Computer versus paper--does it make any difference in test performance?

PubMed

Karay, Yassin; Schauber, Stefan K; Stosch, Christoph; Schüttpelz-Brauns, Katrin

2015-01-01

CONSTRUCT: In this study, we examine the differences in test performance between the paper-based and the computer-based version of the Berlin formative Progress Test. In this context it is the first study that allows controlling for students' prior performance. Computer-based tests make possible a more efficient examination procedure for test administration and review. Although university staff will benefit largely from computer-based tests, the question arises if computer-based tests influence students' test performance. A total of 266 German students from the 9th and 10th semester of medicine (comparable with the 4th-year North American medical school schedule) participated in the study (paper = 132, computer = 134). The allocation of the test format was conducted as a randomized matched-pair design in which students were first sorted according to their prior test results. The organizational procedure, the examination conditions, the room, and seating arrangements, as well as the order of questions and answers, were identical in both groups. The sociodemographic variables and pretest scores of both groups were comparable. The test results from the paper and computer versions did not differ. The groups remained within the allotted time, but students using the computer version (particularly the high performers) needed significantly less time to complete the test. In addition, we found significant differences in guessing behavior. Low performers using the computer version guess significantly more than low-performing students in the paper-pencil version. Participants in computer-based tests are not at a disadvantage in terms of their test results. The computer-based test required less processing time. The reason for the longer processing time when using the paper-pencil version might be due to the time needed to write the answer down, controlling for transferring the answer correctly. It is still not known why students using the computer version (particularly low-performing students) guess at a higher rate. Further studies are necessary to understand this finding.

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

PubMed Central

2015-01-01

Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills. PMID:27168610

Do Content Area Passages Affect Student Performance on Reading Comprehension Tests?

ERIC Educational Resources Information Center

Peretz, Arna S.

A study conducted in Israel investigated the relevance of subject-specific reading passages to performance on reading comprehension tests for advanced university students of English as a second language. The research specifically examined (1) whether students performed better when the reading test content was directly related to their field of…

Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?

PubMed

Duty, Susan M; Christian, Ladonna; Loftus, Jocelyn; Zappi, Victoria

2016-01-01

The cognitive component of test anxiety was correlated with academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety (CTA). High levels of CTA were associated with reduced academic performance.

The Effects of Achievement Goal Orientation and English Language Usage on Student Standardized Test Performance

ERIC Educational Resources Information Center

Bolton, Richard Allen

2017-01-01

Students take standardized tests and in most cases, the results have implications not only to the students, but also teachers and administrators. The students' motivation to perform may be a factor, especially in the infrequent situations when there aren't consequences to the students, only the administration. The tests in the middle school years…

Teaching crucial skills: An electrocardiogram teaching module for medical students.

PubMed

Chudgar, Saumil M; Engle, Deborah L; Grochowski, Colleen O'Connor; Gagliardi, Jane P

2016-01-01

Medical student performance in electrocardiogram (ECG) interpretation at our institution could be improved. Varied resources exist to teach students this essential skill. We created an ECG teaching module (ECGTM) of 75 cases representing 15 diagnoses to improve medical students' performance and confidence in ECG interpretation. Students underwent pre- and post-clerkship testing to assess ECG interpretation skills and confidence and also end-of-clinical-year testing in ECG and laboratory interpretation. Performance was compared for the years before and during ECGTM availability. Eighty-four percent of students (total n=101) reported using the ECGTM; 98% of those who used it reported it was useful. Students' performance and confidence were higher on the post-test. Students with access to the ECGTM (n=101) performed significantly better than students from the previous year (n=90) on the end-of-year ECG test. The continuous availability of an ECGTM was associated with improved confidence and ability in ECG interpretation. The ECGTM may be another available tool to help students as they learn to read ECGs. Copyright © 2016 Elsevier Inc. All rights reserved.

Relationships among Testing Medium, Test Performance, and Testing Time of High School Students Who Are Visually Impaired

ERIC Educational Resources Information Center

Erin, Jane N.; Hong, Sunggye; Schoch, Christina; Kuo, YaJu

2006-01-01

This study compared the test scores and time required by high school students who are blind, sighted, or have low vision to complete tests administered in written and oral formats. The quantitative results showed that the blind students performed better on multiple-choice tests in braille and needed more time while taking tests in braille. The…

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

Students Reflecting on Test Performance and Feedback: An On-Line Approach

ERIC Educational Resources Information Center

Fyfe, Georgina; Fyfe, Sue; Meyer, Jan; Ziman, Mel; Sanders, Kathy; Hill, Julie

2014-01-01

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students' perceptions…

The Influence of Anxiety and Quality of Interaction on Collaborative Test Performance

ERIC Educational Resources Information Center

Pandey, Carol; Kapitanoff, Susan

2011-01-01

This research investigated the relationships among test performance, anxiety, and the quality of interaction during collaborative testing of college students. It also explored which students are most likely to benefit from collaborative testing. It was randomly determined whether a student would take each of six examinations alone or with a…

Comparability of Computer-Based and Paper-Based Science Assessments

ERIC Educational Resources Information Center

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

2018-01-01

We compared students' performance on a paper-based test (PBT) and three computer-based tests (CBTs). The three computer-based tests used different test navigation and answer selection features, allowing us to examine how these features affect student performance. The study sample consisted of 9,698 fourth through twelfth grade students from across…

A virtual reality dental simulator predicts performance in an operative dentistry manikin course.

PubMed

Imber, S; Shapira, G; Gordon, M; Judes, H; Metzger, Z

2003-11-01

This study was designed to test the ability of a virtual reality dental simulator to predict the performance of students in a traditional operative dentistry manikin course. Twenty-six dental students were pre-tested on the simulator, prior to the course. They were briefly instructed and asked to prepare 12 class I cavities which were automatically graded by the simulator. The instructors in the manikin course that followed were unaware of the students' performances in the simulator pre-test. The scores achieved by each student in the last six simulator cavities were compared to their final comprehensive grades in the manikin course. Class standing of the students in the simulator pre-test positively correlated with their achievements in the manikin course with a correlation coefficient of 0.49 (P = 0.012). Eighty-nine percent of the students in the lower third of the class in the pre-test remained in the low performing half of the class in the manikin course. These results indicate that testing students in a dental simulator, prior to a manikin course, may be an efficient way to allow early identification of those who are likely to perform poorly. This in turn could enable early allocation of personal tutors to these students in order to improve their chances of success.

Using HLM to Explore the Effects of Perceptions of Learning Environments and Assessments on Students' Test Performance

ERIC Educational Resources Information Center

Chu, Man-Wai; Babenko, Oksana; Cui, Ying; Leighton, Jacqueline P.

2014-01-01

The study examines the role that perceptions or impressions of learning environments and assessments play in students' performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students' performance was explained…

University Students' Attainment and Perceptions of Computer Delivered Assessment; A Comparison between Computer-Based and Traditional Tests in a "High-Stakes" Examination

ERIC Educational Resources Information Center

Escudier, M. P.; Newton, T. J.; Cox, M. J.; Reynolds, P. A.; Odell, E. W.

2011-01-01

This study compared higher education dental undergraduate student performance in online assessments with performance in traditional paper-based tests and investigated students' perceptions of the fairness and acceptability of online tests, and showed performance to be comparable. The project design involved two parallel cross-over trials, one in…

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

PubMed Central

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

2012-01-01

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

Example-based learning: effects of model expertise in relation to student expertise.

PubMed

Boekhout, Paul; van Gog, Tamara; van de Wiel, Margje W J; Gerards-Last, Dorien; Geraets, Jacques

2010-12-01

Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in relation to students' expertise (i.e., first- or second-year) were investigated. One hundred and thirty-four physiotherapy students (61 first-year and 73 second-year). Design was 2 × 2 factorial with factors 'Student Expertise' (first-year vs. second-year) and 'Model Expertise' (expert vs. advanced student). Within expertise levels, students were randomly assigned to the Expert Example or the Advanced Student Example condition. All students studied two examples (content depending on their assigned condition) and then completed a retention and test task. They rated their invested mental effort after each example and test task. Second-year students invested less mental effort in studying the examples, and in performing the retention and transfer tasks than first-year students. They also performed better on the retention test, but not on the transfer test. In contrast to our hypothesis, there was no interaction between student expertise and model expertise: all students who had studied the Expert examples performed better on the transfer test than students who had studied Advanced Student Examples. This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models.

The effectiveness of AGU-MCAT in predicting medical student performance in year one of the College of Medicine of the Arabian Gulf University.

PubMed

Alnasir, F A; Jaradat, A A

2011-08-01

To graduate good doctors, medical schools should adopt proper student procedures to select among applicant students. When selecting students, many medical colleges focus solely on their academic achievement on high school examinations, which do not reflect all, important attributes of student. For several years, the College of Medicine and Medical Sciences of the Arabian Gulf University has introduced and administered the AGU-MCAT (Arabian Gulf University Medical College Assessment Test) for screening student applicants. This study aimed to assess the ability of the AGU-MCAT to predict students' performance during their first year college study, as an example of one school's multi-dimensional admissions screening process. The AGU-MCAT is made up of three parts, including a written test on science, a test of students' English language skills and an interview. In the first part, students' science knowledge is tested with 100 multiple choice questions. The English exam assesses students. English reading and listening skills. Lastly, students are interviewed by two faculty members and one senior student to assess their personal qualities. The 138 students who passed the AGU-MCAT in September 2008 and matriculated in the school were studied. Their performance during Year One including their performance on exams in the various disciplines was compared to their achievement on the three AGU-MCAT components. AGU-MCAT's total mark and its science component had the highest linear relationship to students' performance in the various disciplines in Year One, while the strongest predictor of students' performance at the end of Year One was the AGU-MCAT's science test (R2=45.5%). Students' grades in high school did not predict their achievement in Year One. The AGU-MCAT used to screen applicants to the school also predicts students' performance during their first year of medical school.

Testing Accommodations for ELL Students on an Achievement Test Battery

ERIC Educational Resources Information Center

Dockery, Lori Lee

2013-01-01

How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to completely…

Impact of Automated Software Testing Tools on Reflective Thinking and Student Performance in Introductory Computer Science Programming Classes

ERIC Educational Resources Information Center

Fridge, Evorell; Bagui, Sikha

2016-01-01

The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT…

High School Students' Performance on Vandenberg's Mental Rotations Test: Art Ability, Gender, Activities, Academic Performance, Strategies, and Ease of Taking the Test.

