapid and efficient manner under considerable time pressure. In fact, capacity models of the writing process predict that the more automated students can make the transcription process then the more resources will be available for…

  3. 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…

  4. 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…

  5. Differential Daily Writing Contingencies and Performance on Major Multiple-Choice Exams

    ERIC Educational Resources Information Center

    Hautau, Briana; Turner, Haley C.; Carroll, Erin; Jaspers, Kathryn; Parker, Megan; Krohn, Katy; Williams, Robert L.

    2006-01-01

    On 4 of 7 days in each unit of an undergraduate human development course, students responded in writing to specific questions related to instructor notes previously made available to them. The study compared the effects of three writing contingencies on the quality of student writing and performance on major multiple-choice exams in the course. …

  6. Big Business and School-Exams: "Catching Johnny before He Falls"

    ERIC Educational Resources Information Center

    Yarker, Patrick

    2005-01-01

    In this paper the author discusses the involvement of private corporations in administering educational exams. Specifically described are the company, Pearson Plc, a multi-national publishing and media conglomerate, and owner of Edexcel, one of England's three remaining "unitary awarding bodies." The intensification of the involvement of…

  7. Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

    ERIC Educational Resources Information Center

    Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

    2012-01-01

    It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments…

  8. VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

  9. Sleep Patterns and Academic Performance during Preparation for College Entrance Exam in Chinese Adolescents

    ERIC Educational Resources Information Center

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S.

    2016-01-01

    Background: Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. Methods: A sample of…

  10. Cheating or Cheated? Surviving Secondary Exit Exams in a Neoliberal Era

    ERIC Educational Resources Information Center

    Buckner, Elizabeth; Hodges, Rebecca

    2016-01-01

    Cheating on exams is a rampant and highly developed practice among youth in the Arab world, often involving elaborate networks, advanced technology and adult authorities. Rather than viewing cheating as mere laziness or immorality, this article interrogates the social meanings of cheating by comparing the practices and discourses of cheating on…

  11. Brief Daily Writing Activities and Performance on Major Multiple-Choice Exams

    ERIC Educational Resources Information Center

    Turner, Haley C.; Bliss, Stacy L.; Hautau, Briana; Carroll, Erin; Jaspers, Kathryn E.; Williams, Robert L.

    2006-01-01

    Although past research indicates that giving brief quizzes, administered either regularly or randomly, may lead to improvement in students' performance on major exams, negligible research has targeted daily writing activities that require the processing of course information at a deeper level than might result from simply reading course materials…

  12. Psychiatry Clerkship Students' Preparation, Reflection, and Results on the NBME Psychiatry Subject Exam

    ERIC Educational Resources Information Center

    Briscoe, Gregory W.; Fore-Arcand, Lisa; Levine, Ruth E.; Carlson, David L.; Spollen, John J.; Pelic, Christopher; Al-Mateen, Cheryl S.

    2009-01-01

    Objective: Psychiatry clerkship training involves many learning components, one of which is acquisition of scholarly knowledge. The authors investigate the reading materials and learning methods used by clinical clerks in their preparation for the National Board of Medical Examiners (NBME) Psychiatry Subject Exam (PSE). Methods: Clerkship students…

  13. Designing Chemistry Practice Exams for Enhanced Benefits: An Instrument for Comparing Performance and Mental Effort Measures

    ERIC Educational Resources Information Center

    Knaus, Karen J.; Murphy, Kristen L.; Holme, Thomas A.

    2009-01-01

    The design and use of a chemistry practice exam instrument that includes a measure for student mental effort is described in this paper. Use of such an instrument can beneficial to chemistry students and chemistry educators as well as chemical education researchers from both a content and cognitive science perspective. The method for calculating…

  14. From Napoleon to Sarkozy: Two Hundred Years of the "Baccalaureat" Exam

    ERIC Educational Resources Information Center

    El Atia, Samira

    2008-01-01

    In March 17th, 2008, the Baccalaureat exam in France celebrates 200 years since its establishment. The Baccalaureat is the French national examination to complete secondary education and determine admission to higher education. A byproduct of several factors: the strict educational philosophy of the Jesuits, the radical reforms of the French…

  15. Incorporating End-of-Course Exam Timing into Educational Performance Evaluations

    ERIC Educational Resources Information Center

    Parsons, Eric; Koedel, Cory; Podgursky, Michael; Ehlert, Mark; Xiang, P. Brett

    2015-01-01

    There is increased policy interest in extending test-based evaluations in K-12 education to include student achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in a variety of subjects. However, unlike standardized tests in the early grades,…

  16. A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance

    ERIC Educational Resources Information Center

    Patterson, Michael C.

    2017-01-01

    The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as…

  17. Class of 2013 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2014-01-01

    Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on…

  18. Class of 2012 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Marks, Susan F.

    2013-01-01

    Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking…

  19. Class of 2014 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2015-01-01

    Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…

  20. Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Navarro, Maria V.

    2016-01-01

    This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to…

  1. Navy Occupational Health Information Management System (NOHIMS). Medical Exam Scheduling Module. Program Maintenance Manual

    DTIC Science & Technology

    1987-06-01

    NAVY OCCUPATIONAL HEALTH INFORMATION MANAGEMENT SYSTEM NOH I MS MEDICAL EXAM SCHEDULING MODULE PROGRAM MAINTENANCE MANUAL S JUNE 1987 DT11C 00... Information Management System (NOHIMS) ~ Medical Examination Scheduling (MES) Program Maintenance Manual 7. Author(s) 8. Performing Organization Rapt. No...the Navy Occupational Health Information Management System (NOHIMS). NOHIMS, whose initial version was developed at the Naval Health Research Center

  2. The Evolution of Foreign Language AP Exam Candidates: A 36-Year Descriptive Study

    ERIC Educational Resources Information Center

    Brown, Alan V.; Thompson, Gregory L.

    2016-01-01

    Using a data set exclusively prepared for and licensed to them by the College Board, the authors examined the growth of the Advanced Placement program in foreign languages and overall trends in regard to the number of candidates who sat for the foreign language exams, their gender, their scores, and their ethnicity over the 36-year period covering…

  3. Today's Students, Tomorrow's Citizens: Pathways for Learning, Social Studies. Alabama High School Graduation Exam.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery. Div. of Instructional Services.

    This document is designed to assist classroom teachers in preparing students to complete successfully the social studies component of the Alabama High School Graduation Exam (AHSGE). The teaching strategies, activities, and resources herein are meant to assist teachers in specifically addressing the mandated standards and objectives of the AHSGE.…

  4. Differences in Classroom versus Online Exam Performance Due to Asynchronous Discussion

    ERIC Educational Resources Information Center

    Jorczak, Robert L.; Dupuis, Danielle N.

    2014-01-01

    This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and…

  5. A history and overview of the certification exam for medical dosimetrists

    SciTech Connect

    Pusey, Damien; Smith, Lisette; Zeman, Elaine M.; Adams, Robert . E-mail: Robert_Adams@med.unc.edu

    2005-06-30

    During the last century, the creation and implementation of board certification has had a powerful impact on the medical community. Board certification has helped to shape the scope and practice of medical professionals and the care they provide, as well as to influence the way the health insurance industry sets standards for reimbursement. One profession that offers board certification to its members is medical dosimetry. The Medical Dosimetrist Certification Board exam has been administered since 1988 and its content covers a broad spectrum of information from the radiation therapy sciences. The exam has strict application requirements and is rather difficult to pass. Those who pass the exam can then call themselves Certified Medical Dosimetrists. For data purposes of this study, several members of the dosimetry community were solicited to participate in a survey regarding the exam's content and history, and to provide relevant statistical data. Currently 2,177 medical dosimetrists are board certified, with an additional 1,500 estimated to be working without certification. Although board certification is not currently required to practice medical dosimetry, new legislation known as the CARE Bill could change this. The CARE Bill, if passed, would mandate nationwide compulsory licensure and/or certification for medical dosimetrists and other medical professionals who want to work in radiation-related health care. Health maintenance organizations and other insurance carriers may likewise require certification for reimbursement purposes.

  6. What To Look for in ESL Admission Tests: Cambridge Certificate Exams, IELTS, and TOEFL.

    ERIC Educational Resources Information Center

    Chalhoub-Deville, Micheline; Turner, Carolyn E.

    2000-01-01

    Familiarizes test users with issues to consider when employing assessments for screening and admission purposes. Examines the purpose, content, and scoring methods of three English-as-a-Second-Language admissions tests--the Cambridge certificate exams, International English Language Teaching System, and Test of English as a Foreign…

  7. Translating Frank Smith's Reading Theory into Practice: A Reading Activity for an Exam-Driven Syllabus.

    ERIC Educational Resources Information Center

    Keh, Claudia L.

    1988-01-01

    Smith's approach to reading comprehension is used as the basis of an activity related to the Use of English Exam in Hong Kong. The eight-step activity is described and shown to combine sound reading theory with an academic, test-oriented syllabus. (3 references) (LB)

  8. University Entrance Exams from the Perspective of Senior High School Students

    ERIC Educational Resources Information Center

    Çirak, Yüksel

    2016-01-01

    The aim of this study was to explore senior high school students' feelings and thoughts about the university entrance exam. A total of 23 senior high school students, 14 girls and 8 boys between the ages of 17 and 18, participated in this qualitative study. Research data were collected between February and March 2015 through face to face…

  9. Analysis of Effects of Placement Exam Scores on Grading Practices: A Thwarted Esoteric Study.

    ERIC Educational Resources Information Center

    Roberts, Frank C.

    The purpose of this study was to analyze the effects of entrance examination scores, used for placement, on grading practices of teachers at Antelope Valley College (California). Correlations between students' GPA and their entrance exam scores were calculated. These were compared with correlations between grades given by 10 instructors and the…

  10. The Scare Tactic: Do Fear Appeals Predict Motivation and Exam Scores?

    ERIC Educational Resources Information Center

    Putwain, David; Remedios, Richard

    2014-01-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to…

  11. Examination of the Classification Accuracy of Music Education Special Aptitude Exams

    ERIC Educational Resources Information Center

    Atar, Hakan Yavuz; Sayin, Ayfer; Atar, Burcu

    2013-01-01

    It is critical both for candidates who apply for programs that require special aptitude and the professors who teach in these programs whether those students' scores on placement exams are correctly calculated. Because student's ability profile and the quality of education in these programs may be directly affected by how candidates placement…

  12. Examining the Role of Advanced Placement[R] Exam Participation in 4-Year College Enrollment

    ERIC Educational Resources Information Center

    Chajewski, Michael; Mattern, Krista D.; Shaw, Emily J.

    2011-01-01

    The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4-year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college-level academic work while in high school, and…

  13. Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy

    ERIC Educational Resources Information Center

    Boedigheimer, Ralph; Ghrist, Michelle; Peterson, Dale; Kallemyn, Benjamin

    2015-01-01

    Over the last 10 years faculty members in the Department of Mathematical Sciences at the United States Air Force Academy have incorporated individual oral exams into mathematics courses. We have experimented with various approaches, shared results and ideas with other department members, and refined our techniques. We have found that this…

  14. The Timing of Online Lecture Slide Availability and Its Effect on Attendance, Participation, and Exam Performance

    ERIC Educational Resources Information Center

    Babb, Kimberley A.; Ross, Craig

    2009-01-01

    The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) x 2 (course type)…

  15. Trainee Teachers' Conceptions of Teaching and Learning, Classroom Layout and Exam Design

    ERIC Educational Resources Information Center

    Betoret, Fernando Domenech; Artiga, Amparo Gomez

    2004-01-01

    The objective of this study centres on identifying and classifying the conceptions of teaching and learning held by future secondary school teachers, and on analysing the relationship between these conceptions and the way classroom space is organized and exams are designed. The test instruments used were applied to a sample of 138 graduates, who…

  16. Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences

    PubMed Central

    Seddigh, Ruohollah; Abdollahpour, Esmat; Azarnik, Somayeh; Shariati, Behnam

    2016-01-01

    Objectives To explore the experiences of general practitioners who continue to sit a highly-competitive residency entrance examination, despite repeated failure. Methods This qualitative, exploratory study employed semi-structured, in-depth interviews with 35 candidates of a residency entrance exam who had failed the examination at least twice and were preparing to sit it again. Interview questions addressed the challenges they faced and how they managed these challenges. Interview data were audiotaped, transcribed, and analysed to identify themes. Results The results demonstrated that more than 50% (n=19) of candidates struggled continuously and internally with different aspects of the exam. These include being under a great deal of pressure to succeed, failing to prioritize study materials, inefficient review during the final days  of preparation, and sitting the exam with an afflicted body. Furthermore, during the examination, they frequently used inefficient strategies to answer questions. Afterwards, they experienced feelings of freedom associated with having finished the exam.  Conclusions Participation in a highly-competitive examination exerts a considerable amount pressure on low-performing candidates. This climate not only results in burn out of participants, but it also influences their learning styles and identities as future physicians. It is therefore necessary to design a syllabus for both test candidates and policy makers, in order better to manage this environment. Candidates also should be aware of their individual weaknesses, in order to improve their studying skills. PMID:27771629

  17. Detection and Evaluation of Cheating on College Exams Using Supervised Classification

    ERIC Educational Resources Information Center

    Cavalcanti, Elmano Ramalho; Pires, Carlos Eduardo; Cavalcanti, Elmano Pontes; Pires, Vládia Freire

    2012-01-01

    Text mining has been used for various purposes, such as document classification and extraction of domain-specific information from text. In this paper we present a study in which text mining methodology and algorithms were properly employed for academic dishonesty (cheating) detection and evaluation on open-ended college exams, based on document…

  18. The Use of Recorded Lectures in Education and the Impact on Lecture Attendance and Exam Performance

    ERIC Educational Resources Information Center

    Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia

    2016-01-01

    Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded…

  19. Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations

    ERIC Educational Resources Information Center

    Jamieson, Jeremy P.; Peters, Brett J.; Greenwood, Emily J.; Altose, Aaron J.

    2016-01-01

    For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive…

  20. An Investigation of Adult Attachment and Coping with Exam-Related Stress

    ERIC Educational Resources Information Center

    Berry, Katherine; Kingswell, Sarah

    2012-01-01

    Students differ in how they cope with and manage stress associated with university life. This study investigates associations between adult attachment and coping strategies for exam-related stress. Fifty-seven students at a university in the north of England completed online questionnaires to assess attachment anxiety and avoidance, helpful and…

  1. USER MANUAL FOR EXPRESS, THE EXAMS-PRZM EXPOSURE SIMULATION SHELL

    EPA Science Inventory

    The Environmental Fate and Effects Division (EFED) of EPA's Office of Pesticide Programs(OPP) uses a suite of ORD simulation models for the exposure analysis portion of regulatory risk assessments. These models (PRZM, EXAMS, AgDisp) are complex, process-based simulation codes tha...

  2. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  3. Validating Performance Level Descriptors (PLDs) for the AP® Environmental Science Exam

    ERIC Educational Resources Information Center

    Reshetar, Rosemary; Kaliski, Pamela; Chajewski, Michael; Lionberger, Karen

    2012-01-01

    This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.

  4. The Unified Validity of the Four Skills Exam: Applying Messick's Framework.

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    2000-01-01

    Seventeen states in the United States use Spanish-language proficiency tests to ensure that bilingual education teachers are able to deliver academic instruction in Spanish to school-age students. The unified validity of the Four Skills Exam (FSE), used in New Mexico for nearly 18 years, was evaluated using Messick's framework (1989). (Author/VWL)

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

    ERIC Educational Resources Information Center

    Parent, D. W.

    2011-01-01

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

  6. American Diploma Project (ADP) End-of-Course Exams: 2010 Annual Report

    ERIC Educational Resources Information Center

    Achieve, Inc., 2010

    2010-01-01

    To assess the raised expectations of college and career readiness for all students, a group of American Diploma Project (ADP) Network states formed the ADP Assessment Consortium in 2005. The Consortium created Algebra I and II end-of-course exams, based in large part on Achieve's ADP mathematics benchmarks, which would provide an honest assessment…

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

    ERIC Educational Resources Information Center

    Williams, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupre, 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…

  8. Outcomes Assessment: An Examination of the ETS Major Field Test and the Comprehensive Business Exam

    ERIC Educational Resources Information Center

    Hahn, William; Bowlin, Lyle L.; Welch, Timothy

    2012-01-01

    This study is the first to examine student performance differences between the major field test in business (MFTB) and the comprehensive business exam (CBE). Results reveal students performed at a statistically significant 50.8 percentile ranking on the CBE compared to a 38.0 percentile ranking on the MFTB. Additionally, this study finds that…

  9. Comparing Intentions to Use University-Provided vs Vendor-Provided Multibiometric Authentication in Online Exams

    ERIC Educational Resources Information Center

    Levy, Yair; Ramim, Michelle M.; Furnell, Steven M.; Clarke, Nathan L.

    2011-01-01

    Purpose: Concerns for information security in e-learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e-learners' intention to provide multibiometric data and use of multibiometrics…

  10. Predicting Patterns of Grammatical Complexity across Language Exam Task Types and Proficiency Levels

    ERIC Educational Resources Information Center

    Biber, Douglas; Gray, Bethany; Staples, Shelley

    2016-01-01

    In the present article, we explore the extent to which previous research on register variation can be used to predict spoken/written task-type variation as well as differences across score levels in the context of a major standardized language exam (TOEFL iBT). Specifically, we carry out two sets of linguistic analyses based on a large corpus of…

  11. The Use of Formative Online Quizzes to Enhance Class Preparation and Scores on Summative Exams

    ERIC Educational Resources Information Center

    Dobson, John L.

    2008-01-01

    Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes…

  12. 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…

  13. Some Criticisms against Exam Questions: To What Extent Can Mythic, Romantic and Philosophical Questions Be Used?

    ERIC Educational Resources Information Center

    Seker, Hasan

    2016-01-01

    In the present study, some of the pre-service teachers' criticisms against their exams were investigated. Moreover, as an alternative, to what extent philosophical, romantic and mythic questions could be used was also looked at. The study group consists of 117 pre-service teachers from the classroom teacher education. In the study, it was…

  14. A Critical Analysis of the Validity of the Four Skills Exam.

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    A study evaluated the overall evaluative validity of the Four Skills Exam, a Spanish language proficiency test designed to ensure that bilingual education teachers in New Mexico can meet Spanish language demands in the bilingual education classroom. The test's construct validity was limited for several reasons. In designing a test capturing…

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

    ERIC Educational Resources Information Center

    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…

  16. Potential Danger in Pre-Populating Exam Note Sheets with Formulas

    ERIC Educational Resources Information Center

    McCaskey, Timothy L.

    2015-01-01

    In previous work, I allowed students in my introductory physics course to write note sheets to prepare for exams, and I analyzed the contents as a way of determining what students saw as important in my course. In the present study, I tried a new note sheet approach where I supplied some equations for their notes in advance, thinking that doing so…

  17. 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.

  18. Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being

    ERIC Educational Resources Information Center

    Isgör, Isa Yücel

    2016-01-01

    The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including…

  19. Where to Begin? The Evolving Role of Placement Exams for Students Starting College. Executive Summary

    ERIC Educational Resources Information Center

    Burdman, Pamela

    2012-01-01

    For years, colleges have used placement exams to determine whether to deem incoming students "college ready" or assign them to developmental education. Emerging information reveals the tests have little correlation to students' future success, casting doubt on their use even as the high stakes for students of taking remedial courses become clear.…

  20. 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…

  1. Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

    ERIC Educational Resources Information Center

    Lyle, Keith B.; Crawford, Nicole A.

    2011-01-01

    At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day's lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM…

  2. Preparing for the AP Exam: The Dangers of Teaching to the Test.

    ERIC Educational Resources Information Center

    Chu, Jonathan M.

    2000-01-01

    Argues that poor student performance on the Advanced Placement (AP) U.S. history examination is due to poor preparation for the exam and the misuse of the AP examination to measure teacher effectiveness and school quality. States that teaching methods must change to enable students to see the relationships among facts in history. (CMK)

  3. Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time

    ERIC Educational Resources Information Center

    Judson, Eugene

    2017-01-01

    Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…

  4. Shall We Overcome? Self-Efficacy, Teacher Licensure Exams, and African American Preservice Teachers

    ERIC Educational Resources Information Center

    Petchauer, Emery

    2016-01-01

    This article reports findings from a 3-year qualitative study exploring the experiences of African American preservice teachers as they prepared for the Praxis "basic skills" teacher-licensure exam, a gatekeeper to many teacher-education programs. Using the construct of self-efficacy, results illustrate how students assess their Praxis…

  5. Do High-Stakes Placement Exams Predict College Success? CCRC Working Paper No. 41

    ERIC Educational Resources Information Center

    Scott-Clayton, Judith

    2012-01-01

    Community colleges are typically assumed to be nonselective, open-access institutions. Yet access to college-level courses at such institutions is far from guaranteed: the vast majority of two-year institutions administer high-stakes exams to entering students that determine their placement into either college-level or remedial education. Despite…

  6. 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…

  7. An Innovative Excel Application to Improve Exam Reliability in Marketing Courses

    ERIC Educational Resources Information Center

    Keller, Christopher M.; Kros, John F.

    2011-01-01

    Measures of survey reliability are commonly addressed in marketing courses. One statistic of reliability is "Cronbach's alpha." This paper presents an application of survey reliability as a reflexive application of multiple-choice exam validation. The application provides an interactive decision support system that incorporates survey item…

  8. 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…

  9. Alternative Models of Entrance Exams and Access to Higher Education: The Case of the Czech Republic

    ERIC Educational Resources Information Center

    Konecny, Tomas; Basl, Josef; Myslivecek, Jan; Simonova, Natalie

    2012-01-01

    The study compares the potential effects of a university admission exam model based on program-specific knowledge and an alternative model relying on general study aptitude (GSA) in the context of a strongly stratified educational system with considerable excess of demand over supply of university education. Using results of the "Sonda…

  10. 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.

  11. Candidate Performance on the Business Environment and Concepts Section of the CPA Exam

    ERIC Educational Resources Information Center

    Lindsay, D. H.; Tan, K. B.; Campbell, Annhenrie

    2009-01-01

    This paper examines how differences in curricular design of undergraduate accounting programs influence pass rates on the Business Environment and Concepts Section of the CPA Exam. The association of the pass rate of a school's accounting graduates to the design of the schools accounting program and to other school characteristics was examined…

  12. Past, Present, and Future of AP Chemistry: A Brief History of Course and Exam Alignment Efforts

    ERIC Educational Resources Information Center

    Magrogan, Serena

    2014-01-01

    As part of the Advanced Placement (AP) Program's commitment to continually enhance alignment with current best practices in college-level learning, the AP Program is currently evaluating and redesigning courses and exams, one of which launched during the 2013-2014 academic school year: AP chemistry. The history of the AP chemistry course and…

  13. "Too Complex for Me!" Why Do Performance-Approach and Performance-Avoidance Goals Predict Exam Performance?

    ERIC Educational Resources Information Center

    Darnon, Celine; Butera, Fabrizio; Mugny, Gabriel; Quiamzade, Alain; Hulleman, Chris S.

    2009-01-01

    Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the…

  14. Analysis of Factors that Affect the Teacher Certification Exam Results in a University System in Puerto Rico

    ERIC Educational Resources Information Center

    Garofalo, Jorge H.

    2009-01-01

    The purpose of this study was to analyze the factors that affect a teacher preparation exam results within a University System in Puerto Rico. Using Bertalanffy's System Theory as theoretical framework, this mixed methods study examined factors in the university system that could have affected student's preparation for a teacher exam (PCMAS by its…

  15. Keeping up with the Standards: What One English Professor Learned from Taking Every Standardized Exam in His Discipline

    ERIC Educational Resources Information Center

    Brown, Kevin

    2015-01-01

    In this article, the author describes his project to take every standardized exam English majors students take. During the summer and fall semesters of 2012, the author signed up for and took the GRE General Test, the Praxis Content Area Exam (English Language, Literature, and Composition: Content Knowledge), the Senior Major Field Tests in…

  16. Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

    ERIC Educational Resources Information Center

    Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

    2014-01-01

    In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes…

  17. The Management Challenge: Handling Exams Involving Large Quantities of Students, on and off Campus--A Design Concept

    ERIC Educational Resources Information Center

    Larsson, Ken

    2014-01-01

    This paper looks at the process of managing large numbers of exams efficiently and secure with the use of a dedicated IT support. The system integrates regulations on different levels, from national to local, (even down to departments) and ensures that the rules are employed in all stages of handling the exams. The system has a proven record of…

  18. A Qualitative Evaluation of Instructors' Exam Questions at a Primary Education Department in Terms of Certain Variables

    ERIC Educational Resources Information Center

    Demir, Mehmet Kaan; Eryaman, Mustafa Yunus

    2012-01-01

    The purpose of this qualitative research study is to analyze instructors' exam questions at a Primary Education Department in terms of the exam's period, the comprehensibility of the instructions, cognitive level, and the appropriateness to the critical thinking. This qualitative study is based on document analysis method. 100 randomly selected…

  19. Awarding Credit Where Credit Is Due: Effective Practices for the Implementation of Credit by Exam. Adopted Spring 2014

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2014

    2014-01-01

    Credit by Exam is a mechanism employed in the California community colleges as a means of granting credit for student learning outside of the traditional classroom. In some instances, credit by exam is the means used to award college credit for structured learning experiences in a secondary educational setting, while in other instances knowledge…

  20. Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

    ERIC Educational Resources Information Center

    Gharib, Afshin; Phillips, William; Mathew, Noelle

    2012-01-01

    The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students enrolled in four sections of Statistics participated in this study. Exam types were counterbalanced across sections of the…

  1. 76 FR 6190 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-03

    ... Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee AGENCY... Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Toll Free Project Committee will... Act, 5 U.S.C. App. (1988) that an open meeting of the Taxpayer Advocacy Panel Small...

  2. 76 FR 2196 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-12

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed Correspondence Exam Toll... Business/Self Employed Correspondence Exam Toll Free will be held Tuesday, February 22, 2011, at 9...

  3. WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

    SciTech Connect

    MacDougall, R.

    2015-06-15

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

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

    PubMed Central

    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

    Objective: 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. Methods: 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. Results: 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. Conclusion: 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. PMID:27275509

  5. A DOS Primer for Librarians.

    ERIC Educational Resources Information Center

    Beecher, Henry

    1989-01-01

    Presents a basic orientation to the functions and capabilities of disk operating systems (DOS), aimed at the nontechnically oriented user of IBM personal computers and compatible microcomputers. Areas discussed include booting up, the use of floppy and hard disks, file storage and manipulation, and directories. Further readings are provided. (CLB)

  6. Different Roles of DosS and DosT in the Hypoxic Adaptation of Mycobacteria▿

    PubMed Central

    Kim, Min-Ju; Park, Kwang-Jin; Ko, In-Jeong; Kim, Young Min; Oh, Jeong-Il

    2010-01-01

    The DosS (DevS) and DosT histidine kinases form a two-component system together with the DosR (DevR) response regulator in Mycobacterium tuberculosis. DosS and DosT, which have high sequence similarity to each other over the length of their amino acid sequences, contain two GAF domains (GAF-A and GAF-B) in their N-terminal sensory domains. Complementation tests in conjunction with phylogenetic analysis showed that DevS of Mycobacterium smegmatis is more closely related to DosT than DosS. We also demonstrated in vivo that DosS and DosT of M. tuberculosis play a differential role in hypoxic adaptation. DosT responds to a decrease in oxygen tension more sensitively and strongly than DosS, which might be attributable to their different autooxidation rates. The different responsiveness of DosS and DosT to hypoxia is due to the difference in their GAF-A domains accommodating the hemes. Multiple alignment analysis of the GAF-A domains of mycobacterial DosS (DosT) homologs and subsequent site-directed mutagenesis revealed that just one substitution of E87, D90, H97, L118, or T169 of DosS with the corresponding residue of DosT is sufficient to convert DosS to DosT with regard to the responsiveness to changes in oxygen tension. PMID:20675480

  7. 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

  8. A study of the usefulness of the HESI Exit Exam in predicting NCLEX-RN failure.

    PubMed

    Spurlock, Darrell R; Hunt, Linda A

    2008-04-01

    Schools of nursing across the country are implementing progression policies that prohibit students from graduating or from taking the nursing licensure examination, sometimes based solely on a single predictive test score. In addition, little empirical evidence exists that supports progression policies as effective in increasing a school's NCLEX-RN pass rates. This article reports on a study conducted when one school did not achieve the results they expected after implementing a progression policy. With use of logistic regression, diagnostic indexes, and other methods, reasons for the disparity between expected and observed NCLEX-RN pass rates were examined. Results revealed that the Health Education Systems, Inc. (HESI) Exit Exam was not able to accurately predict NCLEX-RN outcomes for graduates and, further, that progression policies that allow retest after retest so as to achieve a minimum score on the HESI Exit Exam are not supported empirically. Conclusions and suggestions for schools using or considering progression policies are provided.

  9. 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,…

  10. 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,…

  11. Breast-feeding, self-exam, and exercise practices before and after reduction mammoplasty.

    PubMed

    Brown, Jennifer R; Holton, Luther H; Chung, Thomas L; Slezak, Sheri

    2008-10-01

    The current indications for reduction mammoplasty include the relief of painful physical symptoms of macromastia. Numerous studies have demonstrated not only improvement in physical symptoms following reduction mammoplasty, but postoperative psychological benefits as well, including increased ability to participate in physical activity as a result of pain relief and decreased breast mass. Reduction mammoplasty may have additional effects on the patient's ability to breast-feed and perform breast self-exam. The present study is a retrospective study of the effects of reduction mammoplasty on breast-feeding, breast self-exam, physical symptoms, and physical activity. One-hundred and forty-one patients who underwent reduction mammoplasty at our institution between the years 1996-2005 agreed to participate in the study. Each was asked a series of questions in order to assess changes in symptoms and behaviors including breast-feeding and breast self-exam practices before and after the surgery. Patients were also asked questions regarding their pain symptoms and physical activity profiles. Ninety-seven percent of the participants claimed to have back, neck, and/or shoulder pain that was either significantly improved or completely resolved. Moreover, 100% of patients report that physical activity such as exercise was easier following reduction mammoplasty. Ninety-three percent of participants reported that performing breast self-exam following surgery was either the same (68%) or easier (25%) as a result of having less breast tissue. Eighty-nine percent of participants had no children following surgery, therefore effects on breast-feeding practices following reduction mammoplasty were not statistically significant. However, we suggest that when patients are seen in consultation or in the perioperative period, there is an opportunity to teach patients about the benefits of breast-feeding, and to assure patients that a pedicle flap reduction will likely allow breastfeeding

  12. SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

    SciTech Connect

    Cline, K; Stanley, D; Defoor, D; Stathakis, S; Gutierrez, A; Papanikolaou, N; Kirby, N

    2015-06-15

    Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework is built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.