ERIC Educational Resources Information Center

Gurny, Helen Graham

This study tested whether mental rotation performance of 186 high school students (80 males and 106 females) in grades 9 through 12 in art and nonart classes on Vandenbergs Mental Rotations test (S. Vandenberg and Kuse, 1978) was affected by gender, visual-spatial activities, strategies used while performing the test, and the ease of test taking.…

Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance.

PubMed

Wu, Jinnan; Mei, Wenjuan; Ugrin, Joseph C

2018-03-01

This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-01-01

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

PubMed

Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-Phubhakdi, Saknan

2018-03-01

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a "very high" and "high" level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

The effects of performance-based assessment criteria on student performance and self-assessment skills

PubMed Central

van der Klink, Marcel R.; van Merriënboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students. PMID:20054648

The Causal Effect of Student Mobility on Standardized Test Performance: A Case Study with Possible Implications for Accountability Mandates within the Elementary and Secondary Education Act.

PubMed

Selya, Arielle S; Engel-Rebitzer, Eden; Dierker, Lisa; Stephen, Eric; Rose, Jennifer; Coffman, Donna L; Otis, Mindy

2016-01-01

This paper presents a limited case study examining the causal inference of student mobility on standardized test performance, within one middle-class high school in suburban Connecticut. Administrative data were used from a district public high school enrolling 319 10th graders in 2010. Propensity score methods were used to estimate the causal effect of student mobility on Math, Science, Reading, and Writing portions of the Connecticut Academic Performance Test (CAPT), after matching mobile vs. stable students on gender, race/ethnicity, eligibility for free/reduced lunches, and special education status. Analyses showed that mobility was associated with lower performance in the CAPT Writing exam. Follow-up analyses revealed that this trend was only significant among those who were ineligible for free/reduced lunches, but not among eligible students. Additionally, mobile students who were ineligible for free/reduced lunches had lower performance in the CAPT Science exam according to some analyses. Large numbers of students transferring into a school district may adversely affect standardized test performance. This is especially relevant for policies that affect student mobility in schools, given the accountability measures in the No Child Left Behind that are currently being re-considered in the recent Every Student Succeeds Act.

The Causal Effect of Student Mobility on Standardized Test Performance: A Case Study with Possible Implications for Accountability Mandates within the Elementary and Secondary Education Act

PubMed Central

Selya, Arielle S.; Engel-Rebitzer, Eden; Dierker, Lisa; Stephen, Eric; Rose, Jennifer; Coffman, Donna L.; Otis, Mindy

2016-01-01

This paper presents a limited case study examining the causal inference of student mobility on standardized test performance, within one middle-class high school in suburban Connecticut. Administrative data were used from a district public high school enrolling 319 10th graders in 2010. Propensity score methods were used to estimate the causal effect of student mobility on Math, Science, Reading, and Writing portions of the Connecticut Academic Performance Test (CAPT), after matching mobile vs. stable students on gender, race/ethnicity, eligibility for free/reduced lunches, and special education status. Analyses showed that mobility was associated with lower performance in the CAPT Writing exam. Follow-up analyses revealed that this trend was only significant among those who were ineligible for free/reduced lunches, but not among eligible students. Additionally, mobile students who were ineligible for free/reduced lunches had lower performance in the CAPT Science exam according to some analyses. Large numbers of students transferring into a school district may adversely affect standardized test performance. This is especially relevant for policies that affect student mobility in schools, given the accountability measures in the No Child Left Behind that are currently being re-considered in the recent Every Student Succeeds Act. PMID:27486427

Comparing Postsecondary Marketing Student Performance on Computer-Based and Handwritten Essay Tests

ERIC Educational Resources Information Center

Truell, Allen D.; Alexander, Melody W.; Davis, Rodney E.

2004-01-01

The purpose of this study was to determine if there were differences in postsecondary marketing student performance on essay tests based on test format (i.e., computer-based or handwritten). Specifically, the variables of performance, test completion time, and gender were explored for differences based on essay test format. Results of the study…

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

PubMed

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

2016-10-01

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

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement.

PubMed

Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M

2015-04-01

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY.

PubMed

Bird, Lillian

2010-03-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed.

Predicting the clinical performance of dental students with a manual dexterity test

PubMed Central

Lugassy, Diva; Levanon, Yafi; Pilo, Raphael; Shelly, Asaf; Rosen, Gal; Meirowitz, Avi

2018-01-01

Dentists must be skilled when using dental mirrors. Working with mirrors requires spatial perception, bimanual coordination, perceptual learning and fine motor skills. Many studies have attempted to determine the predictors of manual skills among pre-clinical students, but consensus has yet to be reached. We hypothesized that valid and reliable occupational therapy test performance regarding indirect vision would differ between dental students and junior dentists and would explain the variance in manual skill performance in pre-clinical courses. To test this hypothesis, we applied the Purdue Pegboard test and O’Connor Tweezer Dexterity test under different conditions of direct and indirect vision. We administered these tests to students in phantom-head academic courses in 2015 and 2016 and to junior dentists. Students performed the tests at three time points: before phantom training (T0), at the end of the training (T1) and in the middle of the following year of study (T2). Dentists performed the same tests twice at 1st and 2nd trials one week apart. The results showed that indirect tasks were significantly more difficult to perform for both groups. These dexterity tests were sensitive enough to detect students’ improvement after phantom training. The dentists’ performances were significantly better than those of students at T0, specifically with regard to the use of tweezers under direct and indirect vision (the O’Connor test). A regression analysis showed that students’ manual grades obtained at the beginning of the phantom course, their performance on the Purdue test using both hands, and their performance on the O’Connor test under indirect vision predicted phantom course success in 80% of cases. The O’Connor test under indirect vision is the most informative means of monitoring and predicting the manual skills required in the pre-clinical year of dentistry studies. PMID:29518127

Predictive validity of pre-admission assessments on medical student performance.

PubMed

Dabaliz, Al-Awwab; Kaadan, Samy; Dabbagh, M Marwan; Barakat, Abdulaziz; Shareef, Mohammad Abrar; Al-Tannir, Mohamad; Obeidat, Akef; Mohamed, Ayman

2017-11-24

To examine the predictive validity of pre-admission variables on students' performance in a medical school in Saudi Arabia. In this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis. In preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students' progress test performance (p<0.001 and B=19.02). Only the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years.

Pharmacy Student Self-Testing as a Predictor of Examination Performance

PubMed Central

Panus, Peter; Hagemeier, Nicholas; Thigpen, Jim; Brooks, Lauren

2014-01-01

Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition. PMID:24672065

Learning from Assessment: NAPLAN and Indigenous Students

ERIC Educational Resources Information Center

Leder, Gilah; Forgasz, Helen

2014-01-01

In this paper we report trends over time of performance of non-Indigenous and Indigenous students on the Numeracy component of the NAPLAN tests. Possible links between student performance on the NAPLAN Numeracy test and the four components--Reading, Writing, Spelling, and Grammar--of the NAPLAN Literacy test were also explored. While the…

77 FR 22306 - State Personnel Development Grants; Proposed Priorities and Definitions; CFDA Number 84.323A

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-13

...: alternative measures of student learning and performance, such as student scores on pre-tests and end-of-course tests; student performance on English language proficiency assessments; and other measures of...

Effectiveness of team-based learning in microbiology: a non-randomized control study.

PubMed

Harakuni, Sheetal U; Nagamoti, Jyoti M; Mallapur, Maheshwar D

2015-01-01

As per the present curriculum in India, pre- and paraclinical subjects are taught away from the clinical setting. Therefore, students fail to connect the subject taught through didactic lectures to the clinical setting. Team-based learning (TBL) can be used in conjunction with lectures to teach applied microbiology. This study aims to evaluate the effectiveness of TBL sessions in conjunction with lectures to enhance learning of applied microbiology, among Indian students. All students enrolled in the study were taught systemic bacteriology through lectures. Of the 88 students, 49 students (study group) attended TBL sessions on the topics of diarrhea, fever of unknown origin, urinary tract infection and 39 students (control group) preferred self-study on the topics without attending the TBL sessions. Students' feedback on their perception on TBL sessions was collected using a questionnaire of 10 items. The performance of both the groups on the pre- and post-test were analyzed using unpaired t-test and analysis of variance (ANOVA). Gender-wise performance within the teams was analyzed by paired t-test using SPSS version 12. The TBL group outperformed the self-study group on the post-test [F 1 = 5.521, P = 0.021]. Female students as a whole performed better than males on the pre-test, scoring higher within both the TBL and self-study groups. Male students in the TBL group performed significantly better on the post-test than female students who participated in TBL sessions (P = 0.013). Students generally enjoyed and appreciated the TBL sessions. TBL sessions can be used judiciously in combination with the lectures to enhance learning of applied microbiology in India. In this study, TBL improved the performance of male students over self-study, but performance for female students following TBL was no better than when they simply studied by themselves.

Academic self-handicapping: relationships with learning specific and general self-perceptions and academic performance over time.

PubMed

Gadbois, Shannon A; Sturgeon, Ryan D

2011-06-01

Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance but has yet to be examined with respect to learners' performance across a series of tests. This research was designed to examine the relationship between students' ASH tendencies and their self-concept clarity, learning strategies, and performance on a series of tests in a university course. A total of 209 (153 female; 56 male) Canadian university psychology students participated in this study. Participants' ASH tendencies, self-concept clarity, approaches to learning, and self-regulatory learning strategies were assessed along with expected grades and hours of study in the course from which they were recruited. Finally, students' grades were obtained for the three tests for the course from which they were recruited. Students reporting greater self-handicapping tendencies reported lower self-concept clarity, lower academic self-efficacy, greater test anxiety, more superficial learning strategies, and scored lower on all tests in the course. The relationships of ASH scores and learner variables with performance varied across the three performance indices. In particular, ASH scores were more strongly related to second and third tests, and prior performances were accounted for. ASH scores accounted for a relatively small but significant proportion of variance for all three tests. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course. ©2010 The British Psychological Society.

Enhancement of anatomical learning and developing clinical competence of first-year medical and allied health profession students.

PubMed

Keim Janssen, Sarah A; VanderMeulen, Stephane P; Shostrom, Valerie K; Lomneth, Carol S

2014-01-01

Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession students. This study integrated teaching the Lachman test into a first-year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First-year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands-on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post-test and survey. Students with hands-on training performed significantly better than students with lecture-only training in completing the checklist, a post-test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands-on training compared to students receiving lecture-only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands-on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. © 2013 American Association of Anatomists.