  13. A Novel Restraining Device for Small Animal Imaging Exams: Validation in Rabbits

    PubMed Central

    Barbosa, Carlos Henrique; Carvalho, Antonio Carlos; de Souza, Sérgio; Machado, Fernanda; Guedes, Fábio; Monteiro, André; Schanaider, Alberto

    2015-01-01

    Objective. To develop, validate, and patent a Restraining Device for Small Animal Imaging Exams (RDSAIE) that allows exams to be comfortably conducted without risks to animals and professionals. Methods. A RDSAIE with a mobile cover and shelf was built with transparent acrylic material. A total of six anesthetized rabbits were used to perform the following imaging exams of the skull: Cone Beam Computed Tomography, Magnetic Resonance Imaging, and Scintigraphy. Results. The device showed great functionality and full visibility of the animal behavior, which remained fully stabilized and immobilized in either the horizontal or vertical position without the need for a person to remain in the test room to assist them. The procedures were performed without difficulty, and images of good resolution and without artifacts were obtained. Conclusion. The RDSAIE is comfortable, safe, efficient, and ergonomic. It allows the easy placement of animals in different body positions, including the vertical, the maintenance of postural stability, and full visibility. It may be constructed for animals heavier than 4 kg and it is adaptable for translational studies in anima nobile. PMID:26114109

  14. Guidance Regarding Sample Collection and Refinement of Fecal Flotation Exam for the Isolation of Aspiculuris tetraptera.

    PubMed

    Goodroe, Anna E; Baxter, Victoria K; Watson, Julie

    2016-01-01

    Aspiculuris tetraptera continues to be a problem in rodent vivaria, in part due to difficulties in parasite detection. Although PCR testing is highly sensitive, it is expensive and does not always provide immediate results. Consequently, many institutions rely on passive fecal flotation as a quick inhouse exam for diagnosing A. tetraptera infections. To increase the sensitivity of this test, we examined multiple parameters to determine the optimal test protocol. A 30-min soaking period prior to fecal flotation for 15 min allowed fecal pellets to soften and facilitated efficient egg isolation. We also evaluated the effect of time of day, sample size, age, sex, and housing status on egg isolation. No evidence of cyclical egg shedding was found, and although larger fecal sample sizes did not result in more eggs isolated, their use reduced the incidence of false-negative exams. The most eggs were isolated from 8- and 12-wk-old mice, and as mice aged, the number of eggs isolated declined. Overall, neither sex nor housing status influenced the number of eggs isolated. Finally, examination of multiple diagnostic tests (fecal flotation exam, direct examination of cecal and colonic contents, and fecal PCR) revealed that no single test was definitive, thus indicating that multiple tests might be required to successfully screen mice with low pinworm burdens. These findings provide guidance regarding sample selection, collection, and processing to efficiently detect A. tetraptera.

  15. Guidance Regarding Sample Collection and Refinement of Fecal Flotation Exam for the Isolation of Aspiculuris tetraptera

    PubMed Central

    Goodroe, Anna E; Baxter, Victoria K; Watson, Julie

    2016-01-01

    Aspiculuris tetraptera continues to be a problem in rodent vivaria, in part due to difficulties in parasite detection. Although PCR testing is highly sensitive, it is expensive and does not always provide immediate results. Consequently, many institutions rely on passive fecal flotation as a quick inhouse exam for diagnosing A. tetraptera infections. To increase the sensitivity of this test, we examined multiple parameters to determine the optimal test protocol. A 30-min soaking period prior to fecal flotation for 15 min allowed fecal pellets to soften and facilitated efficient egg isolation. We also evaluated the effect of time of day, sample size, age, sex, and housing status on egg isolation. No evidence of cyclical egg shedding was found, and although larger fecal sample sizes did not result in more eggs isolated, their use reduced the incidence of false-negative exams. The most eggs were isolated from 8- and 12-wk-old mice, and as mice aged, the number of eggs isolated declined. Overall, neither sex nor housing status influenced the number of eggs isolated. Finally, examination of multiple diagnostic tests (fecal flotation exam, direct examination of cecal and colonic contents, and fecal PCR) revealed that no single test was definitive, thus indicating that multiple tests might be required to successfully screen mice with low pinworm burdens. These findings provide guidance regarding sample selection, collection, and processing to efficiently detect A. tetraptera. PMID:27657708

  16. Pelvic Exam

    MedlinePlus

    ... Policy Notice of Privacy Practices Notice of Nondiscrimination Advertising Mayo Clinic is a not-for-profit organization and proceeds from Web advertising help support our mission. Mayo Clinic does not ...

  17. Testicular Exams

    MedlinePlus

    ... happens, surgery almost always repairs the hernia completely. Testicular Cancer Testicular cancer is unusual in teen guys, but it can happen. Testicular cancer is the most common cancer in guys aged ...

  18. 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…

  19. Deranged Exams

    ERIC Educational Resources Information Center

    Spivey, Michael Z.

    2010-01-01

    This article discusses a triangle of numbers that are related to the derangement numbers. These numbers satisfy a Pascal-like recurrence relation with subtraction instead of addition. We describe how they relate to numbers studied by other authors and use them to generalize Euler's famous recurrence relation for the derangement numbers.

  20. Breast Exam

    MedlinePlus

    ... Your hormone levels fluctuate each month during your menstrual cycle, which causes changes in breast tissue. Swelling begins ... changes that occur at various points in the menstrual cycles. Finding a change or lump in your breast ...

  1. Association Between Dental Student-Developed Exam Questions and Learning at Higher Cognitive Levels.

    PubMed

    Gonzalez-Cabezas, Carlos; Anderson, Olivia S; Wright, Mary C; Fontana, Margherita

    2015-11-01

    New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive-level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive-level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple-choice exam questions and students' scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor-generated and an intervention group in which students worked in groups to develop questions. All students in one first-year class participated in the intervention group (n=104); all students in the first-year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post-intervention survey measuring students' attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive-level exam questions than the instructor-generated assessments. The intervention group (with student-generated assessments) also performed as well or better on tests compared to the control group (with instructor-generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student-driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.

  2. SU-E-I-95: Personalized Radiography Technical Parameters for Each Patient and Exam

    SciTech Connect

    Soares, F; Camozzato, T; Kahl, G; Soares, A; Zottis, A

    2014-06-01

    Purpose: To determine exact electrical parameters (kV, mAs) a radiological technologist shall use taking account the exam and patient's structure, with guarantee of minimum dose and adequate quality image. Methods: A patient's absorbed dose equation was developed by means of Entrance Skin Dose (ESD), irradiated area and patient width for specific anatomy. ESD is calculated from a developed equation, where entrance surface air-KERMA and backscatter factor are included, with air-to-skin coefficient conversion. We developed specific Lambert-Beer attenuation equations derived from mass energy-absorption coefficients data for skin, fat, and muscle and bone as one tissue. Anatomy tissue thickness distribution at central X-ray location in anteroposterior incidence for hand and chest, was estimate by discounting constant skin and bone thickness from patient measured width, assuming the result as muscle and fat. A clinical research at a big hospital were executed when real parameters (kV, mAs, filtration, ripple) used by technologists were combined with the image quality and patient's data: anatomy width, height and weight. A correlation among the best images acquired and electrical parameters used were confronted with patient's data and dose estimation. The best combinations were used as gold standards. Results: For each anatomy, two equations were developed to calculate voltage (kV) and exposure (mAs) to reproduce and interpolate the gold standards. Patient is measured and data are input into equations, giving radiological technologists the right set of electrical parameters for that specific exam. Conclusion: This work indicates that radiological technologist can personalize the exact electrical parameters for each patient exam, instead of using standard values. It also guarantee that patients under or over-sized measures will receive the right dose for the best image. It will stop wrong empiric adjusts technologists do when examining a non-standard patient and reduce

  3. DIGLIB. PC-DOS Graphics Subroutine Library

    SciTech Connect

    Burleson, R.R.

    1989-02-01

    DIGLIB is a collection of general graphics subroutines. It was designed to be small, reasonably fast, device-independent, and compatible with DEC-supplied operating systems for VAXes, PDP-11s, and LSI-11s, and the DOS operating system for IBM PCs and IBM-compatible machines. DIGLIB/PC runs on IBM PCs under PC-DOS or MS-DOS. The software is readily usable by casual programmers for two-dimensional plotting.

  4. An oral exam model for teaching advanced "Batchelor-level" fluid mechanics in the US

    NASA Astrophysics Data System (ADS)

    Freund, Jonathan

    2016-11-01

    A teaching model is developed to meet the challenge of teaching fluid mechanics at what might be considered a high level, at least by the current norms in the US. The initial goal was to avoid loss of concepts amidst the challenge of particular mathematical manipulations on particular assignments. However, it evolved toward fostering facile working knowledge of challenging material, such as in the books by Batchelor (e.g. streaming flow), Whitham (e.g. ship waves), and van Dyke (e.g. second-order boundary layer). To this end, the course model forgoes traditional assigned problems to focus on completion, augmentation, and in-depth understanding of the lecture material. The lectures are relatively traditional in structure, albeit with somewhat more interactive examples. The main unusual feature-again, by modern US standards-was assessment via multiple half-hour oral exams. This model has now been successful over 8 semesters for 3 different graduate courses in 2 departments. For all, students were assume to have already completed a full course at a "Navier-Stokes level". The presentation will include specifics of the course and exam structure, impressions of positive outcomes from the instructor, and a summary of the overwhelmingly positive student feedback.

  5. Are Exam Questions Known in Advance? Using Local Dependence to Detect Cheating.

    PubMed

    Zimmermann, Stefan; Klusmann, Dietrich; Hampe, Wolfgang

    2016-01-01

    Cheating is a common phenomenon in high stakes admission, licensing and university exams and threatens their validity. To detect if some exam questions had been affected by cheating, we simulated how data would look like if some test takers possessed item preknowledge: Responses to a small number of items were set to correct for 1-10% of test takers. Item difficulty, item discrimination, item fit, and local dependence were computed using an IRT 2PL model. Then changes in these item properties from the non-compromised to the compromised dataset were scrutinized for their sensitivity to item preknowledge. A decline in the discrimination parameter compared with previous test versions and an increase in local item dependence turned out to be the most sensitive indicators of item preknowledge. A multiplicative combination of shifts in item discrimination, item difficulty, and local item dependence detected item preknowledge with a sensitivity of 1.0 and a specificity of .95 if 11 of 80 items were preknown to 10% of the test takers. Cheating groups smaller than 5% of the test takers were not detected reliably. In the discussion, we outline an effective search for items affected by cheating, which would enable faculty staff without IRT knowledge to detect compromised items and exclude them from scoring.

  6. The scare tactic: do fear appeals predict motivation and exam scores?

    PubMed

    Putwain, David; Remedios, Richard

    2014-12-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to perceived fear appeals were collected in the first wave, self-report data pertaining to self-determined motivation were collected in the second wave, and exam scores were collected in the third wave. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower self-determined motivation but were largely unrelated to non-self-determined motivation. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower examination performance that was partly mediated by lower self-determined motivation. These findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. We suggest that teachers and instructors need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation.

  7. Are Exam Questions Known in Advance? Using Local Dependence to Detect Cheating

    PubMed Central

    Zimmermann, Stefan; Klusmann, Dietrich; Hampe, Wolfgang

    2016-01-01

    Cheating is a common phenomenon in high stakes admission, licensing and university exams and threatens their validity. To detect if some exam questions had been affected by cheating, we simulated how data would look like if some test takers possessed item preknowledge: Responses to a small number of items were set to correct for 1–10% of test takers. Item difficulty, item discrimination, item fit, and local dependence were computed using an IRT 2PL model. Then changes in these item properties from the non-compromised to the compromised dataset were scrutinized for their sensitivity to item preknowledge. A decline in the discrimination parameter compared with previous test versions and an increase in local item dependence turned out to be the most sensitive indicators of item preknowledge. A multiplicative combination of shifts in item discrimination, item difficulty, and local item dependence detected item preknowledge with a sensitivity of 1.0 and a specificity of .95 if 11 of 80 items were preknown to 10% of the test takers. Cheating groups smaller than 5% of the test takers were not detected reliably. In the discussion, we outline an effective search for items affected by cheating, which would enable faculty staff without IRT knowledge to detect compromised items and exclude them from scoring. PMID:27907190

  8. 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.

  9. 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.

  10. The UCSF screening exam effectively screens cognitive and behavioral impairment in patients with ALS.

    PubMed

    Murphy, Jennifer; Ahmed, Fizaa; Lomen-Hoerth, Catherine

    2015-03-01

    The University of California San Francisco (UCSF) Screening Battery provides clinicians with a uniquely tailored tool to measure ALS patients' cognitive and behavioral changes, adjusting for dysarthria and hand weakness. The battery consists of the ALS-CBS ( 1 ), Written Fluency Test ( 2 ), and a new revision of the Frontal Behavior Inventory (FBI-ALS) ( 3 ). The validity of each component was tested by comparing results with a gold standard neuropsychological exam (GNE). Consensus criteria-based GNE diagnoses ( 4 ) were assigned (n = 24) and concurrent validity was tested for each screening exam component. Results showed that each of the four cognitive and behavioral screening test components were significantly associated with diagnoses confirmed by GNE. GNE diagnoses were significantly associated with FBI-ALS negative score, written S-words score, and ALS-CBS cognitive score. The total FBI-ALS score and C-words tests were less predictive of GNE-diagnosed impairment. In conclusion, the UCSF Cognitive Screening Battery demonstrates good external validity compared with GNE in this modest sample, encouraging its use in larger investigations. These data suggest that this battery may provide an effective screen to identify ALS patients who will then benefit from a full examination to confirm their diagnosis.

  11. The role of comprehensive eye exams in the early detection of diabetes and other chronic diseases in an employed population.

    PubMed

    Schaneman, Justin; Kagey, Amy; Soltesz, Stephen; Stone, Julie

    2010-08-01

    The main objective of this study is to assess the cost benefit associated with comprehensive eye exams as a tool for the early detection of diabetes, hypertension, and high cholesterol. A retrospective, claims-based analysis was performed using U.S.-based employees and spouses from a large, national database. Individuals who received first notification of disease as a result of an eye exam were compared to individuals who did not receive early detection and presumably learned of their condition after further disease progression. Total health plan costs, lost time costs, and termination rates were calculated for the 12-month period after the index date. A sizable population first learned of their chronic condition through eye exams as no other claims-based evidence was found to suggest prior knowledge of the condition. All three disease cohorts with early detection during an eye exam had lower first-year health plan costs, missed fewer work days, and were less likely to terminate employment than the respective comparison groups. As employers strive to better manage health and business outcomes, comprehensive eye health exams can provide an opportunity for early disease detection and associated cost savings through referral to primary care providers and condition management programs.

  12. Computer Modeling of the Instructionally Insensitive Nature of the Texas Assessment of Knowledge and Skills (TAKS) Exam

    NASA Astrophysics Data System (ADS)

    Pham, Vinh Huy

    Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer modeling of its underlying theoretical testing framework have yielded results that indicate the exam only rank orders students on a persistent but uncharacterized latent trait across domains tested as well as across years. Such persistent rank ordering of students is indicative of an instructionally insensitive exam. This is problematic in the current atmosphere of high stakes testing which holds teachers, administrators, and school systems accountable for student achievement.

  13. Academic exam stress and depressive mood are associated with reductions in exhaled nitric oxide in healthy individuals.

    PubMed

    Trueba, Ana F; Smith, Noelle B; Auchus, Richard J; Ritz, Thomas

    2013-04-01

    Nitric oxide (NO) has beneficial effects on cardiovascular and immune health. Stress and depression have been linked to a reduction in serum NO. In this study, we examined the effect of academic exam stress on the fraction of NO in exhaled air (FeNO) and spirometric lung function in 41 healthy college students. Participants completed assessments at mid-semester as well as in the early and late phase of an academic exam period. Negative affect, depressive mood, and salivary cortisol were elevated during exams, whereas FeNO and lung function decreased. Higher depressive mood was associated with lower FeNO, whereas higher negative affect was associated higher FeNO across time. These findings provide initial evidence that depression and prolonged stress can alter FeNO and lung function in healthy individuals, which could have adverse consequences for cardiovascular, airway, and immune health.

  14. Comparing NET and ERI standardized exam scores between baccalaureate graduates who pass or fail the NCLEX-RN.

    PubMed

    Bondmass, Mary D; Moonie, Sheniz; Kowalski, Susan

    2008-01-01

    In the United States, nursing programs are commonly evaluated by their graduates success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this paper is to describe a change in NCLEX-RN success rates following the addition of standardized exams throughout our program's curriculum, and to compare these exam scores between graduates who pass NCLEX-RN and those who do not. Our results indicate an 8.5% change (p < 0.000) in the NCLEX-RN pass rate from our previous 5-year mean pass rate, and significant differences in standardized test scores for those who pass the NCLEX-RN compared to those who do not (p < 0.03). We conclude that our selected standardized exam scores are able to significantly identify graduates who are more likely to pass NCLEX-RN than not.

  15. Development and Validation of Written Exam Items for the Agricultural Hazardous Occupations Orders (AgHOs) Certification Training Program.

    PubMed

    Mann, A J; Field, W E; Tormoehlen, R; French, B F

    2016-04-01

    Research was conducted to develop and validate a pool of exam items that can be used to test the readiness of youth, ages 14-15 years, to be certified under the current federally mandated Agricultural Hazardous Occupations Orders (AgHOs). The AgHOs require training prior to employment in agricultural workplaces that the Secretary of Labor has determined are especially hazardous for youth within the prescribed age range. Under the current provisions of the AgHOs certification process, non-exempt youth seeking employment in agriculture are required to pass a written exam concentrating on safe work practices as partial satisfaction to receive certification of eligibility for employment to perform certain tasks. However, the regulations provide little guidance concerning the format of the exam, subject matter to be covered, degree of difficulty, or minimum passing score. As part of the USDA-sponsored Hazardous Occupations Safety Training in Agriculture (HOSTA) initiative, efforts have been made to develop consistent and evidence-based testing methods for disseminating the test protocols to instructors. The goal was to expand, enhance, and maintain the reliability of the exam item pool for the AgHOs certification process. Item development was based on the HOSTA-supported Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum. To ensure adequate item availability, the current item pool was expanded to include a minimum of two test items for each of the 157 cognitive-based core competencies developed as part of the Gearing Up curriculum design process. Administering 70-item exams that were generated from the item pool to 568 youth, ages 13-18 years, provided evidence of item validity. The result was a pool of 367 validated exam items.

  16. An automated technique for estimating patient-specific regional imparted energy and dose in TCM CT exams

    NASA Astrophysics Data System (ADS)

    Sanders, Jeremiah W.; Tian, Xiaoyu; Segars, W. Paul; Boone, John; Samei, Ehsan

    2016-03-01

    Currently computed tomography (CT) dosimetry relies on CT dose index (CTDI) and size specific dose estimates (SSDE). Organ dose is a better metric of radiation burden. However, organ dose estimation requires precise knowledge of organ locations. Regional imparted energy and dose can also be used to quantify radiation burden. Estimating the imparted energy from CT exams is beneficial in that it does not require precise estimates of the organ size or location. This work investigated an automated technique for retrospectively estimating the imparted energy from chest and abdominopelvic tube current modulated (TCM) CT exams. Monte Carlo simulations of chest and abdominopelvic TCM CT examinations across various tube potentials and TCM strengths were performed on 58 adult computational extended cardiac-torso (XCAT) phantoms to develop relationships between scanned mass and imparted energy normalized by dose length product (DLP). An automated algorithm for calculating the scanned patient volume was further developed using an open source mesh generation toolbox. The scanned patient volume was then used to estimate the scanned mass accounting for diverse density within the scan region. The scanned mass and DLP from the exam were used to estimate the imparted energy to the patient using the knowledgebase developed from the Monte Carlo simulations. Patientspecific imparted energy estimates were made from 20 chest and 20 abdominopelvic clinical CT exams. The average imparted energy was 274 +/- 141 mJ and 681 +/- 376 mJ for the chest and abdominopelvic exams, respectively. This method can be used to estimate the regional imparted energy and/or regional dose in chest and abdominopelvic TCM CT exams across clinical operations.

  17. TH-C-18A-09: Exam and Patient Parameters Affecting the DNA Damage Response Following CT Studies

    SciTech Connect

    Elgart, S; Adibi, A; Bostani, M; Ruehm, S; Enzmann, D; McNitt-Gray, M; Iwamoto, K

    2014-06-15

    Purpose: To identify exam and patient parameters affecting the biological response to CT studies using in vivo and ex vivo blood samples. Methods: Blood samples were collected under IRB approval from 16 patients undergoing clinically-indicated CT exams. Blood was procured prior to, immediately after and 30minutes following irradiation. A sample of preexam blood was placed on the patient within the exam region for ex vivo analysis. Whole blood samples were fixed immediately following collection and stained for γH2AX to assess DNA damage response (DDR). Median fluorescence of treated samples was compared to non-irradiated control samples for each patient. Patients were characterized by observed biological kinetic response: (a) fast — phosphorylation increased by 2minutes and fell by 30minutes, (b) slow — phosphorylation continued to increase to 30minutes and (c) none — little change was observed or irradiated samples fell below controls. Total dose values were normalized to exam time for an averaged dose-rate in dose/sec for each exam. Relationships between patient biological responses and patient and exam parameters were investigated. Results: A clearer dose response at 30minutes is observed for young patients (<61yoa; R2>0.5) compared to old patients (>61yoa; R{sup 2}<0.11). Fast responding patients were significantly younger than slow responding patients (p<0.05). Unlike in vivo samples, age did not significantly affect the patient response ex vivo. Additionally, fast responding patients received exams with significantly smaller dose-rate than slow responding patients (p<0.05). Conclusion: Age is a significant factor in the biological response suggesting that DDR may be more rapid in a younger population and slower as the population ages. Lack of an agerelated response ex vivo suggests a systemic response to radiation not present when irradiated outside the body. Dose-rate affects the biological response suggesting that patient response may be related to

  18. Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France.

    PubMed

    Breda, Thomas; Hillion, Mélina

    2016-07-29

    Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (science, technology, engineering, and mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non-gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field's male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics, or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented.

  19. Evaluation of Symptoms and Prevention of Cancer in Menopause: The Value of Vulvar Exam

    PubMed Central

    Palumbo, AR; Fasolino, C; Santoro, G; Gargano, V; Rinaldi, M; Arduino, B; Belli, M; Guida, M

    2016-01-01

    Vulvar and vaginal atrophy (VVA), is a chronic medical condition experienced by postmenopausal women, with prevalence estimated ranging from 10% to 50% [1]. VVA is characterized by a constellation of symptoms, that may affect daily activities, sexuality, relationships, and quality of life [3]. Early recognition and effective treatment of VVA may enhance sexual health and the quality of life of women and their partners. Some vulvar conditions such as lichen sclerosus are more prevalent in the postmenopausal years. Lichen sclerosus has been suggested as a precursor of Vulvar squamous cell carcinoma. The vulvar exam in post-menopausal women plays an essential role in prevention of cancer because it allows to identify women who should undergo vulvar skin biopsy in order to early detect pre-neoplastic lesions for early diagnosis of cancer of the vulva. PMID:27896230

  20. Using colposcopy in the rape exam: health care, forensic, and criminal justice issues.

    PubMed

    Sommers, Marilyn Sawyer; Fisher, Bonnie S; Karjane, Heather M

    2005-01-01

    In the setting of a forensic examination following rape, colposcopy allows practitioners to identify and photograph genital injury not readily visible to the unaided eye, thereby clarifying the location and extent of injury as well as providing evidence for court proceedings. Since the 1980s, the technique once reserved for victims of child abuse has been used across the lifespan and has been shown to identify genital injury in up to 87% of women who have been raped. The role of colposcopic findings as evidence in court testimony, however, remains controversial. This paper explores the history of colposcopy in the rape exam and describes the epidemiology of genital injury in consensual sex as well as rape.

  1. Online case studies: HESI Exit Exam scores and NCLEX-RN outcomes.

    PubMed

    Young, Anne; Rose, Gloria; Willson, Pamela

    2013-01-01

    Using data obtained for the 7th HESI Exit Exam (E(2)) validity study, the value of Elsevier's online case studies in assisting students to prepare for the E(2) and the National Council Licensure Examination for Registered Nurses (NCLEX-RN) was investigated. Of the 137 randomly selected schools of nursing, 72 (52.55%) participated in the study. The student sample consisted of 4,383 students from associate degree, baccalaureate, and diploma schools of nursing. Findings indicated that the mean E(2) score and the NCLEX-RN pass rate were significantly higher for students attending schools that used the case studies than they were for students attending schools that did not use the case studies. Descriptive data indicated that the case studies were most often used for remediation and examination preparation.

  2. Field Survey Measures of Olfaction: The Olfactory Function Field Exam (OFFE)

    PubMed Central

    Kern, David W.; Wroblewski, Kristen E.; Schumm, L. Philip; Pinto, Jayant M.; McClintock, Martha K.

    2016-01-01

    Population-based field research on human olfaction has been limited by a lack of feasible assessment tools. Previous olfactory survey research has measured only odor identification, with no research being done on odor detection (i.e., a person's sensitivity to detect a particular odor). Laboratory studies suggest that deficits in both aspects of olfactory function may be related to physical health, mental health and cognition, social function, including overall quality of life, and even mortality. However, field studies are needed to validate and extend these findings in large representative samples. Here we describe the olfactory function field exam, an instrument that can be deployed in field environments by lay interviewers to evaluate both odor identification and odor detection rapidly, practically, and accurately. Use of this new survey tool in future field-based population health studies will elucidate the impact of olfactory function on a myriad of health and social conditions. PMID:27226782

  3. The TRIPSE: a process-oriented exam for large undergraduate classes.

    PubMed

    Nastos, Stash; Rangachari, P K

    2013-01-01

    The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers (155-204) in a freshman biology course, suggests that it could provide a means of assessing individual student performance. Students rated the learning value of this experience to be significantly higher than a standard MCQ on a 10-point scale (TRIPSEs 8.2, CI 8.1/8.4 vs. MCQs 4.9, CI 4.8/5.1, n = 712). Additionally, we tested one cohort (n = 146) with a group TRIPSE (groups of 6), and found that this variant also provided a valuable learning experience (8.0, CI 7.7/8.3).

  4. Transition from partial to full PACS at a 450,000 exams/year hospital

    NASA Astrophysics Data System (ADS)

    Ro, Duk-Woo; Byun, Hong Sik; Choo, In W.; Kim, Bo K.; Lim, Jae H.

    1997-05-01

    The purpose of this paper is to describe the transition of a 1,100 beds tertiary hospital from 50 percent softcopy operation to full PACS operation. For the past 2 years, radiologists and clinicians have been using PACS to provide softcopy services to the outpatient clinics and inpatient wards of orthopedics surgery, neurosurgery and neurology as well as emergency room, surgical intensive care unit, medical intensive unit, pediatrics intensive care unit and neonatal intensive care unit. The examinations requested by these departments account for about 50 percent of hospital's radiological exams. In September 1996, we began the second phase of PACS implementation and installed additional workstations in the remaining wards and clinics, interfaced to PACS additional imaging modalities, and increased the capacity of both the image server and optical juke boxes. As of January 1997, we are in the final phase of moving away from conventional film system to full PACS operation.

  5. Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students

    NASA Astrophysics Data System (ADS)

    Zoller, Uri

    2002-02-01

    The performance of freshmen biology and physics-mathematics majors and chemistry majors as well as pre- and in-service chemistry teachers in two Israeli universities on algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) chemistry exam questions were studied. The driving force for the study was an interest in moving science and chemistry instruction from an algorithmic and factual recall orientation dominated by LOCS, to a decision-making, problem-solving and critical system thinking approach, dominated by HOCS. College students' responses to the specially designed ALG, LOCS and HOCS chemistry exam questions were scored and analysed for differences and correlation between the performance means within and across universities by the questions' category. This was followed by a combined student interview - 'speaking aloud' problem solving session for assessing the thinking processes involved in solving these types of questions and the students' attitudes towards them. The main findings were: (1) students in both universities performed consistently in each of the three categories in the order of ALG > LOCS > HOCS; their 'ideological' preference, was HOCS > algorithmic/LOCS, - referred to as 'computational questions', but their pragmatic preference was the reverse; (2) success on algorithmic/LOCS does not imply success on HOCS questions; algorithmic questions constitute a category on its own as far as students success in solving them is concerned. Our study and its results support the effort being made, worldwide, to integrate HOCS-fostering teaching and assessment strategies and, to develop HOCS-oriented science-technology-environment-society (STES)-type curricula within science and chemistry education.

  6. The evaluation of physical exam findings in patients assessed for suspected burn inhalation injury.

    PubMed

    Ching, Jessica A; Shah, Jehan L; Doran, Cody J; Chen, Henian; Payne, Wyatt G; Smith, David J

    2015-01-01

    The purpose of this investigation was to evaluate the utility of singed nasal hair (SN), carbonaceous sputum (CS), and facial burns (FB) as indicators of burn inhalation injury, when compared to the accepted standard of bronchoscopic diagnosis of inhalation injury. An institutional review board approved, retrospective review was conducted. All patients were suspected to have burn inhalation injury and subsequently underwent bronchoscopic evaluation. Data collected included: percent burn TBSA, burn injury mechanism, admission physical exam findings (SN, CS, FB), and bronchoscopy findings. Thirty-five males and twelve females met inclusion criteria (n = 47). Bronchoscopy was normal in 31 patients (66%). Data were analyzed as all patients and in subgroups according to burn TBSA and an enclosed space mechanism of injury. Physical exam findings (SN, CS, FB) were evaluated individually and in combination. Overall, the sensitivities, specificities, positive predictive values, and negative predictive values calculated were poor and inconsistent, and they did not improve within subgroup analysis or when physical findings were combined. Further statistical analysis suggested the physical findings, whether in isolation or in combination, have poor discrimination between patients that have and do not have inhalation injury (AUC < 0.7, P > .05) and poor agreement with the diagnosis made by bronchoscopy (κ < 0.4, P > .05). This remained true in the subgroup analysis as well. Our data demonstrated the findings of SN, CS, and FB are unreliable evidence for inhalation injury, even in the context of an enclosed space mechanism of injury. Thus, these physical findings are not absolute indicators for intubation and should be interpreted as one component of the history and physical.