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

PubMed

Lu, Fletcher; Lemonde, Manon

2013-12-01

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

Performance assessment instrument to assess the senior high students' psychomotor for the salt hydrolysis material

NASA Astrophysics Data System (ADS)

Nahadi, Firman, Harry; Yulina, Erlis

2016-02-01

The purposes of this study were to develop a performance assessment instrument for assessing the competence of psychomotor high school students on salt hydrolysis concepts. The design used in this study was the Research & Development which consists of three phases: development, testing and application of instruments. Subjects in this study were high school students in class XI science, which amounts to 93 students. In the development phase, seven validators validated 17 tasks instrument. In the test phase, we divided 19 students into three-part different times to conduct performance test in salt hydrolysis lab work and observed by six raters. The first, the second, and the third groups recpectively consist of five, six, and eight students. In the application phase, two raters observed the performance of 74 students in the salt hydrolysis lab work in several times. The results showed that 16 of 17 tasks of performance assessment instrument developed can be stated to be valid with CVR value of 1,00 and 0,714. While, the rest was not valid with CVR value was 0.429, below the critical value (0.622). In the test phase, reliability value of instrument obtained were 0,951 for the five-student group, 0,806 for the six-student group and 0,743 for the eight-student group. From the interviews, teachers strongly agree with the performance instrument developed. They stated that the instrument was feasible to use for maximum number of students were six in a single observation.

Effect of teaching mathematics using GeoGebra on students' with dissimilar spatial visualisation

NASA Astrophysics Data System (ADS)

Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad; Luan, Wong Su

2015-10-01

This study examined the effects of GeoGebra on mathematics performance of students with different spatial visualization. A qusai-experimental, pretest-posttest control group design was conducted. A total of 71 students from two intact groups were involved in the study. They were in two groups and each group was randonly assigned to the experimental group (36 students) and control group (35 students). A spatial visual test to identify students with high or low visualization, and a mathematics performance pre-test were administered at the initial stage of this study. A post-test was administered after 12 weeks of treatment using GeoGebra. Analyses of Covarion (ANCOVA) was used to adjust for the pre-test score. Findings showed that the group with access to GeoGebra achieved significantly better test scores in the posttest as compared to the group which followed the traditional teaching method. A two-way ANCOVA used to analyse the effect of students' spatial visualization on post-test performance showed that there was no effect. The results from this study suggested that using GeoGebra had helped the students to score better in the posttest. However, there is no significance difference on mathematics performances on students with difference types of spatial visualisastion. This study indicates that GeoGebra is useful in enhancing the teaching and learning of mathematics.

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

ERIC Educational Resources Information Center

Ünal-Karagüven, M. Hülya

2015-01-01

Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and…

Assessing Students' Performance by Measured Patterns of Perceived Strengths: Does Preference Make a Difference?

ERIC Educational Resources Information Center

Urda, Julie; Ramocki, Stephen P.

2015-01-01

This paper is an empirical field study of whether college students' preferences for assessment type correspond to their performance in assessment that tests that particular strength. For example, if students say they prefer assessment that tests their creativity, do they actually perform better on assessment tasks requiring the use of…

High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Students' Standardized Test Performance. Working Paper #03-13

ERIC Educational Resources Information Center

Sharkey, Patrick; Schwartz, Amy Ellen; Ellen, Ingrid Gould; Lacoe, Johanna

2013-01-01

This paper examines the effect of exposure to violent crime on students' standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children's test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior…

Exploring the gender gap in the conceptual survey of electricity and magnetism

NASA Astrophysics Data System (ADS)

Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne

2017-12-01

The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the Conceptual Survey of Electricity and Magnetism (CSEM) in which the gender gap has been less well studied and is less consistent. In the current study, data collected from 1407 students (77% men, 23% women) in a calculus-based physics course over ten semesters showed that male students outperformed female students on the CSEM pretest (5%) and post-test (6%). Separate analyses were conducted for qualitative and quantitative problems on lab quizzes and course exams and showed that male students outperformed female students by 3% on qualitative quiz and exam problems. Male and female students performed equally on the quantitative course exam problems. The gender gaps within CSEM post-test scores, qualitative lab quiz scores, and qualitative exam scores were insignificant for students with a CSEM pretest score of 25% or less but grew as pretest scores increased. Structural equation modeling demonstrated that a latent variable, called Conceptual Physics Performance/Non-Quantitative (CPP/NonQnt), orthogonal to quantitative test performance was useful in explaining the differences observed in qualitative performance; this variable was most strongly related to CSEM post-test scores. The CPP/NonQnt of male students was 0.44 standard deviations higher than female students. The CSEM pretest measured CPP/NonQnt much less accurately for women (R2=4 % ) than for men (R2=17 % ). The failure to detect a gender gap for students scoring 25% or less on the pretest suggests that the CSEM instrument itself is not gender biased. The failure to find a performance difference in quantitative test performance while detecting a gap in qualitative performance suggests the qualitative differences do not result from psychological factors such as science anxiety or stereotype threat.

Student science achievement and the integration of Indigenous knowledge on standardized tests

NASA Astrophysics Data System (ADS)

Dupuis, Juliann; Abrams, Eleanor

2017-09-01

In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies.

How Do Tests and Summary Writing Tasks Enhance Long-Term Retention of Students with Different Levels of Test Anxiety?

ERIC Educational Resources Information Center

Mok, Wilson Shun; Chan, Winnie Wai

2016-01-01

Testing has been found to facilitate students' long-term retention of information. However, the learning performance of highly test-anxious students can be impaired by tests. Thus, these students may learn ineffectively in a testing context. By contrast, summary writing may not trigger test anxiety and is therefore another learning strategy to…

Gifted Students' Readiness for College: Factors that Influence Students' Performance on a College Entrance Test

ERIC Educational Resources Information Center

Gomez-Arizaga, Maria P.; Conejeros-Solar, Leonor

2014-01-01

Gifted students' performance on a Chilean university admission test, Prueba de Selección Universitaria (PSU), was investigated in this study. Sixty-six students participating in an enrichment-based university program for gifted youth were selected. The sample included both male and female gifted adolescents who studied in public and voucher…

The More, the Better? The Impact of Instructional Time on Student Performance

ERIC Educational Resources Information Center

Cattaneo, Maria A.; Oggenfuss, Chantal; Wolter, Stefan C.

2017-01-01

Building on earlier work that explored within-student variation in hours of instruction across school subjects, we investigate the impact of instruction time on student test scores in Switzerland, as measured by the PISA 2009 test. Our results confirm the results of previous studies of a positive effect of instruction time on student performance.…

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

NASA Astrophysics Data System (ADS)

Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance.

PubMed

Heijne-Penninga, Marjolein; Kuks, Jan B M; Hofman, W H Adriaan; Cohen-Schotanus, Janke

2010-09-01

The ability to master discipline-specific knowledge is one of the competencies medical students must acquire. In this context, 'mastering' means being able to recall and apply knowledge. A way to assess this competency is to use both open- and closed-book tests. Student performance on both tests can be influenced by the way the student processes information. Deep information processing is expected to influence performance positively. The personal preferences of students in relation to how they process information in general (i.e. their level of need for cognition) may also be of importance. In this study, we examined the inter-relatedness of deep learning, need for cognition and preparation time, and scores on open- and closed-book tests. This study was conducted at the University Medical Centre Groningen. Participants were Year 2 students (n = 423). They were asked to complete a questionnaire on deep information processing, a scale for need for cognition on a questionnaire on intellectualism and, additionally, to write down the time they spent on test preparation. We related these measures to the students' scores on two tests, both consisting of open- and closed-book components and used structural equation modelling to analyse the data. Both questionnaires were completed by 239 students (57%). The results showed that need for cognition positively influenced both open- and closed-book test scores (beta-coefficients 0.05 and 0.11, respectively). Furthermore, study outcomes measured by open-book tests predicted closed-book test results better than the other way around (beta-coefficients 0.72 and 0.11, respectively). Students with a high need for cognition performed better on open- as well as closed-book tests. Deep learning did not influence their performance. Adding open-book tests to the regularly used closed-book tests seems to improve the recall of knowledge that has to be known by heart. Need for cognition may provide a valuable addition to existing theories on learning.

Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

PubMed

Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

Teaching three-dimensional surgical concepts of inguinal hernia in a time-effective manner using a two-dimensional paper-cut.

PubMed

Mann, B D; Seidman, A; Haley, T; Sachdeva, A K

1997-06-01

Because inguinal hernia repair is difficult for third-year students to comprehend, a 2-dimensional paper-cut was developed to teach the concepts of inguinal hernia in a time-effective manner before students' observation of herniorrhaphy in the operating room. Using Adobe Illustrator 5.5 for MacIntosh, a 2-dimensional inexpensively printed paper-cut was created to allow students to perform their own simulated hernia repair before observing surgery. The exercise was performed using a no.15 scalpel or an iris scissors and was evaluated by comparing 10-question pre-tests and post-tests. Seventy-five students performed the exercise, most completing it within 15 minutes. The mean pre-test score was 7.4/10 and the mean post-test score was 9.1/10. Students performing the paper-cut reported better understanding when observing actual herniorrhaphy. A 2-dimensional paper-cut ("surgical origami") may be a time-effective method to prepare students for the observation of hernia repair.

EFL College Students' Perceptions of Classroom English Tests

ERIC Educational Resources Information Center

Al-Nouh, Nowreyah A.; Abdul-Kareem, Muneera M.; Taqi, Hanan A.

2014-01-01

Students' perceptions of their classroom English tests play a crucial role in affecting their performance. Hence, the present study is interested in soliciting college students' perceptions of their classroom English tests to find out the reasons behind test difficulties. Participants were 585 female college students chosen randomly from all grade…

Readying Students to Test: The Influence of Fear and Efficacy Appeals on Anxiety and Test Performance

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Schultz, Brandon K.; Draughn, Jeremy D.

2015-01-01

Educational accountability policies have led to a growth in the use of high-stakes examinations for a number of important educational decisions, including the evaluation of teacher effectiveness. As such, educators are under increasing pressure to raise student test performance. In an attempt to prepare students for a high-stakes exam, teachers…

Predicting Examination Performance Using an Expanded Integrated Hierarchical Model of Test Emotions and Achievement Goals

ERIC Educational Resources Information Center

Putwain, Dave; Deveney, Carolyn

2009-01-01

The aim of this study was to examine an expanded integrative hierarchical model of test emotions and achievement goal orientations in predicting the examination performance of undergraduate students. Achievement goals were theorised as mediating the relationship between test emotions and performance. 120 undergraduate students completed…

An Investigation of Selected Variables Related to Student Algebra I Performance in Mississippi

ERIC Educational Resources Information Center

Scott, Undray

2016-01-01

This research study attempted to determine if specific variables were related to student performance on the Algebra I subject-area test. This study also sought to determine in which of grades 8, 9, or 10 students performed better on the Algebra I Subject Area Test. This study also investigated the different criteria that are used to schedule…

Analysis of air temperature changes on blood pressure and heart rate and performance of undergraduate students.