  7. What is the chance all your trainees will pass the next Fellowship exam: A statistician's view.

    PubMed

    Chu, Kevin H; Mahmoud, Ibrahim; Brown, Anthony Ft

    2017-02-01

    Your department has had a good track record over many years for preparing trainees to successfully sit for the ACEM Fellowship exam. On average the pass rate for your trainees is over 80%. Then, to your dismay, suddenly only two of five of your trainees pass the latest Fellowship exam. Does this anomaly necessitate an urgent review of your department's training programme, or is it just a statistical quirk? Let us suppose you can prepare candidates so that they all have at least an 80% chance of passing. The probability that all five candidates would have passed is 32.8% (or 0.8(5) ) based on the multiplication rule of probability for independent events. The probability that only two of five passed is 5.1% (or 10 × 0.8(2) × 0.2(3) ) based on the binomial distribution, which is a probability distribution analogous to the normal distribution. The construction of the binomial distribution depends on two parameters: (i) number of candidates sitting ('n'), and (ii) probability of passing for any individual candidate ('P'). The distribution gives the probability that 'x' number of individuals will pass when 'n' number of individuals sit. Thus despite an 80% pass rate historically, the probability that only two of five candidates will pass is not negligible at 5.1%. It is an anomaly, which we may choose not to act on unless it is recurrent, noting it will be expected to occur naturally about one time out of 20. The real challenge is to maintain or increase that individual probability at 80% or higher.

  8. An objective structured clinical exam to measure intrinsic CanMEDS roles

    PubMed Central

    Kassam, Aliya; Cowan, Michèle; Donnon, Tyrone

    2016-01-01

    Background The CanMEDS roles provide a comprehensive framework to organize competency-based curricula; however, there is a challenge in finding feasible, valid, and reliable assessment methods to measure intrinsic roles such as Communicator and Collaborator. The objective structured clinical exam (OSCE) is more commonly used in postgraduate medical education for the assessment of clinical skills beyond medical expertise. Method We developed the CanMEDS In-Training Exam (CITE), a six-station OSCE designed to assess two different CanMEDS roles (one primary and one secondary) and general communication skills at each station. Correlation coefficients were computed for CanMEDS roles within and between stations, and for general communication, global rating, and total scores. One-way analysis of variance (ANOVA) was used to investigate differences between year of residency, sex, and the type of residency program. Results In total, 63 residents participated in the CITE; 40 residents (63%) were from internal medicine programs, whereas the remaining 23 (37%) were pursuing other specialties. There was satisfactory internal consistency for all stations, and the total scores of the stations were strongly correlated with the global scores r=0.86, p<0.05. Noninternal medicine residents scored higher in terms of the Professional competency overall, whereas internal medicine residents scored significantly higher in the Collaborator competency overall. Discussion The OSCE checklists developed for the assessment of intrinsic CanMEDS roles were functional, but the specific items within stations required more uniformity to be used between stations. More generic types of checklists may also improve correlations across stations. Conclusion An OSCE measuring intrinsic competence is feasible; however, further development of our cases and checklists is needed. We provide a model of how to develop an OSCE to measure intrinsic CanMEDS roles that educators may adopt as residency programs move

  9. Physical Exam Risk Factors for Lower Extremity Injury in High School Athletes: A Systematic Review

    PubMed Central

    Onate, James A.; Everhart, Joshua S.; Clifton, Daniel R.; Best, Thomas M.; Borchers, James R.; Chaudhari, Ajit M.W.

    2016-01-01

    Objective A stated goal of the preparticipation physical evaluation (PPE) is to reduce musculoskeletal injury, yet the musculoskeletal portion of the PPE is reportedly of questionable use in assessing lower extremity injury risk in high school-aged athletes. The objectives of this study are: (1) identify clinical assessment tools demonstrated to effectively determine lower extremity injury risk in a prospective setting, and (2) critically assess the methodological quality of prospective lower extremity risk assessment studies that use these tools. Data Sources A systematic search was performed in PubMed, CINAHL, UptoDate, Google Scholar, Cochrane Reviews, and SportDiscus. Inclusion criteria were prospective injury risk assessment studies involving athletes primarily ages 13 to 19 that used screening methods that did not require highly specialized equipment. Methodological quality was evaluated with a modified physiotherapy evidence database (PEDro) scale. Main Results Nine studies were included. The mean modified PEDro score was 6.0/10 (SD, 1.5). Multidirectional balance (odds ratio [OR], 3.0; CI, 1.5–6.1; P < 0.05) and physical maturation status (P < 0.05) were predictive of overall injury risk, knee hyperextension was predictive of anterior cruciate ligament injury (OR, 5.0; CI, 1.2–18.4; P < 0.05), hip external: internal rotator strength ratio of patellofemoral pain syndrome (P = 0.02), and foot posture index of ankle sprain (r = −0.339, P = 0.008). Conclusions Minimal prospective evidence supports or refutes the use of the functional musculoskeletal exam portion of the current PPE to assess lower extremity injury risk in high school athletes. Limited evidence does support inclusion of multidirectional balance assessment and physical maturation status in a musculoskeletal exam as both are generalizable risk factors for lower extremity injury. PMID:26978166

  10. Sleep Restriction Impairs Vocabulary Learning when Adolescents Cram for Exams: The Need for Sleep Study

    PubMed Central

    Huang, Sha; Deshpande, Aadya; Yeo, Sing-Chen; Lo, June C.; Chee, Michael W.L.; Gooley, Joshua J.

    2016-01-01

    Study Objectives: The ability to recall facts is improved when learning takes place at spaced intervals, or when sleep follows shortly after learning. However, many students cram for exams and trade sleep for other activities. The aim of this study was to examine the interaction of study spacing and time in bed (TIB) for sleep on vocabulary learning in adolescents. Methods: In the Need for Sleep Study, which used a parallel-group design, 56 adolescents aged 15–19 years were randomly assigned to a week of either 5 h or 9 h of TIB for sleep each night as part of a 14-day protocol conducted at a boarding school. During the sleep manipulation period, participants studied 40 Graduate Record Examination (GRE)-type English words using digital flashcards. Word pairs were presented over 4 consecutive days (spaced items), or all at once during single study sessions (massed items), with total study time kept constant across conditions. Recall performance was examined 0 h, 24 h, and 120 h after all items were studied. Results: For all retention intervals examined, recall of massed items was impaired by a greater amount in adolescents exposed to sleep restriction. In contrast, cued recall performance on spaced items was similar between sleep groups. Conclusions: Spaced learning conferred strong protection against the effects of sleep restriction on recall performance, whereas students who had insufficient sleep were more likely to forget items studied over short time intervals. These findings in adolescents demonstrate the importance of combining good study habits and good sleep habits to optimize learning outcomes. Citation: Huang S, Deshpande A, Yeo SC, Lo JC, Chee MW, Gooley JJ. Sleep restriction impairs vocabulary learning when adolescents cram for exams: the Need for Sleep Study. SLEEP 2016;39(9):1681–1690. PMID:27253768

  11. The Effect of Instruction Point of View on Self-Efficacy for Performing Breast Self-Exams

    ERIC Educational Resources Information Center

    Aikman, Shelley N.; Doyle-Portillo, Susann; Verhaeghen, Paul; Simmons, Nicole

    2017-01-01

    Background: Self-efficacy is an important predictor of performing health behaviors. Purpose: We invoked varying points of view (none, first person, third person) in standard instructions for breast self-exams (BSEs) to examine whether point of view taken would impact self-efficacy for and behavioral intentions regarding BSE. Methods: One hundred…

  12. A Framework for Process Reengineering in Higher Education: A Case Study of Distance Learning Exam Scheduling and Distribution

    ERIC Educational Resources Information Center

    Abdous, M'hammed; He, Wu

    2008-01-01

    In this paper, we propose a conceptual and operational framework for process reengineering (PR) in higher education (HE) institutions. Using a case study aimed at streamlining exam scheduling and distribution in a distance learning (DL) unit, we outline a sequential and non-linear four-step framework designed to reengineer processes. The first two…

  13. To Leave or Not to Leave? A Regression Discontinuity Analysis of the Impact of Failing the High School Exit Exam

    ERIC Educational Resources Information Center

    Ou, Dongshu

    2010-01-01

    The high school exit exam (HSEE) is rapidly becoming a standardized assessment procedure for educational accountability in the United States. I use a unique, state-specific dataset to identify the effects of failing the HSEE on the likelihood of dropping out of high school based on a regression discontinuity design. The analysis shows that…

  14. 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…

  15. Building a Database for the Historical Analysis of the General Chemistry Curriculum Using ACS General Chemistry Exams as Artifacts

    ERIC Educational Resources Information Center

    Luxford, Cynthia J.; Linenberger, Kimberly J.; Raker, Jeffrey R.; Baluyut, John Y.; Reed, Jessica J.; De Silva, Chamila; Holme, Thomas A.

    2015-01-01

    As a discipline, chemistry enjoys a unique position. While many academic areas prepared "cooperative examinations" in the 1930s, only chemistry maintained the activity within what has become the ACS Examinations Institute. As a result, the long-term existence of community-built, norm-referenced, standardized exams provides a historical…

  16. 76 FR 73021 - Agency Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-28

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF VETERANS AFFAIRS Agency Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and... Need for Regular Aid and Attendance, VA Form 21-2680. OMB Control Number: 2900-0721. Type of...

  17. 76 FR 58565 - Proposed Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-21

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF VETERANS AFFAIRS Proposed Information Collection (Exam for Housebound Status or Permanent Need for Regular Aid and... Permanent Need for Regular Aid and Attendance, VA Form 21-2680. OMB Control Number: 2900-0721. Type...

  18. Computer Modeling of the Instructionally Insensitive Nature of the Texas Assessment of Knowledge and Skills (TAKS) Exam

    ERIC Educational Resources Information Center

    Pham, Vinh Huy

    2009-01-01

    Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer…

  19. Exploring College Outcomes for Low-Income AP® Exam Takers with Fee Reductions. Research Report 2016-2

    ERIC Educational Resources Information Center

    Godfrey, Kelly E.; Wyatt, Jeffrey N.; Beard, Jonathan J.

    2016-01-01

    The focus of this study is to explore college outcomes for students who come from traditionally lower-income backgrounds, reporting a household income of $30,000 or less, and who were awarded a fee reduction to take one or more Advanced Placement® (AP®) Exams, compared to students with a similar background and ability who did not participate in an…

  20. Closing the Academic Achievement Gap on the California High School Exit Exam (CAHSEE) through Professional Learning Communities (PLC) Characteristics

    ERIC Educational Resources Information Center

    Buenrostro, Samuel

    2012-01-01

    Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in developing…

  1. Teacher Recruitment in Turkey: Analysis of Teacher Selection Exams in Comparison with Revised Bloom's Taxonomy of Educational Objectives

    ERIC Educational Resources Information Center

    Adiguzel, Oktay Cem

    2013-01-01

    The purpose of the study is to analyze the content validity of Public Personnel Selection Exam (KPSS), which is used for teacher recruitment in Turkey, in accordance with the teaching profession courses and Bloom's revised taxonomy of educational aims. For this purpose, the study was designed as a descriptive survey model. The data were…

  2. Advanced Placement English Exam Scores: A Comparison of Scores for Hispanic Students from California, Texas, and Arizona

    ERIC Educational Resources Information Center

    Koch, Bevan; Slate, John R.; Moore, George W.

    2016-01-01

    We compared the performance of Hispanic students from California, Texas, and Arizona on the two Advanced Placement (AP) English exams (i.e., English Language and Composition and English Literature and Composition) using archival data from the College Board from 1997 through 2012. Pearson chi-square tests yielded statistically significant…

  3. The Effects of Intervention and Retention in High School Mathematics Courses on Passing the California High School Exit Exam

    ERIC Educational Resources Information Center

    Green, Ellen Yvonne

    2010-01-01

    Students who make adequate yearly progress in grade-level mathematics courses should expect to pass the mathematics portion of their high school exit exam on the first attempt. Expectation theory states that teachers' beliefs about their own students are an important factor in students' success. The purpose of this nonexperimental study was to…

  4. Exam Preparation: The Influence of Action Control, Procrastination and Examination Experience on Students' Goal Intention and Implementation Intention

    ERIC Educational Resources Information Center

    Sommer, Lutz

    2013-01-01

    Introduction: In the framework of the intention-behavior-gap analysis in relation to exam preparation I examined whether intention--subdivided into goal and implementation intention--is influenced directly by the determinants action control, procrastination and examination experience which is consistent with the Theory of Planned Behavior and…

  5. The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults

    ERIC Educational Resources Information Center

    Grodberg, David; Weinger, Paige M.; Halpern, Danielle; Parides, Michael; Kolevzon, Alexander; Buxbaum, Joseph D.

    2014-01-01

    The phenotypic heterogeneity of adults suspected of autism spectrum disorder (ASD) requires a standardized diagnostic approach that is feasible in all clinical settings. The autism mental status exam (AMSE) is an eight-item observational assessment that structures the observation and documentation of social, communicative and behavioral signs and…

  6. Listening Summary Translation Exam (LSTE) in Taiwanese (Also Known As) Minnan, Southern Fukienese, Southern Min, Xiamen, Amoy. Final Project Report.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.; Wu, Weiping; Liu, Ching-Ching

    The report details development and validation of a test designed to assess the ability to comprehend and summarize, in English, recorded conversations spoken in Taiwanese. The language and topics of the exam are representative of conversations that federal law enforcement or intelligence agencies may need to monitor in this language. The report is…

  7. Online versus Face-to-Face Accounting Education: A Comparison of CPA Exam Outcomes across Matched Institutions

    ERIC Educational Resources Information Center

    Morgan, John Daniel

    2015-01-01

    Programmatic-level comparisons are made between the certified public accountant (CPA) exam outcomes of two types of accounting programs: online or distance accounting programs and face-to-face or classroom accounting programs. After matching programs from each group on student selectivity at admission, the two types of programs are compared on CPA…

  8. Assessment Strategies for a History Exam, or, Why Short-Answer Questions Are Better than In-Class Essays

    ERIC Educational Resources Information Center

    Maxwell, Alexander

    2010-01-01

    The in-class essay is not an effective means to assess student ability in a history exam. History teachers should instead ask short-answer questions in order to test what the American Historical Association calls "objective" knowledge: the ability to identify concepts, historical actors, organizations, events, and so forth. Such questions,…

  9. 76 FR 37196 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small ] Business/Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  10. 76 FR 22170 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-20

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  11. 76 FR 56879 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-14

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam.... ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/...

  12. 76 FR 56880 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-14

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  13. 76 FR 10942 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-28

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  14. 76 FR 37893 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-28

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  15. 76 FR 17996 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-31

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

  16. 76 FR 46897 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-03

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam.... ACTION: Notice of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/...

  17. 76 FR 10942 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-28

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed...) that an open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam.... ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/...

  18. 76 FR 22170 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-20

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam.... ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/...

  19. 76 FR 2193 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-12

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Advocacy Panel Small Business/Self Employed Correspondence Exam Practitioner Engagement will be...