PubMed

Siqueira, Joseana C F; da Silva, Luiz Bueno; Coutinho, Antônio S; Rodrigues, Rafaela M

2017-01-01

The increase in air temperature has been associated with human deaths, some of which are related to cardiovascular dysfunctions, and with the reduction of physical and cognitive performance in humans. To analyze the relationship between blood pressure (BP) and heart rate (HR) and the cognitive performance of students who were submitted to temperature changes in classrooms. The university students answered a survey that was adapted from the Battery of Reasoning Tests over 3 consecutive days at different air temperatures while their thermal state and HR were measured. During those 3 days, BP and HR were evaluated before and after the cognitive test. The average and final HR increased at high temperatures; the tests execution time was reduced at high temperatures; and the cognitive tests was related to Mean BP at the beginning of the test, the maximum HR during the test and the air temperature. The cognitive performance of undergraduate students in the field of engineering and technology will increase while performing activities in a learning environment with an air temperature of approximately 23.3°C (according to their thermal perception), if students have an initial MBP of 93.33 mmHg and a 60 bpm HRmax.

The influence of test mode and visuospatial ability on mathematics assessment performance

NASA Astrophysics Data System (ADS)

Logan, Tracy

2015-12-01

Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment—computer-based (CBT) and pencil-and-paper based (PPT)—and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning.

Teaching science through literature

NASA Astrophysics Data System (ADS)

Barth, Daniel

2007-12-01

The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance on the standards-based assessment tests. A moderate correlation was found to exist between the level of student engagement with the material and improvement in performance from pre to post test.

The Relationship between Students' Performance on the Cognitive Abilities Test (CogAT) and the Fourth and Fifth Grade Reading and Math Achievement Tests in Ohio

ERIC Educational Resources Information Center

Warnimont, Chad S.

2010-01-01

The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006-2007 school year), 4th…

Negatively-marked MCQ assessments that reward partial knowledge do not introduce gender bias yet increase student performance and satisfaction and reduce anxiety.

PubMed

Bond, A Elizabeth; Bodger, Owen; Skibinski, David O F; Jones, D Hugh; Restall, Colin J; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The 'Single Answer' (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge.

Negatively-Marked MCQ Assessments That Reward Partial Knowledge Do Not Introduce Gender Bias Yet Increase Student Performance and Satisfaction and Reduce Anxiety

PubMed Central

Bond, A. Elizabeth; Bodger, Owen; Skibinski, David O. F.; Jones, D. Hugh; Restall, Colin J.; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The ‘Single Answer’ (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge. PMID:23437081

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

PubMed

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. REL 2014-006

ERIC Educational Resources Information Center

Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

2014-01-01

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement.

PubMed

Farias, Cláudio; Valério, Carla; Mesquita, Isabel

2018-03-01

The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students' game-play development beyond participation in single and isolated teaching units. Therefore, the purpose of this study was to examine students' development of Game Performance and Game Involvement during participation in three consecutive Sport Education seasons of invasion games. The participants were an experienced physical education teacher and one seventh-grade class totaling 26 students (10 girls and 16 boys). Using the Game Performance Assessment Instrument (Oslin et al., 1998), pre-test to post-tests measures of students' Game Performance and Game Involvement were collected during their participation in basketball (20 lessons), handball (16 lessons), and football (18 lessons) units. Inter-group differences and pre-test to post-test improvements within each season were analyzed through 2 (time) x group (sport) repeated measures ANOVA tests. There were found significant pre-test to post-test improvements in Game Performance and Game Involvement in the second (handball) and third (football) seasons, but not in the first season (basketball). Students' Game Performance and Involvement scores of handball and football were significantly higher than their scores while playing basketball. The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of Sport Education were key to the outcomes found. The specific configurations of the game forms played by students either inhibited or enabled their game-play development.

Wire-bending test as a predictor of preclinical performance by dental students.

PubMed

Kao, E C; Ngan, P W; Wilson, S; Kunovich, R

1990-10-01

Traditional Dental Aptitude Test and academic grade point average have been shown to be poor predictors of clinical performance by dental students. To refine predictors of psychomotor skills, a wire-bending test was given to 105 freshmen at the beginning of their dental education. Grades from seven restorative preclinical courses in their freshman and sophomore years were compared to scores on wire bending and the three traditional predictors: GPA, academic aptitude, and perceptual aptitude scores. Wire-bending scores correlated significantly with six out of seven preclinical restorative courses. The predictive power for preclinical performance was doubled when wire bending was added to traditional predictors in stepwise multiple regression analysis. Wire-bending scores identified students of low performance. These preliminary results suggest that the wire-bending test shows some potential as a screening test for identifying students who may hae psychomotor difficulties, early in their dental education.

LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY

PubMed Central

Bird, Lillian

2010-01-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students’ cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed. PMID:21373364

The Michigan Context and Performance Report Card: Public Elementary & Middle Schools, 2013

ERIC Educational Resources Information Center

Spalding, Audrey

2013-01-01

The Michigan Context and Performance Report Card measures school performance by adjusting standardized test scores to account for student background. Comparing schools using unadjusted test scores ignores the significant relationship between academic performance and student socioeconomic background--a dynamic outside a school's control. The…

Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.

1986-01-01

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

Students as Technicians: Screening Newborns for Cystic Fibrosis

ERIC Educational Resources Information Center

Gusky, Sharon

2014-01-01

In this activity, freshman college students learn biotechnology techniques while playing the role of a laboratory technician. They perform simulations of three diagnostic tests used to screen newborns for cystic fibrosis. By performing an ELISA, a PCR analysis, and a conductivity test, students learn how biotechnology techniques can be used to…

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

Improving the Test-Taking Skills of Learning Disabled Students.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Jenkins, Vesna

Research on test taking skills of LD (learning disabled) students is reviewed and implications for improving the skill are noted. Among findings considered are that separate answer sheets appear to inhibit the performance of LD students, LD students can benefit from training and demonstrate improved attitudes toward testing, and students should…

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III

2009-01-01

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting…

Factors influencing students' performance in a Brazilian dental school.

PubMed

Silva, Erica Tatiane da; Nunes, Maria de Fátima; Queiroz, Maria Goretti; Leles, Cláudio R

2010-01-01

Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (p<0.001). Better student's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic.

PubMed

Haghani, Fariba; Hatef Khorami, Mohammad; Fakhari, Mohammad

2016-07-01

Feedback cards are recommended as a feasible tool for structured written feedback delivery in clinical education while effectiveness of this tool on the medical students' performance is still questionable.  The purpose of this study was to compare the effects of structured written feedback by cards as well as verbal feedback versus verbal feedback alone on the clinical performance of medical students at the Mini Clinical Evaluation Exercise (Mini-CEX) test in an outpatient clinic. This is a quasi-experimental study with pre- and post-test comprising four groups in two terms of medical students' externship. The students' performance was assessed through the Mini-Clinical Evaluation Exercise (Mini-CEX) as a clinical performance evaluation tool. Structured written feedbacks were given to two experimental groups by designed feedback cards as well as verbal feedback, while in the two control groups feedback was delivered verbally as a routine approach in clinical education. By consecutive sampling method, 62 externship students were enrolled in this study and seven students were excluded from the final analysis due to their absence for three days. According to the ANOVA analysis and Post Hoc Tukey test,  no statistically significant difference was observed among the four groups at the pre-test, whereas a statistically significant difference was observed between the experimental and control groups at the post-test  (F = 4.023, p =0.012). The effect size of the structured written feedbacks on clinical performance was 0.19. Structured written feedback by cards could improve the performance of medical students in a statistical sense. Further studies must be conducted in other clinical courses with longer durations.

Student Self-evaluation After Nursing Examinations: That's a Wrap.

PubMed

Butzlaff, Alice; Gaylle, Debrayh; O'Leary Kelley, Colleen

2018-04-13

Examination wrappers are a self-evaluation tool that uses metacognition to help students reflect on test performance. After examinations, rather than focus on points earned, students learn to self-identify study strategies and recognize methods of test preparation. The purpose of the study was to determine if the use of an examination wrapper after each test would encourage students to self-evaluate performance and adjust study strategies. A total of 120 undergraduate nursing students completed self-evaluations after each examination, which were analyzed using content analysis. Three general patterns emerged from student self-evaluation: effective and ineffective study strategies, understanding versus memorization of content, and nurse educator assistance.

The Effects of Test Anxiety on Learning at Superficial and Deep Levels of Processing.

ERIC Educational Resources Information Center

Weinstein, Claire E.; And Others

1982-01-01

Using a deep-level processing strategy, low test-anxious college students performed significantly better than high test-anxious students in learning a paired-associate word list. Using a superficial-level processing strategy resulted in no significant difference in performance. A cognitive-attentional theory and test anxiety mechanisms are…

Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. Summary. REL 2014-006

ERIC Educational Resources Information Center

Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

2014-01-01

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

PubMed

Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

2016-11-01

Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Predictors of medical school clerkship performance: a multispecialty longitudinal analysis of standardized examination scores and clinical assessments.

PubMed

Casey, Petra M; Palmer, Brian A; Thompson, Geoffrey B; Laack, Torrey A; Thomas, Matthew R; Hartz, Martha F; Jensen, Jani R; Sandefur, Benjamin J; Hammack, Julie E; Swanson, Jerry W; Sheeler, Robert D; Grande, Joseph P

2016-04-27

Evidence suggests that poor performance on standardized tests before and early in medical school is associated with poor performance on standardized tests later in medical school and beyond. This study aimed to explore relationships between standardized examination scores (before and during medical school) with test and clinical performance across all core clinical clerkships. We evaluated characteristics of 435 students at Mayo Medical School (MMS) who matriculated 2000-2009 and for whom undergraduate grade point average, medical college aptitude test (MCAT), medical school standardized tests (United States Medical Licensing Examination [USMLE] 1 and 2; National Board of Medical Examiners [NBME] subject examination), and faculty assessments were available. We assessed the correlation between scores and assessments and determined USMLE 1 cutoffs predictive of poor performance (≤10th percentile) on the NBME examinations. We also compared the mean faculty assessment scores of MMS students vs visiting students, and for the NBME, we determined the percentage of MMS students who scored at or below the tenth percentile of first-time national examinees. MCAT scores correlated robustly with USMLE 1 and 2, and USMLE 1 and 2 independently predicted NBME scores in all clerkships. USMLE 1 cutoffs corresponding to poor NBME performance ranged from 220 to 223. USMLE 1 scores were similar among MMS and visiting students. For most academic years and clerkships, NBME scores were similar for MMS students vs all first-time examinees. MCAT, USMLE 1 and 2, and subsequent clinical performance parameters were correlated with NBME scores across all core clerkships. Even more interestingly, faculty assessments correlated with NBME scores, affirming patient care as examination preparation. USMLE 1 scores identified students at risk of poor performance on NBME subject examinations, facilitating and supporting implementation of remediation before the clinical years. MMS students were representative of medical students across the nation.

Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties.

PubMed

Zhang, Dake; Wang, Qiu; Ding, Yi; Liu, Jeremy Jian

2014-01-01

According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K-12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR) accommodation on the test performance of students with GD compared to students without GD. Participants were 118 elementary students who took a researcher-developed geometry problem solving test under both a standard testing condition and an IOR accommodation condition. A total of 36 students who were classified with GD scored below 40% correct in the geometry problem solving test in the standard testing condition, and 82 students who were classified without GD scored equal to or above 40% correct in the same test and condition. All students were tested in both standard testing condition and IOR accommodation condition. The results from both ANOVA and regression discontinuity (RD) analyses suggested that students with GD benefited more than students without GD from the IOR accommodation. Implications of the study are discussed in terms of providing accommodations for students with mathematics learning difficulties and recommending RD design in LD research. © Hammill Institute on Disabilities 2013.

An investigation on impacts of scheduling configurations on Mississippi biology subject area testing

NASA Astrophysics Data System (ADS)

Marchette, Frances Lenora

The purpose of this mixed modal study was to compare the results of Biology Subject Area mean scores of students on a 4 x 4 block schedule, A/B block schedule, and traditional year-long schedule for 1A to 5A size schools. This study also reviewed the data to determine if minority or gender issues might influence the test results. Interviews with administrators and teachers were conducted about the type of schedule configuration they use and the influence that the schedule has on student academic performance on the Biology Subject Area Test. Additionally, this research further explored whether schedule configurations allow sufficient time for students to construct knowledge. This study is important to schools, teachers, and administrators because it can assist them in considering the impacts that different types of class schedules have on student performance and if ethnic or gender issues are influencing testing results. This study used the causal-comparative method for the quantitative portion of the study and constant comparative method for the qualitative portion to explore the relationship of school schedules on student academic achievement on the Mississippi Biology Subject Area Test. The aggregate means of selected student scores indicate that the Mississippi Biology Subject Area Test as a measure of student performance reveals no significant difference on student achievement for the three school schedule configurations. The data were adjusted for initial differences of gender, minority, and school size on the three schedule configurations. The results suggest that schools may employ various schedule configurations and expect student performance on the Mississippi Biology Subject Area Test to be unaffected. However, many areas of concern were identified in the interviews that might impact on school learning environments. These concerns relate to effective classroom management, the active involvement of students in learning, the adequacy of teacher education programs and the stress of testing on everyone involved in high-stakes testing.

Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

PubMed

Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

2004-02-01

To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, p<0.001), and lower overall grade average (3.5-/+0.5 vs 3.9-/+0.6, p<0.001) than control students. Median time to graduate for transfer students was 7 years (range, 5-9) and 6 years (range, 5-9) for control students (p=0.375, Mann-Whitney test). There were significantly more students among transfer students who did not pass the admission test at the Zagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

School District Leave Policies, Teacher Absenteeism, and Student Achievement.

ERIC Educational Resources Information Center

Ehrenberg, Ronald G.; And Others

1991-01-01

Econometric analysis of data from over 700 New York state school districts found that (1) policies governing use of teacher leave days clearly influence their use; (2) higher student absenteeism correlated with poorer test performance; and (3) teacher absence was not largely associated with student test performance. Changes in leave policy were…

Information and Strategic Internet Skills of Secondary Students: A Performance Test

ERIC Educational Resources Information Center

van Deursen, A. J. A. M.; van Diepen, S.

2013-01-01

In this study, the information and strategic Internet skills of Dutch secondary students were measured in a performance test. Participating students were asked to complete assignments on the Internet. The findings reveal that the levels of both information and strategic Internet skills have much room for improvement. Of the variables that…

Effects of Year-Round Schooling on Disadvantaged Students and the Distribution of Standardized Test Performance

ERIC Educational Resources Information Center

Graves, Jennifer

2011-01-01

Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African…

Test-Optional Admission Policies and Their Effect on the Composition of the Student Body at King's College

ERIC Educational Resources Information Center

Schmude, Michelle

2011-01-01

This study examined test-optional admission policies and their effect on the composition of the student body at King's College. According to the College Board (2009), students from underrepresented populations do not perform as well as White students on standardized tests. Therefore, higher education institutions have established test-optional…

Bordering on Success: Mexican American Students and High Stakes Testing.

ERIC Educational Resources Information Center

Pedroza, Anna

The assumptions that high-stakes testing is useful in raising educational standards for all students and that higher standards lead to higher educational performance for all students have not been tested in schools along the Texas border with Mexico. This study analyzed the effects of the high-stakes testing policy on students in a small rural…

Evaluating the Effectiveness of the USA Testprep Intervention to Increase High School Test Scores

ERIC Educational Resources Information Center

Christian, Veronica Faye

2012-01-01

The No Child Left Behind Act emphasized the responsibility of states to improve student academic performance. In one state, students are required to take subject-area tests and master each test to graduate; however, in some schools, many students are failing the English II test administered during students' sophomore year. Two districts have…

Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation

ERIC Educational Resources Information Center

La Marca, Paul M.

2006-01-01

Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and…

Student mathematical imagination instruments: construction, cultural adaptation and validity

NASA Astrophysics Data System (ADS)

Dwijayanti, I.; Budayasa, I. K.; Siswono, T. Y. E.

2018-03-01

Imagination has an important role as the center of sensorimotor activity of the students. The purpose of this research is to construct the instrument of students’ mathematical imagination in understanding concept of algebraic expression. The researcher performs validity using questionnaire and test technique and data analysis using descriptive method. Stages performed include: 1) the construction of the embodiment of the imagination; 2) determine the learning style questionnaire; 3) construct instruments; 4) translate to Indonesian as well as adaptation of learning style questionnaire content to student culture; 5) perform content validation. The results stated that the constructed instrument is valid by content validation and empirical validation so that it can be used with revisions. Content validation involves Indonesian linguists, english linguists and mathematics material experts. Empirical validation is done through a legibility test (10 students) and shows that in general the language used can be understood. In addition, a questionnaire test (86 students) was analyzed using a biserial point correlation technique resulting in 16 valid items with a reliability test using KR 20 with medium reability criteria. While the test instrument test (32 students) to find all items are valid and reliability test using KR 21 with reability is 0,62.

Test item linguistic complexity and assessments for deaf students.

PubMed

Cawthon, Stephanie

2011-01-01

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

Dental Student Study Strategies: Are Self-Testing and Scheduling Related to Academic Performance?

PubMed

McAndrew, Maureen; Morrow, Christina S; Atiyeh, Lindsey; Pierre, Gaëlle C

2016-05-01

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performing students were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas.

A Comparison of the Mathematical Performance of Mature Students and Traditional Students over a 10-Year Period

ERIC Educational Resources Information Center

Faulkner, Fiona; Fitzmaurice, Olivia; Hannigan, Ailish

2016-01-01

Every student who enrols in a degree programme involving service mathematics in the University of Limerick in Ireland is given a mathematics diagnostic test. The diagnostic test was developed due to mathematics lecturers' anxiety regarding students' mathematical competency levels. Students receive the 40 question paper-based test in their first…

Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

PubMed

Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2012-02-01

We discuss the development of a research-based conceptual multiple-choice survey of magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We find that while there was no gender difference on the pre-test. However, female students performed significantly worse than male students when the survey was given as a post-test in traditionally taught calculus-based introductory physics courses with similar results in both the regular and honors versions of the course. In the algebra-based courses, the performance of female and male students has no statistical difference on the pre-test or the post-test.

Men and Women: Equal in Accounting?

ERIC Educational Resources Information Center

Park, L. Jane; And Others

1994-01-01

Data from 131 male and 177 female accounting students were derived from test scores, student estimation of performance, California Psychological Inventory, and State-Trait Anxiety Inventory. No significant differences between the sexes appeared in test performance or grade point average. Psychological tests showed male self-perceptions to be…

Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

PubMed

Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

2015-03-01

Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.

The Impact of Linking Distinct Achievement Test Scores on the Interpretation of Student Growth in Achievement

ERIC Educational Resources Information Center

Airola, Denise Tobin

2011-01-01

Changes to state tests impact the ability of State Education Agencies (SEAs) to monitor change in performance over time. The purpose of this study was to evaluate the Standardized Performance Growth Index (PGIz), a proposed statistical model for measuring change in student and school performance, across transitions in tests. The PGIz is a…

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004

ERIC Educational Resources Information Center

Schochet, Peter Z.; Chiang, Hanley S.

2010-01-01

This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators.…

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum.

PubMed

McNulty, Margaret A; Lazarus, Michelle D

2018-01-18

Little to no correlation has been identified between previous related undergraduate coursework or outcomes on standardized tests and performance in a veterinary curriculum, including anatomy coursework. Therefore, a relatively simplistic method to predict student performance before entrance would be advantageous to many. The purpose of this study was to evaluate whether there is a correlation between performance in a veterinary anatomy pre-course and subsequent performance within a professional anatomy curriculum. Incoming first-year veterinary students at the Louisiana State University School of Veterinary Medicine were asked to participate in a free weeklong pre-course, before the start of the semester. The pre-course covered the musculoskeletal anatomy of the canine thoracic limb using dissection-based methods. Student performance, as evaluated by test grades in the pre-course, did indeed correlate with test grades in professional veterinary anatomy courses. A significant and positive correlation was identified between pre-course final exam performance and performance on examinations in each of 3 professional anatomy courses. Qualitative analyses of student comments pertaining to their experience within the pre-course indicated differences in the perceived benefits of the pre-course between high-, middle-, and low-performing students. These varied perceptions may provide predictive feedback as well as guidance for supporting lower performing students. Together, these results indicate that performance in a weeklong pre-course covering only a small portion of canine anatomy is a strong predictor of performance within a professional anatomy curriculum. In addition, the pre-course differentially affected student perceptions of their learning experience.

Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the students' surveys and final exam scores. Test Pilot has many benefits, including access control, immediate feedback, automated scoring, interactive learning, and data analysis. The enhancement of material permitted by a Web-based system increases the depth and variety of the learning experience by adding perceptual dimensions. Test Pilot also provides the clerkship director with the capability to obtain improved measurements of student performance and captures the student's self-learning and testing process. It can potentially identify weaknesses or inconsistencies across the different sites and recognize students who may need additional help early in the rotation. Over a one-year period, most students have switched from the quiz disks to Test Pilot. The students reported satisfaction with the Web-based format and found it user friendly. They especially liked the immediate feedback. The students have requested more questions and multimedia options be added. We plan to continue the development and assessment of this learning tool.

A cross-national study of calculus

NASA Astrophysics Data System (ADS)

Chai, Jun; Friedler, Louis M.; Wolff, Edward F.; Li, Jun; Rhea, Karen

2015-05-01

The results from a cross-national study comparing calculus performance of students at East China Normal University (ECNU) in Shanghai and students at the University of Michigan before and after their first university calculus course are presented. Overall, ECNU significantly outperformed Michigan on both the pre- and post-tests, but the Michigan students showed a larger gain and normalized gain, and hence narrowed the gap. ECNU's superior performance was especially striking on the subset of problems requiring only a pre-calculus background. On those, Michigan's post-test scores were below ECNU's pre-test scores and, indeed, ECNU's higher performance on both the overall pre-test and overall post-test is attributable to its success on these problems.

Sex Differences in Verbal and Science Performance for Students from One-Parent Families: Further Tests of Economic and Behavioral Explanations of a Small Effect.

ERIC Educational Resources Information Center

Mulkey, Lynn M.; Morton, Peter J.

This investigation revives direct impact explanations of single-parent effects on student performance by further disagreggation by sex of the student. The effect of living in a single-parent household on the standardized test scores of students was estimated separately for males and females through analyses of data from the High School and Beyond…

The Performance of First-Year Graduate Students on the Graduate Record Examinations. Graduate Record Examinations Special Report Number 68-2.

ERIC Educational Resources Information Center

Marco, Gary L.

Normative data were obtained on the performance of first-year graduate students on the Aptitude Test and Advanced Tests of the Graduate Record Examinations. The population consisted of students enrolled as full-time graduate students for the first time in the fall of 1964 in a college or university belonging to the Council of Graduate Schools…

The Relationship of Laboratory Performance Ratings, Information Achievement and Pencil-Paper Performance Test Scores in College-Level Electricity.

ERIC Educational Resources Information Center

Francis, Charles E.

In this study, a pencil paper performance test (PPPT) was developed and administered to an experimental group of 46 students and a control group of 48 students to determine: (1) the difference between laboratory performance and the successful completion of a laboratory course in electricity, (2) the relationship between laboratory performance as…

Exams disadvantage women in introductory biology

PubMed Central

Cotner, Sehoya

2017-01-01

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all. PMID:29049334

The Impact of Testing Frequency on Student Performance in a Marketing Course

ERIC Educational Resources Information Center

Kling, Nathan; McCorkle, Denny; Miller, Chip; Reardon, James

2005-01-01

Testing frequency has long been examined in the social sciences as an antecedent to student performance in the classroom. However, after nearly 70 years of study, the results are inconclusive. Given the developments in computerized testing over the last decade, professors now have the ability to create and conduct frequent tests without severely…

Do Persistence and Passion Matter: Evidence from the Educational Testing Service Major Field Test in Business

ERIC Educational Resources Information Center

Ketcham, David; Nigro, Peter; Roberto, Michael

2018-01-01

The authors examined the determinants of success on the Educational Testing Service Major Field Test in Business. The authors find that gender, SAT performance, and concentration are significant predictors of performance. Additionally, they derive proxies for student passion and persistence, and find that the greater the student's passion for…

Differences in Mathematical Performance, Creativity Potential, and Need for Cognitive Closure between Chinese and Australian Students

ERIC Educational Resources Information Center

Ma, Choi-Chi Evelene; Rapee, Ronald M.

2015-01-01

Research has shown that Chinese students outperform students from several Western countries on mathematics performance while some evidence has suggested that Western students perform more strongly on tests of creativity. One potential mechanism for these differences may be a higher need for cognitive closure among Chinese students. The current…

Learning Styles and Student Performance in Introductory Economics

ERIC Educational Resources Information Center

Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

The PPST and NTE as Predictors of Student Teacher Performance.

ERIC Educational Resources Information Center

Salzman, Stephanie A.

The Pre-Professional Skills Test (PPST) and the National Teacher Examinations (NTE) were examined as predictors of student classroom performance as measured by three instruments from the "Teacher Performance Assessment Instruments" (TPAIs) of W. Capie et al. (1979). Subjects were 305 teacher education students taking the student teaching…

Alternatives to Standardized Tests in Reading Education: Cognitive Styles and Informal Measures.

ERIC Educational Resources Information Center

Scales, Alice M.

1987-01-01

Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students.…

Student Performance Evaluation. Physical Educators for Equity. Module 7.

ERIC Educational Resources Information Center

Uhlir, Ann

Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that…

Patterns of Participation in Year 9 Academic Testing and Factors Predicting Absence on the Day of Test

ERIC Educational Resources Information Center

Wong, Janice W. Y.; O'Donnell, Melissa; Bayliss, Donna; Fletcher, Janet; Glauert, Rebecca

2017-01-01

Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have…

Student performance and appreciation using 3D vs. 2D vision in a virtual learning environment.

PubMed

de Boer, I R; Wesselink, P R; Vervoorn, J M

2016-08-01

The aim of this study was to investigate the differences in the performance and appreciation of students working in a virtual learning environment with two (2D)- or three (3D)-dimensional vision. One hundred and twenty-four randomly divided first-year dental students performed a manual dexterity exercise on the Simodont dental trainer with an automatic assessment. Group 1 practised in 2D vision and Group 2 in 3D. All of the students practised five times for 45 min and then took a test using the vision they had practised in. After test 1, all of the students switched the type of vision to control for the learning curve: Group 1 practised in 3D and took a test in 3D, whilst Group 2 practised in 2D and took the test in 2D. To pass, three of five exercises had to be successfully completed within a time limit. The students filled out a questionnaire after completing test 2. The results show that students working with 3D vision achieved significantly better results than students who worked in 2D. Ninety-five per cent of the students filled out the questionnaire, and over 90 per cent preferred 3D vision. The use of 3D vision in a virtual learning environment has a significant positive effect on the performance of the students as well as on their appreciation of the environment. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluation of an Intelligent Tutoring System in Pathology: Effects of External Representation on Performance Gains, Metacognition, and Acceptance

PubMed Central

Crowley, Rebecca S.; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Objective Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Design Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Measurements Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Results Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Conclusions Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance. PMID:17213494

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

PubMed

Crowley, Rebecca S; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention

ERIC Educational Resources Information Center

Donato, Jeanne M.

2009-01-01

This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

Technology Instructional Package Mediated Instruction and Senior Secondary School Students' Academic Performance in Biology Concepts

ERIC Educational Resources Information Center

Yaki, Akawo Angwal; Babagana, Mohammed

2016-01-01

The paper examined the effects of a Technological Instructional Package (TIP) on secondary school students' performance in biology. The study adopted a pre-test, post-test experimental control group design. The sample size of the study was 80 students from Minna metropolis, Niger state, Nigeria; the samples were randomly assigned into treatment…

Relations between Classroom Goal Structures and Students' Goal Orientations in Mathematics Classes: When Is a Mastery Goal Structure Adaptive?

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Federici, Roger A.

2016-01-01

The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students' goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students' goal orientations.…

Comparability of Online and Paper/Pencil Mathematics Performance Measures

ERIC Educational Resources Information Center

Moon, John L.

2013-01-01

The purpose of this study was to investigate the relationship between student mathematics performance of 4th, 8th, and 11th grade students in Nebraska and the mode of test administration, online and paper-pencil. Schools were allowed to select the mode of test administration for their school with some exceptions for students needing…

The Impact of Various Quizzing Patterns on the Test Performance of High School Economics Students

ERIC Educational Resources Information Center

Robertson, William L.

2010-01-01

Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical…

Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010

ERIC Educational Resources Information Center

von der Embse, Nathaniel; Barterian, Justin; Segool, Natasha

2013-01-01

High-stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an…

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2014-06-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. Copyright © 2014 The American Physiological Society.

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module

PubMed Central

Tufts, Mark

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify “at-risk” students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. PMID:24913452

Helping Students Cope with Test Anxiety. ERIC Digest.

ERIC Educational Resources Information Center

Harris, Henry L.; Coy, Doris R.

One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure,…

Students' Interpersonal Trust and Attitudes towards Standardised Tests: Exploring Affective Variables Related to Student Assessment

ERIC Educational Resources Information Center

Chu, Man-Wai; Guo, Qi; Leighton, Jacqueline P.

2014-01-01

Cognitive and psychometric variables have directed research on student test performance. However, student learning involves a substantial affective component. The objective of this study was to explore the relationship between two kinds of affective variables--interpersonal trust and attitudes towards standardised tests--likely to underlie student…

Nursing students' attitudes toward statistics: Effect of a biostatistics course and association with examination performance.

PubMed

Kiekkas, Panagiotis; Panagiotarou, Aliki; Malja, Alvaro; Tahirai, Daniela; Zykai, Rountina; Bakalis, Nick; Stefanopoulos, Nikolaos

2015-12-01

Although statistical knowledge and skills are necessary for promoting evidence-based practice, health sciences students have expressed anxiety about statistics courses, which may hinder their learning of statistical concepts. To evaluate the effects of a biostatistics course on nursing students' attitudes toward statistics and to explore the association between these attitudes and their performance in the course examination. One-group quasi-experimental pre-test/post-test design. Undergraduate nursing students of the fifth or higher semester of studies, who attended a biostatistics course. Participants were asked to complete the pre-test and post-test forms of The Survey of Attitudes Toward Statistics (SATS)-36 scale at the beginning and end of the course respectively. Pre-test and post-test scale scores were compared, while correlations between post-test scores and participants' examination performance were estimated. Among 156 participants, post-test scores of the overall SATS-36 scale and of the Affect, Cognitive Competence, Interest and Effort components were significantly higher than pre-test ones, indicating that the course was followed by more positive attitudes toward statistics. Among 104 students who participated in the examination, higher post-test scores of the overall SATS-36 scale and of the Affect, Difficulty, Interest and Effort components were significantly but weakly correlated with higher examination performance. Students' attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. Copyright © 2015 Elsevier Ltd. All rights reserved.

Development of self and peer performance assessment on iodometric titration experiment

NASA Astrophysics Data System (ADS)

Nahadi; Siswaningsih, W.; Kusumaningtyas, H.

2018-05-01

This study aims to describe the process in developing of reliable and valid assessment to measure students’ performance on iodometric titration and the effect of the self and peer assessment on students’ performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

Additive and Multiplicative Effects of Working Memory and Test Anxiety on Mathematics Performance in Grade 3 Students

ERIC Educational Resources Information Center

Korhonen, Johan; Nyroos, Mikaela; Jonsson, Bert; Eklöf, Hanna

2018-01-01

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety…

A new technique for measuring listening and reading literacy in developing countries

NASA Astrophysics Data System (ADS)

Greene, Barbara A.; Royer, James M.; Anzalone, Stephen

1990-03-01

One problem in evaluating educational interventions in developing countries is the absence of tests that adequately reflect the culture and curriculum. The Sentence Verification Technique is a new procedure for measuring reading and listening comprehension that allows for the development of tests based on materials indigenous to a given culture. The validity of using the Sentence Verification Technique to measure reading comprehension in Grenada was evaluated in the present study. The study involved 786 students at standards 3, 4 and 5. The tests for each standard consisted of passages that varied in difficulty. The students identified as high ability students in all three standards performed better than those identified as low ability. All students performed better with easier passages. Additionally, students in higher standards performed bettter than students in lower standards on a given passage. These results supported the claim that the Sentence Verification Technique is a valid measure of reading comprehension in Grenada.

Music and academic performance.

PubMed

Arnaud Cabanac; Perlovsky, Leonid; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel

2013-11-01

In a previous study we demonstrated that listening to a pleasant music while performing an academic test helped students to overcome stress, to devote more time to more stressful and more complicated task and the grades were higher. Yet, there remained ambiguities as for the causes of the higher test performance of these students: do they perform better because they hear music during their examinations, or would they perform better anyway because they are more gifted/motivated? This motivated the current study as a preliminary step toward that general question: Do students who like/perform music have better grades than the others? Our results confirmed this hypothesis: students studying music have better grades in all subjects. Copyright © 2013 Elsevier B.V. All rights reserved.

WWC Quick Review of the Report "The Effect of Performance-Pay in Little Rock, Arkansas on Student Achievement"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This review examined a study designed to evaluate whether the Achievement Challenge Pilot Project, a performance-pay program for teachers, improved the academic achievement of elementary school students. Study authors reported higher student test score gains for students in schools that implemented the performance- pay program than for students in…

Relationship between procrastination and academic performance among a group of undergraduate dental students in India.

PubMed

Lakshminarayan, Nagesh; Potdar, Shrudha; Reddy, Siddana Goud

2013-04-01

Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second-, third-, and fourth-year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academic performance. A sixteen-item questionnaire was used to assess the level of procrastination among these students. Data related to their academic performance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academic performance. It showed a negative correlation of -0.63 with a significance level of p<0.01 (two-tailed test), indicating that students who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann-Whitney U test found a significant difference in procrastination scores between the two gender groups (p<0.05). Hence, among the Indian undergraduate dental students evaluated in this study, it appeared that individuals with above average and average academic performance had lower scores of procrastination and vice versa.

Timed Online Tests: Do Students Perform Better with More Time?

ERIC Educational Resources Information Center

Portolese, Laura; Krause, Jackie; Bonner, Julie

2016-01-01

This article focuses on timed tests and specifically on whether increased time enhances test performance. Three courses during the Winter 2015 term (quizzes n = 573) and three courses over the Spring 2015 term (quizzes n = 600) comprised this sample. Students were given the same tests, but the experimental group (Spring 2015) was given 50% more…

Online Quizzes Promote Inconsistent Improvements on In-Class Test Performance in Introductory Anatomy and Physiology

ERIC Educational Resources Information Center

Brown, Gregory A.; Bice, Matthew R.; Shaw, Brandon S.; Shaw, Ina

2015-01-01

Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester…

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

Improving Student Performance through Computer-Based Assessment: Insights from Recent Research.

ERIC Educational Resources Information Center

Ricketts, C.; Wilks, S. J.

2002-01-01

Compared student performance on computer-based assessment to machine-graded multiple choice tests. Found that performance improved dramatically on the computer-based assessment when students were not required to scroll through the question paper. Concluded that students may be disadvantaged by the introduction of online assessment unless care is…

Impact of Metacognitive Awareness on Performance of Students in Chemistry

ERIC Educational Resources Information Center

Rahman, Fazal ur; Jumani, Nabi Bux; Chaudry, Muhammad Ajmal; Chisti, Saeed ul Hasan; Abbasi, Fahim

2010-01-01

The impact of metacognitive awareness on students' performance has been examined in the present study. 900 students of grade X participated in the study. Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry. Results indicated that…

Test anxiety and academic performance in chiropractic students.

PubMed

Zhang, Niu; Henderson, Charles N R

2014-01-01

Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

Humor and Anxiety: Effects on Class Test Performance.

ERIC Educational Resources Information Center

Townsend, Michael A. R.; Mahoney, Peggy

The roles of humor and anxiety in test performance were investigated. Measures of trait anxiety, state anxiety and achievement were obtained on a sample of undergraduate students; the A-Trait and A-State scales of the State-Trait Anxiety Inventory were used. Half of the students received additional humorous items in the achievement test. The…

The Impact of Settable Test Item Exposure Control Interface Format on Postsecondary Business Student Test Performance

ERIC Educational Resources Information Center

Truell, Allen D.; Zhao, Jensen J.; Alexander, Melody W.

2005-01-01

The purposes of this study were to determine if there is a significant difference in postsecondary business student scores and test completion time based on settable test item exposure control interface format, and to determine if there is a significant difference in student scores and test completion time based on settable test item exposure…

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school.

PubMed

Cerda, Gamal; Pérez, Carlos; Navarro, José I; Aguilar, Manuel; Casas, José A; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

Culture Connection Project: promoting multiculturalism in elementary schools.

PubMed

Matuk, Lucia Yiu; Ruggirello, Tina

2007-01-01

To promote multiculturalism among grade school students through drama education. Grade 3-6 students (N = 665) from 6 targeted schools including lead-class students (n = 158) representing each school. Elementary schools in Windsor-Essex County, Ontario, Canada. In this non-experimental design study, group discussions conducted with each lead class to explore students' understanding of multiculturalism were developed into an interactive drama performance and performed for all grades 3-6 students in their respective schools. A follow-up drama workshop was offered to each lead class one week after the drama performance. All students completed a 7-item questionnaire before and after the drama performance and after the drama workshop. Pre-test and post-test data collected were analyzed using T-test and ANOVA to determine the effects of drama education on students' attitudes toward multiculturalism. Statistical analysis at 0.05 significance level revealed that both the performance and the drama workshop heightened students' awareness of racism, and instilled cultural respect through "talking with others", "accepting others", and "believing that they can make a difference" in multiculturalism promotion. Drama education was an effective experiential tool for promoting multiculturalism in a school setting. The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing culture safety care.

Expectancy of an open-book test decreases performance on a delayed closed-book test.

PubMed

Agarwal, Pooja K; Roediger, Henry L

2011-11-01

Two experiments examined the influence of practice with, and the expectancy of, open-book tests (students viewed studied material while taking the test) versus closed-book tests (students completed the test without viewing the studied material) on delayed retention and transfer. Using GRE materials specifically designed for open-book testing, participants studied passages and then took initial open- or closed-book tests. Open-book testing led to better initial performance than closed-book testing, but on a delayed criterial (closed-book) test both types of testing produced similar retention after a two-day delay in Experiment 1. In Experiment 2 participants were informed in advance about the type of delayed criterial test to expect (open- or closed-book). Expecting an open-book test (relative to a closed-book test) decreased participants' time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning. Expectancy of open-book tests may impair long-term retention and transfer compared to closed-book tests, despite superior initial performance on open-book tests and students' preference for open-book tests.

Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2014. Research Report No. 2016-04

ERIC Educational Resources Information Center

Schoen, Robert C.; LaVenia, Mark; Bauduin, Charity; Farina, Kristy

2016-01-01

The subject of this report is a pair of written, group-administered tests designed to measure the performance of grade 1 and grade 2 students at the beginning of the school year in the domain of number and operations. These tests build on previous versions field-tested in fall 2013 (Schoen, LaVenia, Bauduin, & Farina, 2016). Because the tests…

The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students.

PubMed

O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn

2015-02-02

To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P < 0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

PubMed Central

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. PMID:28408408

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students

PubMed Central

2011-01-01

Background Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. Methods We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test). These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) was administered to all the participants. Results After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Conclusions Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students. PMID:21672212

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Yamano, Emi; Shigihara, Yoshihito; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-14

Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test). These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) was administered to all the participants. After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students. © 2011 Mizuno et al; licensee BioMed Central Ltd.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Post-exertion neurocognitive test failure among student-athletes following concussion.

PubMed

McGrath, Neal; Dinn, Wayne M; Collins, Michael W; Lovell, Mark R; Elbin, R J; Kontos, Anthony P

2013-01-01

The purpose of the present study was to examine post-exertion (PE) neurocognitive performance among student-athletes following concussion who were asymptomatic and returned to baseline normal neurocognitive test levels at rest. This study examined the neurocognitive performance of a sub-set of student-athletes who 'failed' to perform at baseline levels of neurocognitive function, i.e. exhibited downward reliable change index (RCI) alterations following a moderate exertional protocol during recovery from concussion. A retrospective records review was carried out of Immediate Post-concussion Assessment and Cognitive Testing (ImPACT) and neuropsychological consultation data among athletes with sports-related concussion from a network of 22 schools and one junior hockey programme. Fifty-four student-athletes met inclusion criteria and participated in the study. A total of 27.7% of concussed student-athletes who were symptom-free and returned to baseline on ImPACT at rest (i.e. no longer demonstrated performance deficits on neurocognitive tests) exhibited cognitive decline following moderate physical exertion. The PE cognitive changes were not simply general performance effects, but significant changes in memory ability in the presence of intact processing speed functions. The PE-Pass and PE-Fail groups did not, however, differ on post-concussive symptoms or concussion history. Clinicians' return-to-play evaluation protocols should include post-exertional computerized neurocognitive testing.

The Perceptions of Standardized Tests, Academic Self-Efficacy, and Academic Performance of African American Graduate Students: a Correlational and Comparative Analysis

ERIC Educational Resources Information Center

Marrah, Arleezah K.