  20. 76 FR 37200 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... open meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam.... ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/...

  1. 76 FR 46897 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-03

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed... of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Small Business/ Self Employed... Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll Free Project Committee...

  2. Gender Gap in the National College Entrance Exam Performance in China: A Case Study of a Typical Chinese Municipality

    ERIC Educational Resources Information Center

    Zhang, Yu; Tsang, Mun

    2015-01-01

    This is one of the first studies to investigate gender achievement gap in the National College Entrance Exam in a typical municipality in China, which is the crucial examination for the transition from high school to higher education in that country. Using ordinary least square model and quantile regression model, the study consistently finds that…

  3. Preparing Students for College Entrance Exams: Findings of a Secondary Intervention Conducted within a Three-Tiered Model of Support

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Mofield, Emily; Wehby, Joseph H.; Parks, Robin J.

    2009-01-01

    This study examined outcomes associated with participation in a program, Preparing for the ACT, designed to enhance student performance (N = 126) on the ACT college entrance exam. This targeted intervention was implemented as part of a three-tiered model of positive behavior support. Results of descriptive analyses revealed that only academic…

  4. Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation. Policy Brief 09-3

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Kurlaender, Michal

    2009-01-01

    In this policy brief the authors summarize the findings from a study investigating the impact of the California High School Exit Exam (CAHSEE) on California's lowest performing students. Utilizing longitudinal data from four large urban school districts, the authors compare students scheduled to graduate just before (2005) and after (2006-07) the…

  5. Advanced Placement Exam Scores as a Predictor of Performance in Introductory College Biology, Chemistry and Physics Courses

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Tai, Robert H.

    2007-01-01

    Survey data from 8,594 students in 55 randomly chosen colleges and universities finds that those having passed an AP science exam earn somewhat higher college science grades, but not enough to assume prior mastery. Moreover, half of this performance difference appears to be related to demographics and high school coursework and not to students' AP…

  6. The Extent of Practice of Distinguished Students at the Secondary Level of Exams Management Skills and Its Relationship to Some Variables

    ERIC Educational Resources Information Center

    Shaban, Zakariyya Shaban

    2015-01-01

    The study aimed at identifying the extent of distinguished students' practice of the skills of exams management and their relationships of the variables of (sex and type of school) at the secondary stage. The descriptive approach was followed to investigate practice the level of the skills of exams management of the population of the study and its…

  7. The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

    ERIC Educational Resources Information Center

    Tan, May; Turner, Carolyn E.

    2015-01-01

    In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

  8. Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing

    ERIC Educational Resources Information Center

    Campbell, Mark L.

    2015-01-01

    Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of…

  9. 2013 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2013-01-01

    This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013…

  10. 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…

  11. Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination

    ERIC Educational Resources Information Center

    Carpenter, Jane H.

    2011-01-01

    The two purposes of this study were to determine whether locus of control (LOC) was predictive of how a student would perform on the ATI Comprehensive Predictor Exam and the NCLEX-RN, and if the Motivated Strategies for Learning Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study…

  12. Texas High School Seniors: The Path of Students Who Fail the First Administration of End of Course Exams and Eventually Meet Standard and Graduate

    ERIC Educational Resources Information Center

    Nanez, Lilia G.

    2015-01-01

    This qualitative phenomenological research study investigated Texas high school seniors who failed the initial administration of the End of Course (EOC) exams required for graduation but succeeded upon subsequent test administration. The four questions that guided the research explored the experienced regarding the EOC exams by identifying which…

  13. Linguistic Discrimination in Writing Assessment: How Raters React to African American "Errors," ESL Errors, and Standard English Errors on a State-Mandated Writing Exam

    ERIC Educational Resources Information Center

    Johnson, David; VanBrackle, Lewis

    2012-01-01

    Raters of Georgia's (USA) state-mandated college-level writing exam, which is intended to ensure a minimal university-level writing competency, are trained to grade holistically when assessing these exams. A guiding principle in holistic grading is to not focus exclusively on any one aspect of writing but rather to give equal weight to style,…

  14. 2014 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2014-01-01

    The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points…

  15. A DOS Primer for Librarians: Part II.

    ERIC Educational Resources Information Center

    Beecher, Henry

    1990-01-01

    Provides an introduction to DOS commands and strategies for the effective organization and use of hard disks. Functions discussed include the creation of directories and subdirectories, enhanced copying, the assignment of disk drives, and backing up the hard disk. (CLB)

  16. 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.

  17. Patient Factors and Their Association with Nonmelanoma Skin Cancer Morbidity and the Performance of Self-skin Exams

    PubMed Central

    Amber, Kyle T.; Bloom, Romi; Abyaneh, Mohammad-Ali Yazdani; Falto-Aizpurua, Leyre A.; Viera, Martha; Zaiac, Martin N.; Nouri, Keyvan

    2016-01-01

    Objective: Mohs micrographic surgery is widely utilized for the treatment of nonmelanoma skin cancers with the advantage of tissue sparing and higher cure rate. The preoperative tumor size and post-Mohs micrographic surgery defect size are useful surrogate measures of nonmelanoma skin cancer morbidity. The authors sought to evaluate whether gender, Hispanic ethnicity, socioeconomic status, sun-safe practices and self-skin exams affected tumor size and Mohs micrographic surgery defect size. They also investigated factors associated with self-skin exams. Design: A cross-sectional survey-based study. Setting: Two dermatologic surgery clinics—one academic-associated and the other private. Participants: Patients receiving Mohs surgery for nonmelanoma skin cancers. Measurements: Tumor size and Mohs defect size and their relationship to patient factors ascertained from a survey, as well as the number of patients performing self-skin exams. The authors used t-tests and analysis of variance to compare tumor and defect sizes for each patient factor. Chi-squared tests were used to determine the factors associated with self-skin exams performance. Results: Lower education was associated with greater head and face tumor area (95mm2 vs. 41mm2, P=0.019), but not Mohs micrographic surgery defect size. Other studied patient factors were not associated with an increased morbidity. Hispanics performed self-skin exams at a lower rate than non-Hispanics (27% vs. 46%, p=0.03). Conclusion: This study innovatively uses tumor and Mohs micrographic surgery defect area as a measure of morbidity, allowing for identification of populations at need for improved education and prevention. (J Clin Aesthet Dermatol. 2016;9(9):16–22.) PMID:27878058

  18. Human clay models versus cat dissection: how the similarity between the classroom and the exam affects student performance.

    PubMed

    Waters, John R; Van Meter, Peggy; Perrotti, William; Drogo, Salvatore; Cyr, Richard J

    2011-06-01

    This study examined the effect of different anatomic representations on student learning in a human anatomy class studying the muscular system. Specifically, we examined the efficacy of using dissected cats (with and without handouts) compared with clay sculpting of human structures. Ten undergraduate laboratory sections were assigned to three treatment groups: cat dissection only, cat dissection with handouts, and human clay sculpting with handouts. Exams included higher-order questions that presented novel anatomic images and scenarios that the students did not practice in class. The higher-order anatomy exam questions varied the degree to which students in the different treatments had to transform the anatomic representation studied during laboratory activities to match the representation used in the exam questions. In this respect, exam questions manipulated the similarity between the surface features of the anatomic representations used in the classroom versus the exam. When identifying anatomic structures presented in a photograph or diagram, student performance improved significantly when transformation demands decreased, i.e., students in the human clay sculpting treatment group performed best on human anatomy questions and students in the cat dissection treatment group performed better on cat anatomy questions (independent of the use of handouts). There were similar, but nonsignificant, trends when students were asked functional anatomy questions presented in human and cat contexts. On survey questions designed to measure student attitudes about dissection versus nonanimal alternatives, students typically preferred the method used in their treatment group, suggesting that student preference is too fluid to factor into curricular decisions. When designing curricula, instructors must choose anatomic representations that support their course goals. Human representations are most effective when teaching the human muscular system.

  19. Dental floss selection and its impact on evaluation of interproximal contacts in licensure exams.

    PubMed

    Teich, Sorin T; Joseph, Jay; Sartori, Neimar; Heima, Masahiro; Duarte, Sillas

    2014-06-01

    Ideal interproximal contacts between adjacent natural teeth or dental restorations are a critical factor for the health of the dental-alveolar complex. Interproximal contact tightness is a physiological entity affected by many patient-related and restorative parameters. This variation poses a challenge in defining the "clinically acceptable" contact area tightness (CAT) and therefore how students and clinicians should be trained to evaluate this parameter. The most widely used method to evaluate interproximal contacts is to pass dental floss between contact areas. Candidates for licensure exams are instructed to check contact areas with dental floss and are advised that this will be one of the crucial parameters to be evaluated in the overall restoration quality. The purpose of this study was to evaluate a standardized interproximal contact with six brands of dental floss. Thirty faculty members and thirty dental students at one U.S. dental school evaluated the tightness of a single interproximal contact on a typodont. The results showed that no difference was found between CAT evaluations by faculty and students, whereas significant differences were found between different floss brands. In light of the results, it is suggested that licensure boards should standardize the recommendation for which floss brand should be used in order to avoid inconsistencies in students' preparation.

  20. Evaluation of undergraduate geologists' problem solving and cognition during field exams using a mixed methods approach

    NASA Astrophysics Data System (ADS)

    Balliet, Russell N.

    Understanding how geologists conduct fieldwork through analysis of problem solving has significant potential impact on field instruction methods. Recent progress has been made in this area but the problem solving behaviors displayed by geologists during fieldwork and the associated underlying cognition remains poorly understood. We present research showing how geology students initiate and develop geologic models as part of the problem solving process. We qualitatively analyzed field notes and interview data from 36 undergraduate geoscientists engaged in field exams while enrolled in a six-week advanced field camp. Eight cognitive frameworks grouped in two broad categories emerged from the data that show how students develop geologic models. Students employ both single and multiple model approaches with varying degrees of success and frequency. The success of any given approach is dependent on the level of students' geologic situational awareness. The development of multiple geologic models leads to a higher rate of success in general, because of the inherent flexibility to accommodate newly collected data. Instructors should continue to teach a multiple model approach until students have the proper geologic skills to ensure a high level of situational awareness and exhibit expert characteristics in the field. In addition, we collected GPS navigation data from students during these field exams in order to understand the relationship between navigation, cognition, and performance. From the analysis of this data we found that over half of all stops are 1-4 minutes long, while very few of students' stops are longer than 9 minutes as the frequency of stops decreases as the duration increases. Regardless of performance or framework, there is an increase in shorter stops and decrease in longer stops from exam one to three, indicating that students changed the way they investigated as the field course progressed. Temporal signatures categorized by performance only show

  1. Quantile regression in environmental health: Early life lead exposure and end-of-grade exams.

    PubMed

    Magzamen, Sheryl; Amato, Michael S; Imm, Pamela; Havlena, Jeffrey A; Coons, Marjorie J; Anderson, Henry A; Kanarek, Marty S; Moore, Colleen F

    2015-02-01

    Conditional means regression, including ordinary least squares (OLS), provides an incomplete picture of exposure-response relationships particularly if the primary interest resides in the tail ends of the distribution of the outcome. Quantile regression (QR) offers an alternative methodological approach in which the influence of independent covariates on the outcome can be specified at any location along the distribution of the outcome. We implemented QR to examine heterogeneity in the influence of early childhood lead exposure on reading and math standardized fourth grade tests. In children from two urban school districts (n=1,076), lead exposure was associated with an 18.00 point decrease (95% CI: -48.72, -3.32) at the 10th quantile of reading scores, and a 7.50 point decrease (95% CI: -15.58, 2.07) at the 90th quantile. Wald tests indicated significant heterogeneity of the coefficients across the distribution of quantiles. Math scores did not show heterogeneity of coefficients, but there was a significant difference in the lead effect at the 10th (β=-17.00, 95% CI: -32.13, -3.27) versus 90th (β=-4.50, 95% CI: -10.55, 4.50) quantiles. Our results indicate that lead exposure has a greater effect for children in the lower tail of exam scores, a result that is masked by conditional means approaches.

  2. Association of auricular pressing and heart rate variability in pre-exam anxiety students.

    PubMed

    Wu, Wocao; Chen, Junqi; Zhen, Erchuan; Huang, Huanlin; Zhang, Pei; Wang, Jiao; Ou, Yingyi; Huang, Yong

    2013-03-25

    A total of 30 students scoring between 12 and 20 on the Test Anxiety Scale who had been exhibiting an anxious state > 24 hours, and 30 normal control students were recruited. Indices of heart rate variability were recorded using an Actiheart electrocardiogram recorder at 10 minutes before auricular pressing, in the first half of stimulation and in the second half of stimulation. The results revealed that the standard deviation of all normal to normal intervals and the root mean square of standard deviation of normal to normal intervals were significantly increased after stimulation. The heart rate variability triangular index, very-low-frequency power, low-frequency power, and the ratio of low-frequency to high-frequency power were increased to different degrees after stimulation. Compared with normal controls, the root mean square of standard deviation of normal to normal intervals was significantly increased in anxious students following auricular pressing. These results indicated that auricular pressing can elevate heart rate variability, especially the root mean square of standard deviation of normal to normal intervals in students with pre-exam anxiety.

  3. Predicting NCLEX success with the HESI Exit Exam: Fourth annual validity study.

    PubMed

    Nibert, Ainslie T; Young, Anne; Adamson, Carolyn

    2006-01-01

    The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals (P = .001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.

  4. Predicting NCLEX success with the HESI Exit Exam: fourth annual validity study.

    PubMed

    Nibert, Ainslie T; Young, Anne; Adamson, Carolyn

    2008-01-01

    The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals (P = .001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.

  5. A third study on predicting NCLEX success with the HESI exit Exam.

    PubMed

    Nibert, Ainslie T; Young, Anne

    2006-01-01

    This was the third annual validity study designed to assess the accuracy of the HESI Exit Exam (E2) in predicting NCLEX success for graduating registered and practical nursing students. As in year I (N = 2,725) and year II (N = 3,752), in year III (N = 6,277), the E2 was highly predictive of NCLEX success for associate degree nursing, bachelor of science nursing, diploma, and practical nursing students. Unlike previous years, in year IIl, monitoring was not a significant factor in the predictive accuracy of the E2. NCLEX success of low-scoring E2 students, first examined in year II, was also examined in year Ill. As in year II, low-scoring E2 students were significantly more (P = .001) likely to fail the licensure examination than high-scoring E2 students, in year Ill, unlike year II, there was no significant difference in the pass rate of low-scoring E2 students who participated in a remediation program and those who did not. The authors recommended that a more definitive definition of remediation be used in future studies and that such studies focus on E2 implementation strategies and their relationship to NCLEX success.

  6. A third study on predicting NCLEX success with the HESI exit exam.

    PubMed

    Nibert, Ainslie T; Young, Anne

    2008-01-01

    This was the third annual validity study designed to assess the accuracy of the HESI Exit Exam (E) in predicting NCLEX success for graduating registered and practical nursing students. As in year I (N = 2,725) and year II (N = 3,752), in year III (N = 6,277), the E was highly predictive of NCLEX success for associate degree nursing, bachelor of science nursing, diploma, and practical nursing students. Unlike previous years, in year III, monitoring was not a significant factor in the predictive accuracy of the E. NCLEX success of low-scoring E students, first examined in year II, was also examined in year III. As in year II, low-scoring E students were significantly more (P = .001) likely to fail the licensure examination than high-scoring E students. In year III, unlike year II, there was no significant difference in the pass rate of low-scoring E students who participated in a remediation program and those who did not. The authors recommended that a more definitive definition of remediation be used in future studies and that such studies focus on E implementation strategies and their relationship to NCLEX success.

  7. Predicting NCLEX success with the HESI Exit Exam: fourth annual validity study.

    PubMed

    Nibert, Ainslie T; Young, Anne; Adamson, Carolyn

    2002-01-01

    The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals ( =.001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.

  8. Predicting NCLEX-RN success with the HESI Exit Exam: eighth validity study.

    PubMed

    Langford, Rae; Young, Anne

    2013-01-01

    Increasingly, Elsevier's HESI Exit Exam (E(2)) is being used to assess students' readiness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Seven previously conducted validity studies indicate that the E(2) is 96.36%-99.16% accurate in predicting NCLEX-RN success. Findings of this eighth validity study, which also investigated the predictive accuracy of repeat testing with parallel versions of the E(2), indicated that the E(2) is highly accurate (94.93%-98.32%) in predicting NCLEX-RN success for the initial testing and 2 retests. Of the 66 participating nursing programs, deans and directors from 43 (65.15%) of the programs reported implementing a policy that used E(2) scores as a benchmark for remediation. A score of 850 was the most common E(2) benchmark designated by faculties, and students who failed to achieve the faculty-designated E(2) benchmark score were required to retest with a parallel version of the E(2). Remediation resources used to assist students in achieving faculty-designated E(2) benchmark scores varied widely, with many programs employing multiple remediation methods.

  9. Estimating radiation dose to organs of patients undergoing conventional and novel multidetector CT exams using Monte Carlo simulations

    NASA Astrophysics Data System (ADS)

    Angel, Erin

    Advances in Computed Tomography (CT) technology have led to an increase in the modality's diagnostic capabilities and therefore its utilization, which has in turn led to an increase in radiation exposure to the patient population. As a result, CT imaging currently constitutes approximately half of the collective exposure to ionizing radiation from medical procedures. In order to understand the radiation risk, it is necessary to estimate the radiation doses absorbed by patients undergoing CT imaging. The most widely accepted risk models are based on radiosensitive organ dose as opposed to whole body dose. In this research, radiosensitive organ dose was estimated using Monte Carlo based simulations incorporating detailed multidetector CT (MDCT) scanner models, specific scan protocols, and using patient models based on accurate patient anatomy and representing a range of patient sizes. Organ dose estimates were estimated for clinical MDCT exam protocols which pose a specific concern for radiosensitive organs or regions. These dose estimates include estimation of fetal dose for pregnant patients undergoing abdomen pelvis CT exams or undergoing exams to diagnose pulmonary embolism and venous thromboembolism. Breast and lung dose were estimated for patients undergoing coronary CTA imaging, conventional fixed tube current chest CT, and conventional tube current modulated (TCM) chest CT exams. The correlation of organ dose with patient size was quantified for pregnant patients undergoing abdomen/pelvis exams and for all breast and lung dose estimates presented. Novel dose reduction techniques were developed that incorporate organ location and are specifically designed to reduce close to radiosensitive organs during CT acquisition. A generalizable model was created for simulating conventional and novel attenuation-based TCM algorithms which can be used in simulations estimating organ dose for any patient model. The generalizable model is a significant contribution of this

  10. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    NASA Astrophysics Data System (ADS)

    Glaude-Bolte, Katherine

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

  11. Masculinity and the body: how African American and White men experience cancer screening exams involving the rectum.

    PubMed

    Winterich, Julie A; Quandt, Sara A; Grzywacz, Joseph G; Clark, Peter E; Miller, David P; Acuña, Joshua; Arcury, Thomas A

    2009-12-01

    Past research on prostate and colorectal cancer disparities finds that barriers to screening, such as embarrassment and offensiveness, are often reported. Yet none of this literature investigates why. This study uses masculinity and health theory to examine how men experience two common screenings: digital rectal exams (DREs) and colonoscopies. In-depth interviews were conducted with 64 African American and White men from diverse backgrounds, aged 40 to 64, from North Carolina. Regardless of race or education, men experienced DREs more negatively than colonoscopies because penetration with a finger was associated with a gay sexual act. Some men disliked colonoscopies, however, because they associated any penetration as an affront to their masculinity. Because beliefs did not differ by race, future research should focus on structural issues to examine why disparities persist with prostate and colorectal cancer. Recommendations are provided for educational programs and physicians to improve men's experiences with exams that involve the rectum.

  12. Finite element modelling of the glenohumeral capsule can help assess the tested region during a clinical exam.

    PubMed

    Ellis, Benjamin J; Drury, Nicholas J; Moore, Susan M; McMahon, Patrick J; Weiss, Jeffrey A; Debski, Richard E

    2010-06-01

    The objective of this research was to examine the efficacy of evaluating the region of the glenohumeral capsule being tested by clinical exams for shoulder instability using finite element (FE) models of the glenohumeral joint. Specifically, the regions of high capsule strain produced by glenohumeral joint positions commonly used during a clinical exam were identified. Kinematics that simulated a simple translation test with an anterior load at three external rotation angles were applied to a validated, subject-specific FE model of the glenohumeral joint at 60° of abduction. Maximum principal strains on the glenoid side of the inferior glenohumeral ligament (IGHL) were significantly higher than the maximum principal strains on the humeral side, for all three regions of the IGHL at 30° and 60° of external rotation. These regions of localised strain indicate that these joint positions might be used to test the glenoid side of the IGHL during this clinical exam, but are not useful for assessing the humeral side of the IGHL. The use of FE models will facilitate the search for additional joint positions that isolate high strains to other IGHL regions, including the humeral side of the IGHL.

  13. Finite Element Modelling of the Glenohumeral Capsule Can Help Assess the Tested Region during a Clinical Exam

    PubMed Central

    Ellis, Benjamin J; Drury, Nicholas J.; Moore, Susan M.; McMahon, Patrick J.; Weiss, Jeffrey A.; Debski, Richard E.

    2013-01-01

    The objective of this research was to examine the efficacy of evaluating the region of the glenohumeral capsule being tested by clinical exams for shoulder instability using finite element models of the glenohumeral joint. Specifically, the regions of high capsule strain produced by glenohumeral joint positions commonly used during a clinical exam were identified. Kinematics that simulated a simple translation test with an anterior load at three external rotation angles were applied to a validated, subject-specific finite element model of the glenohumeral joint at 60° of abduction. Maximum principal strains on the glenoid side of the IGHL were significantly higher than the maximum principal strains on the humeral side, for all three regions of the IGHL at 30° and 60° of external rotation. These regions of localized strain indicate that these joint positions might be used to test the glenoid side of the IGHL during this clinical exam, but are not useful for assessing the humeral side of the IGHL. The use of finite element models will facilitate the search for additional joint positions that isolate high strains to other IGHL regions, including the humeral side of the IGHL. PMID:20013435

  14. Personal profile of medical students selected through a knowledge-based exam only: are we missing suitable students?

    PubMed Central

    Abbiati, Milena; Baroffio, Anne; Gerbase, Margaret W.

    2016-01-01

    Introduction A consistent body of literature highlights the importance of a broader approach to select medical school candidates both assessing cognitive capacity and individual characteristics. However, selection in a great number of medical schools worldwide is still based on knowledge exams, a procedure that might neglect students with needed personal characteristics for future medical practice. We investigated whether the personal profile of students selected through a knowledge-based exam differed from those not selected. Methods Students applying for medical school (N=311) completed questionnaires assessing motivations for becoming a doctor, learning approaches, personality traits, empathy, and coping styles. Selection was based on the results of MCQ tests. Principal component analysis was used to draw a profile of the students. Differences between selected and non-selected students were examined by Multivariate ANOVAs, and their impact on selection by logistic regression analysis. Results Students demonstrating a profile of diligence with higher conscientiousness, deep learning approach, and task-focused coping were more frequently selected (p=0.01). Other personal characteristics such as motivation, sociability, and empathy did not significantly differ, comparing selected and non-selected students. Conclusion Selection through a knowledge-based exam privileged diligent students. It did neither advantage nor preclude candidates with a more humane profile. PMID:27079886

  15. A machine learning framework for auto classification of imaging system exams in hospital setting for utilization optimization.

    PubMed

    Patil, Meru A; Patil, Ravindra B; Krishnamoorthy, P; John, Jacob

    2016-08-01

    In clinical environment, Interventional X-Ray (IXR) system is used on various anatomies and for various types of the procedures. It is important to classify correctly each exam of IXR system into respective procedures and/or assign to correct anatomy. This classification enhances productivity of the system in terms of better scheduling of the Cath lab, also provides means to perform device usage/revenue forecast of the system by hospital management and focus on targeted treatment planning for a disease/anatomy. Although it may appear classification of each exam into respective procedure/anatomy a simple task. However, in real-life hospital settings, it is well-known that same system settings are used to perform different types of procedures. Though, such usage leads to under-utilization of the system. In this work, a method is developed to classify exams into respective anatomical type by applying machine-learning techniques (SVM, KNN and decision trees) on log information of the systems. The classification result is promising with accuracy of greater than 90%.

  16. 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.

  17. Three-dimensional needle-tip localization by electric field potential and camera hybridization for needle electromyography exam robotic simulator

    PubMed Central

    He, Siyu; Gomez-Tames, Jose; Yu, Wenwei

    2016-01-01

    As one of neurological tests, needle electromygraphy exam (NEE) plays an important role to evaluate the conditions of nerves and muscles. Neurology interns and novice medical staff need repetitive training to improve their skills in performing the exam. However, no training systems are able to reproduce multiple pathological conditions to simulate real needle electromyogram exam. For the development of a robotic simulator, three components need to be realized: physical modeling of upper limb morphological features, position-dependent electromyogram generation, and needle localization; the latter is the focus of this study. Our idea is to couple two types of sensing mechanism in order to acquire the needle-tip position with high accuracy. One is to segment the needle from camera images and calculate its insertion point on the skin surface by a top-hat transform algorithm. The other is voltage-based depth measurement, in which a conductive tissue-like phantom was used to realize both needle-tip localization and physical sense of needle insertion. For that, a pair of electrodes was designed to generate a near-linear voltage distribution along the depth direction of the tissue-like phantom. The accuracy of the needle-tip position was investigated by the electric field potential and camera hybridization. The results showed that the needle tip could be detected with an accuracy of 1.05±0.57 mm. PMID:27382339

  18. Genetics objective structured clinical exams at the Maimonides Infants & Children's Hospital of Brooklyn, New York.

    PubMed

    Altshuler, Lisa; Kachur, Elizabeth; Krinshpun, Shifra; Sullivan, Deborah

    2008-11-01

    In 2003, the Maimonides Infants & Children's Hospital received a Title VII Residency Training in Primary Care grant to integrate genetic-specific competencies into postgraduate pediatrics education. As part of that endeavor, mandatory yearly genetics objective structured clinical exams (OSCEs) were instituted for third-year residents. This article reports on the first three years of experience with this innovative educational tool.After an overview of genetic concepts, dysmorphology, and communication styles, residents complete a five-station OSCE and receive feedback from standardized patients and from the faculty who observe them. After this clinical exercise, the residents participate in a small-group debriefing session to share strategies for effective communication and clinical case management and to discuss the ethical issues that arise with these genetic cases.In three years, 60 residents have completed the genetics OSCE program. Evaluation data demonstrate that the program has been effective in both introducing genetic-specific challenges and assessing residents' clinical skills. It has helped trainees self-identify both strengths and further training needs. Pre- and postsurveys among the trainees show increased comfort levels in performing 5 of 12 genetic-related clinical tasks.We conclude that genetics OSCEs are an enriching educational tool. Merely providing trainees and practicing physicians with the latest scientific information is unlikely to prepare them for counseling patients about complex genetic issues. Developing proficiency requires focused practice and effective feedback.This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

  19. Monitoring and Surveillance of Hemodialysis Vascular Access Using StenTec and Physical Exam.

    PubMed

    Dhamija, Rajiv; Nash, Shawn K; Nguyen, Shawn V; Slack, Kyle; Tadeo, Joseph

    2015-01-01

    Hemodialysis vascular access surveillance for hemodynamically significant stenosis can be a challenge because no universal gold standard exists. The StenTec Gauge measures static intra-access peak pressure and graphically displays the ratio of this pressure to systemic systolic (peak) arterial pressure (PIA ratio). In combination with careful physical exam (PE), the StenTec Gauge is an acceptable and cost-effective way of detecting hemodynamically significant stenosis in arteriovenous fistulas (AVF) or grafts (AVG). In a selected population of 21 hemodialysis patients with mature arteriovenous access, a StenTec reading and physical examination was measured on a weekly basis. Interventional procedures for suspected access dysfunction were performed if there was a greater than 25% increase of the PIA ratio from baseline in two consecutive readings, along with correlating clinical suspicion from physical examination findings. StenTec independently had a sensitivity of 56% and a specificity of 99% in detecting clinically significant stenosis. PE alone had a sensitivity of 89% and a specificity of 100%. StenTec combined with PE had a sensitivity of 100% and a specificity of 99% for predicting hemodynamically significant stenosis. StenTec detected 4 of 10 patients who had a PIA ratio value of ≥0.5, which correlates with current National Kidney Foundation Disease Outcomes Quality Initiative (KDOQI) criteria for mean intra-access pressure ratios indicating a clinically significant outflow stenosis. PE predicted 9 of 10 patients with stenosis, and the combination of StenTec and PE predicted all 10 patients with clinically significant stenosis using the KDOQI criteria for PIA ratio. Hemodynamically significant access stenosis can be detected with excellent accuracy using both StenTec and PE measurements combined for monitoring and surveillance methods.

  20. "DOS for Managers." Management Training Series.

    ERIC Educational Resources Information Center

    Marion County Schools, Fairmont, WV.

    A plan is provided for a lesson on disk operating systems (DOS) for managers. Twenty-five lesson objectives are listed, followed by suggestions for learning activities and special resources. In the presentation section, key points and content are provided for 25 instructional topics that correspond to the 25 lesson objectives. The topics are as…

  1. 27 CFR 9.175 - Dos Rios.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... is located in northern Mendocino County, California, at the confluence of the Eel River and the Middle Fork of the Eel River. The area's boundaries are defined as follows— (1) Beginning in the... the Middle Fork of the Eel River, to the southeast corner of section 11, T21N, R13W (Dos...

  2. Perceptions of Interns and General Medicine Examiners Regarding Cardiovascular Case Presentation in Practical Exams of General Medicine in Final MBBS Summative Examinations

    PubMed Central

    Nimbal, Naren; Rekha, M C; Patil, Giridhar; Padaki, Samata; Dambal, Amrut; Pise, Gajanan; Kalsad, S T

    2015-01-01

    Introduction Assessment of cardiovascular cases in practical exit exam is limited to simple history taking and physical examination. Standards of assessment are not uniform. This makes assessment less valid and reliable. Aim To explore the perceptions of Internees and General Medicine Examiners about current practices in Cardio Vascular system (CVS) case presentation in final MBBS exit exams and the necessity to change some of the practices. Materials and Methods A set questions pertaining to the preparation for exams, validity, reliability, feasibility and educational impact were prepared to guide in obtaining the perceptions of internees and internal medicine examiners. Focus group discussions were conducted. Data Analysis was done by immersion-crystallization process. Results Most of the internees admitted to feeling concerned because of difficulty in diagnosing murmurs by auscultation. Most of the examiners felt concerned about the logistics involved in arranging practical exams. Both admitted to the lack of uniform standards in assessment. Both agreed that the present system thrived as it was relatively feasible. Some internees suggested that the exam may be conducted in two parts by splitting the syllabus instead of once. Some internees suggested incorporating a student-doctor program to improve practical skills just like the on-going student nurse program. Conclusion There is a need for overhauling the assessment of cardiovascular system in final MBBS summative exams towards one aligned to the competencies as required in an Indian Medical Graduate. Blueprinting of practical assessment with due weightage assigned to epidemiologically important topics is the need of the hour. PMID:26816933

  3. DOS: the discrete-ordinates system. [LMFBR

    SciTech Connect

    Rhoades, W. A.; Emmett, M. B.

    1982-09-01

    The Discrete Ordinates System determines the flux of neutrons or photons due either to fixed sources specified by the user or to sources generated by particle interaction with the problem materials. It also determines numerous secondary results which depend upon flux. Criticality searches can be performed. Numerous input, output, and file manipulation facilities are provided. The DOS driver program reads the problem specification from an input file and calls various program modules into execution as specified by the input file.

  4. DIGLIB. PC-DOS Graphics Subroutine Library

    SciTech Connect

    Brand, H.R.

    1989-02-01

    DIGLIB is a collection of general graphics subroutines. It was designed to be small, reasonably fast, device-independent, and compatible with DEC-supplied operating systems for VAXes, PDP-11s, and LSI-11s, and the DOS operating system for IBM PCs and IBM-compatible machines. DIGLIB/VMS runs on the VAX and MicroVAX series of computers under VMS. The software is readily usable by casual programmers for two-dimensional plotting.

  5. Career Excess Mortality Risk from Diagnostic Radiological Exams Required for Crewmembers Participating in Long Duration Space Flight

    NASA Technical Reports Server (NTRS)

    Dodge, C. W.; Gonzalez, S. M.; Picco, C. E.; Johnston, S. L.; Shavers, M. R.; VanBaalen, M.

    2008-01-01

    NASA requires astronauts to undergo diagnostic x-ray examinations as a condition for their employment. The purpose of these procedures is to assess the astronaut s overall health and to diagnose conditions that could jeopardize the success of long duration space missions. These include exams for acceptance into the astronaut corps, routine periodic exams, as well as evaluations taken pre and post missions. Issues: According to NASA policy these medical examinations are considered occupational radiological exposures, and thus, are included when computing the astronaut s overall radiation dose and associated excess cancer mortality risk. As such, astronauts and administrators are concerned about the amount of radiation received from these procedures due to the possibility that these additional doses may cause astronauts to exceed NASA s administrative limits, thus disqualifying them from future flights. Methods: Radiation doses and cancer mortality risks following required medical radiation exposures are presented herein for representative male and female astronaut careers. Calculation of the excess cancer mortality risk was performed by adapting NASA s operational risk assessment model. Averages for astronaut height, weight, number of space missions and age at selection into the astronaut corps were used as inputs to the NASA risk model. Conclusion: The results show that the level of excess cancer mortality imposed by all required medical procedures over an entire astronaut s career is approximately the same as that resulting from a single short duration space flight (i.e. space shuttle mission). In short the summation of all medical procedures involving ionizing radiation should have no impact on the number of missions an astronaut can fly over their career. Learning Objectives: 1. The types of diagnostic medical exams which astronauts are subjected to will be presented. 2. The level of radiation dose and excess mortality risk to the average male and female

  6. Reply to article "Receiving a forensic medical exam without participating in the criminal justice process: what will it mean?".

    PubMed

    Lonsway, Kimberly A; Archambault, Joanne

    2011-06-01

    The Implications of the Violence Against Women Act (VAWA) pertaining to medical forensic exams are thoroughly explored in this analysis. The authors were motivated to write this article as a follow-up to a paper by Price (2010) previously published in the Journal of Forensic Nursing. Given the critical importance of this topic to forensic nursing, further examination of this issue is warranted, as a means of clarifying key issues, as well as addressing implications for the criminal justice and community response systems alike.

  7. 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

  8. Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

    NASA Astrophysics Data System (ADS)

    Iverson, E. A.; Steer, D. N.; Manduca, C. A.

    2012-12-01

    InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response

  9. Utility of Clinical Breast Exams in Detecting Local-Regional Breast Events after Breast-Conservation in Women with a Personal History of High-risk Breast Cancer

    PubMed Central

    Neuman, Heather B.; Schumacher, Jessica R.; Francescatti, Amanda B.; Adesoye, Taiwo; SB, Edge; ES, Burnside; DJ, Vanness; M, Yu; Y, Si; D, McKellar; DP, Winchester; Greenberg, Caprice C.

    2016-01-01

    Introduction Although breast cancer follow-up guidelines emphasize the importance of clinical exams, prior studies suggest a small fraction of local-regional events occurring after breast conservation are detected by exam alone. Our objective was to examine how local-regional events are detected in a contemporary, national cohort of high-risk breast cancer survivors. Methods A stage-stratified sample of stage II/III breast cancer patients diagnosed in 2006-2007 (n=11,099) were identified from 1,217 facilities within the National Cancer Data Base. Additional data on local-regional and distant breast events, method of event detection, imaging received, and mortality was collected. We further limited the cohort to patients with breast conservation (n=4,854). Summary statistics describe local-regional event rates and detection method. Results Local-regional events were detected in 5.5% (n=265). 83% were ipsilateral or contralateral in-breast events, and 17% within ipsilateral lymph nodes. 48% of local-regional events were detected on asymptomatic breast imaging, 29% by patients, and 10% on clinical exam. Overall, 0.5% of the 4,854 patients had a local-regional event detected on exam. Exams detected a higher proportion of lymph node (8/45) compared to in-breast events (18/220). No factors were associated with method of event detection. Discussion Clinical exams, as an adjunct to screening mammography, have a modest effect on local-regional event detection. This contradicts current belief that exams are a critical adjunct to mammographic screening. These findings can help to streamline follow-up care, potentially improving follow-up efficiency and quality. PMID:27491784

  10. 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.

  11. Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores.

    PubMed

    Saudek, Kris; Treat, Robert

    2015-01-01

    Purpose At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL) can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD) module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre) and after (post) the pilot (October 2012). Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results BD scores for our institution were 0.65 (±0.19) compared to 0.62 (±0.15) nationally (P=0.346; Cohen's d=0.15). The average of post-consecutive BD scores for our students was 0.70(±0.21) compared to examinees nationally [0.64 (±0.15)] with a significant mean difference (P=0.031; Cohen's d=0.43). The difference in our institutions pre [0.65 (±0.19)] and post [0.70 (±0.21)] BD scores trended higher (P=0.391; Cohen's d=0.27). Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national

  12. SU-E-E-01: ABR Diagnostic Radiology Core Exam: Was Our Redesigned Physics Course Successful in Teaching Physics to Radiology Residents?

    SciTech Connect

    Kanal, K; Hoff, M; Dickinson, R; Zamora, D; Stewart, B

    2014-06-01

    Purpose: Our purpose is to evaluate the effectiveness of our two year physics course in preparing radiology residents for the American Board of Radiology (ABR) diagnostic radiology exam. Methods: We designed a new two-year physics course that integrates radiology clinical content and practice and is primarily based on the AAPM curriculum and RSNA/AAPM physics modules. Biweekly classes focus on relevant concepts from assigned reading and use audience response systems to encourage participation. Teaching efficiency is optimized through lecturer rotations of physicists, radiologists, and guest speakers. An emphasis is placed on clinical relevance by requiring lab work and providing equipment demonstrations. Periodic quiz were given during the course. The course website was also redesigned for usability, and physics review lectures were conducted two weeks before the board exam to refresh key concepts. At the completion of our first two-year course, we conducted a confidential evaluation of the faculty and course. The evaluation assessed metrics such as overall organization, clinical relevance of content, and level of difficulty, with a rating scale from poor to excellent. Results: Our evaluation indicated that the redesigned course provided effective board exam preparation, with most responses between good and excellent. There was some criticism on the course length and on chronological discontinuity, but the review lectures were appreciated by the residents. All of our residents passed the physics component of the ABR exam with scores exceeding the minimum passing score by a significant margin. Conclusion: The course evaluation and board exam results indicate that our new two-year course format provides valuable board exam preparation. This is possible thanks to the time and effort taken by the physics faculty on ensuring the residents get quality physics education.

  13. Situational restriction: using your physical exam to differentiate pulley abnormalities from other vertical deviations secondary to restrictive conditions.

    PubMed

    Rosenberg, Steven E; Shippman, Sara

    2011-01-01

    The description of the orbital pulley system has changed the way we understand eye movements and ocular motility disorders. The presence of abnormalities in the orbital pulley system can complicate the assessment of vertical restrictive conditions. The standard tests for restriction are reviewed. These include version and duction testing, assessing saccades, differential intraocular pressure measurements, forced duction testing, and forced generation testing. We introduce the concept of situational restriction and how to look for it during your physical exam. Situational restriction is a limitation of ocular rotation that is dependent on the path that is taken to try to arrive at a tertiary position of ocular rotation. Specifically, it shows noncommutative movement that breaks Listing's Law. The presence of situational restriction denotes that a pulley abnormality is present.

  14. Use of the preparticipation physical exam in screening for the female athlete triad among high school athletes.

    PubMed

    De La Torre, Dena M; Snell, B J

    2005-12-01

    The female athlete triad comprises 3 individual but interrelated conditions associated with athletic training: disordered eating, amenorrhea, and osteoporosis. Each condition is of medical concern, but when found within the triad, they can have serious medical consequences. The purpose of this study was to evaluate the effectiveness of preparticipation history and physical forms in high school athletic programs to screen for the triad, and to determine the prevalence of educational programs related to the female athlete triad. Results suggest that a majority of high school athletic programs are not adequately screening girls for the components of the triad, and schools lack educational programs targeting athletes and coaches. School nurses have the potential to play a vital role in the prevention and early identification of the triad through a preparticipation physical exam that specifically screens female athletes and in the implementation of educational programs for athletes and coaches regarding the disorders of the female athlete triad.

  15. A comparison of two nursing program exit exams that predict first-time NCLEX-RN outcome.

    PubMed

    Brodersen, Lisa D; Mills, Andrew C

    2014-08-01

    This retrospective descriptive correlational study compared the predictive accuracy of the Health Education Systems, Inc, Exit Exam (Elsevier) and Assessment Technologies Institute's RN Comprehensive Predictor, both of which were administered to nursing students in an upper-division baccalaureate nursing program during their final semester of study. Using logistic regression analyses, it was determined that the two examinations were statistically significant but weak predictors of success on the RN licensure examination. The RN Comprehensive Predictor had a slightly better odds ratio; however, both examinations had similar sensitivity, specificity, and overall accuracy. Because the RN Comprehensive Predictor was included in the Assessment Technologies Institute's Comprehensive Assessment and Review Program already being used by the BSN program, based on the results of this study, the nursing faculty decided to use only the RN Comprehensive Predictor during its NCLEX-RN preparation course.

  16. You sneeze, you lose:: The impact of pollen exposure on cognitive performance during high-stakes high school exams.

    PubMed

    Bensnes, Simon Søbstad

    2016-09-01

    Pollen is known to cause allergic reactions and affect cognitive performance in around 20% of the population. Although pollen season peaks when students take high-stakes exams, the effect of pollen allergies on school performance has received nearly no attention from economists. Using a student fixed effects model and administrative Norwegian data, this paper finds that increasing the ambient pollen levels by one standard deviation at the mean leads to a 2.5% standard deviation decrease in test scores, with potentially larger effects for allergic students. There also appear to be longer-run effects. The findings imply that random increases in pollen counts reduce test scores for allergic students relative to their peers, who consequently will be at a disadvantage when competing for jobs or higher education. This paper contributes to the literature by illuminating the interplay between individual health and human capital accumulation, which in turn can impact long-run economic growth.

  17. The effect of the Advanced Placement Training and Incentive Program on increasing enrollment and performance on Advanced Placement science exams

    NASA Astrophysics Data System (ADS)

    Ramsey, Susan Brady

    The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students' test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools.

  18. Relationship of residency program characteristics with pass rate of the American Board of Internal Medicine certifying exam.

    PubMed

    Atsawarungruangkit, Amporn

    2015-01-01

    Objectives To evaluate the relationship between the pass rate of the American Board of Internal Medicine (ABIM) certifying exam and the characteristics of residency programs. Methods The study used a retrospective, cross-sectional design with publicly available data from the ABIM and the Fellowship and Residency Electronic Interactive Database. All categorical residency programs with reported pass rates were included. Using univariate and multivariate, linear regression analyses, I analyzed how 69 factors (e.g., location, general information, number of faculty and trainees, work schedule, educational environment) are related to the pass rate. Results Of 371 programs, only one region had a significantly different pass rate from the other regions; however, as no other characteristics were reported in this region, I excluded program location from further analysis. In the multivariate analysis, pass rate was significantly associated with four program characteristics: ratio of full-time equivalent paid faculty to positions, percentage of osteopathic doctors, formal mentoring program, and on-site child care (OCC). Numerous factors were not associated at all, including minimum exam scores, salary, vacation days, and average hours per week. Conclusions As shown through the ratio of full-time equivalent paid faculty to positions and whether there was a formal mentoring program, a highly supervised training experience was strongly associated with the pass rate. In contrast, percentage of osteopathic doctors was inversely related to the pass rate. Programs with OCC significantly outperformed programs without OCC. This study suggested that enhancing supervision of training programs and offering parental support may help attract and produce competitive residents.

  19. Residency program characteristics that are associated with pass rate of the American Board of Pediatrics certifying exam

    PubMed Central

    Atsawarungruangkit, Amporn

    2015-01-01

    Background The US is home to almost 200 pediatrics residency programs; despite this, there is little information about the relationship between program characteristics and performance in the American Board of Pediatrics (ABP) certifying exam. Objective To evaluate the relationship between pass rate of the ABP certifying exam with the characteristics of categorical pediatrics residency programs. Methods This retrospective, cross-sectional study used publicly available data from the ABP website and the Fellowship and Residency Electronic Interactive Database. All programs that reported pass rates were included. The analysis, comprising univariate and multivariate linear regression, involved determining how 69 factors (eg, general information, number of faculty and trainees, work schedule, educational environment) related to the pass rate. Results Of 199 programs, 194 reported pass rates. The univariate analysis revealed 20 program characteristics with P-values <0.10. However, in the multivariate analysis, pass rate was significantly associated with only three program characteristics: ratio of full-time equivalent paid faculty to positions, percentage of US medical graduates, and average hours per week of regularly scheduled lectures or conferences. Conclusion Unlike in previous studies, location and program size were not significantly associated with the pass rate in this multivariate analysis. The finding regarding the ratio of full-time equivalent paid faculty to positions highlighted the benefits of a well-supervised training environment, while that regarding the percentage of US medical graduates indicated the necessity of high competition in residency programs. Finally, longer hours per week of regularly scheduled lectures or conferences were associated with better academic outcomes, both statistically and intuitively. PMID:26316837

  20. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…