2012-01-01

The academic performance of African American students continues to be a concern for educators, researchers, and most importantly their community. This issue is particularly prevalent in the standardized test scores of African American students where they score on average one or more standard deviations below their Caucasian and Asian American…

Six Years of Comprehensive, Clinical, Performance-Based Assessment Using Standardized Patients at the Southern Illinois University School of Medicine.

ERIC Educational Resources Information Center

Vu, Nu Viet; And Others

1992-01-01

The use of a performance-based assessment of senior medical students' clinical skills utilizing standardized patients was evaluated, with 6,804 student-patient encounters involving 405 students over 6 years. Results provide evidence for test security, content validity, construct validity, reliability, and test ability to discriminate a wide range…

The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes towards Chemistry

ERIC Educational Resources Information Center

Olakanmi, Eunice Eyitayo

2017-01-01

This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of…

The Impact of Cultural Capital on Secondary Student's Performance in Brazil

ERIC Educational Resources Information Center

Caprara, Bernardo

2016-01-01

The main goal of this study is to verify the effects of cultural capital on students' performance in an official test applied by the Brazilian government, as part of the National Assessment of Basic Education (Saeb). The data set used is from 2003 and involves 52,434 students. The standard test is applied every two years in the fields of…

Effect of Range Training: Comparison of Road Test Scores for Driver Education Students.

ERIC Educational Resources Information Center

Council, Forrest M.; And Others

The study compared the driver licensing test performance of two groups of driver education students: those involved in North Carolina's multi-vehicle range program and students in the "30 and 6" program (30 hours of class instruction and six hours of "behind the whell" instruction). It evaluated the performance of 3,049 applicants (all aged 16 and…

The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: A pre and post test design.

PubMed

Borg Sapiano, Alexis; Sammut, Roberta; Trapani, Josef

2018-03-01

Preparing nursing students to perform competently in complex emergency situations, such as during rapid patient deterioration, is challenging. Students' active engagement in such scenarios cannot be ensured, due to the unexpected nature of such infrequent events. Many students may consequently not experience and integrate the management of patient deterioration into their knowledge and practical competency by the end of their studies, making them unprepared to manage such situations as practicing nurses. This study investigated the effectiveness of virtual simulation in improving performance during rapid patient deterioration. To investigate the effectiveness of virtual simulation in improving student nurses' knowledge and performance during rapid patient deterioration. A pre- and post-test design was used. Nursing students at a university in Malta were invited to participate in a virtual simulation program named FIRST 2 ACTWeb™, using their own computer devices. A total of 166 (response rate=50%) second and third year diploma and degree nursing students participated in the study. The simulation included three scenarios (Cardiac-Shock-Respiratory) portraying deteriorating patients. Performance feedback was provided at the end of each scenario. Students completed pre- and post-scenario knowledge tests and performance during each scenario was recorded automatically on a database. Findings showed a significant improvement in the students' post-scenario knowledge (z=-6.506, p<0.001). Highest mean performance scores were obtained in the last scenario (M=19.7, median: 20.0, s.d. 3.41) indicating a learning effect. Knowledge was not a predictor of students' performance in the scenarios. This study supports virtual simulation as an effective learning tool for pre-registration nursing students in different programs. Simulation improves both knowledge about and performance during patient deterioration. Virtual simulation of rare events should be a key component of undergraduate nurse education, to prepare students to manage complex situations as practicing nurses. Copyright © 2018 Elsevier Ltd. All rights reserved.

Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

PubMed

Zheng, Meixun; Bender, Daniel

2018-03-13

Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

Teachers' Use of Test-Item Banks for Student Assessment in North Carolina Secondary Agricultural Education Programs

ERIC Educational Resources Information Center

Marshall, Joy Morgan

2014-01-01

Higher expectations are on all parties to ensure students successfully perform on standardized tests. Specifically in North Carolina agriculture classes, students are given a CTE Post Assessment to measure knowledge gained and proficiency. Prior to students taking the CTE Post Assessment, teachers have access to a test item bank system that…

Teacher Gender and Student Performance in Mathematics. Evidence from Catalonia (Spain)

ERIC Educational Resources Information Center

Escardíbul, Josep-Oriol; Mora, Toni

2013-01-01

This paper analyses the impact of teacher gender towards students' test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the "Mathematical Kangaroo" in 2008. The estimation…

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.

2013-01-01

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…

Numeracy skills of undergraduate entry level nurse, midwife and pharmacy students.

PubMed

Arkell, Sharon; Rutter, Paul M

2012-07-01

The ability of healthcare professionals to perform basic numeracy and therefore dose calculations competently is without question. Research has primarily focused on nurses, and to a lesser extent doctors, ability to perform this function with findings highlighting poor aptitude. Studies involving pharmacists are few but findings are more positive than other healthcare staff. To determine first year nursing, midwifery and pharmacy students ability to perform basic numeracy calculations. All new undergraduate entrants to nursing, midwifery and pharmacy sat a formative numeracy test within the first two weeks of their first year of study. Test results showed that pharmacy students significantly outperformed midwifery and nursing students on all questions. In turn midwifery students outperformed nurses, although this did not achieve significance. When looking at each cohorts general attitude towards mathematics, pharmacy students were more positive and confident compared to midwifery and nursing students. Pharmacy students expressed greater levels of enjoyment and confidence in performing mathematics and correspondingly showed the greatest proficiency. In contrast nurse, and to a lesser extent midwifery students showed poor performance and low confidence levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

Test-Taking Intervention: Its Effects on Minority Students' MCAT Scores.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

Test-taking intervention procedures were implemented for minority premedical students. The intent of the intervention was to modify expected performances on the science subtest of the Medical College Admission Test (MCAT). The group used to determine the effectiveness of the test intervention procedures consisted of 11 students who had previously…

Marking Strategies in Metacognition-Evaluated Computer-Based Testing

ERIC Educational Resources Information Center

Chen, Li-Ju; Ho, Rong-Guey; Yen, Yung-Chin

2010-01-01

This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…

Stereotype threat in classroom settings: the interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance.

PubMed

Keller, Johannes

2007-06-01

Stereotype threat research revealed that negative stereotypes can disrupt the performance of persons targeted by such stereotypes. This paper contributes to stereotype threat research by providing evidence that domain identification and the difficulty level of test items moderate stereotype threat effects on female students' maths performance. The study was designed to test theoretical ideas derived from stereotype threat theory and assumptions outlined in the Yerkes-Dodson law proposing a nonlinear relationship between arousal, task difficulty and performance. Participants were 108 high school students attending secondary schools. Participants worked on a test comprising maths problems of different difficulty levels. Half of the participants learned that the test had been shown to produce gender differences (stereotype threat). The other half learned that the test had been shown not to produce gender differences (no threat). The degree to which participants identify with the domain of maths was included as a quasi-experimental factor. Maths-identified female students showed performance decrements under conditions of stereotype threat. Moreover, the stereotype threat manipulation had different effects on low and high domain identifiers' performance depending on test item difficulty. On difficult items, low identifiers showed higher performance under threat (vs. no threat) whereas the reverse was true in high identifiers. This interaction effect did not emerge on easy items. Domain identification and test item difficulty are two important factors that need to be considered in the attempt to understand the impact of stereotype threat on performance.

The effects of co-teaching on student test performance and attitudes towards science in high school biology

NASA Astrophysics Data System (ADS)

Cole, Virginia Scott

Reform efforts in response to the inclusion of students with disabilities into general education classrooms have become necessary to shift students' placements into the science classroom. An investigation into the effects of co-teaching in high school biology classrooms was conducted to explore the impact of two models of co-teaching on biology students' achievement and their attitudes towards science. Quantitative data were collected using a diagnostic exam, student chapter test scores, and the Scientific Attitude Inventory II (SAI II) (Moore & Foy, 1997). Additionally, qualitative data were collected from student and teacher interviews, as well as reflections recorded by the general education participating teacher. The study occurred at a predominantly African-American high school in an Alabama city school with approximately 700 students. The population for the study was composed of 62 high school biology students, with 18 of those students placed inclusively in the biology classroom as a result of No Child Left Behind legislation. The participating teachers consisted of one general education biology teacher and one highly qualified, science special education teacher. Twelve students, along with the special education participating teacher, were interviewed and provided qualitative data after completion of the study. The general education teacher provided teacher reflection responses to contribute qualitatively on the impact of co-teaching in high school biology. Quantitative data analysis was performed using descriptive statistics, ANOVA, and paired samples t tests analyses. ANOVA results revealed that there were no changes in student test scores of achievement due to the models of instruction implemented. The implementation of no co-teaching, station teaching, and the one-teaching, one-drifting co-teaching models of instruction did not result in significant changes in students' achievement. Furthermore, paired samples t tests revealed no change in students' attitudes towards science after the study had been completed. Qualitatively, conclusions from the study revealed that implementing the different models of co-teaching may help students improve their daily performance on assignments and assessments other than chapter tests. In addition, students reported positive attitudes towards teacher performance factors and their impact on learning through co-teaching instruction.

Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy.

PubMed

Morton, David A; Colbert-Getz, Jorie M

2017-03-01

The flipped classroom (FC) model has emerged as an innovative solution to improve student-centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of cognition (low or high) needed to perform well on the outcome, or course assessment. This study tested the hypothesis that (1) students in a FC would perform better than students in a LC on an assessment requiring higher cognition and (2) there would be no difference in performance for an assessment requiring lower cognition. To test this hypothesis the performance of 28 multiple choice anatomy items that were part of a final examination were compared between two classes of first year medical students at the University of Utah School of Medicine. Items were categorized as requiring knowledge (low cognition), application, or analysis (high cognition). Thirty hours of anatomy content was delivered in LC format to 101 students in 2013 and in FC format to 104 students in 2014. Mann Whitney tests indicated FC students performed better than LC students on analysis items, U = 4243.00, P = 0.030, r = 0.19, but there were no differences in performance between FC and LC students for knowledge, U = 5002.00, P = 0.720 or application, U = 4990.00, P = 0.700, items. The FC may benefit retention when students are expected to analyze material. Anat Sci Educ 10: 170-175. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

A Correlation of Community College Math Readiness and Student Success

NASA Astrophysics Data System (ADS)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

PubMed

Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

2017-08-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

Differences in gender performance on competitive physics selection tests

NASA Astrophysics Data System (ADS)

Wilson, Kate; Low, David; Verdon, Matthew; Verdon, Alix

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] We have investigated gender differences in performance over the past eight years on the Australian Science Olympiad Exam (ASOE) for physics, which is taken by nearly 1000 high school students each year. The ASOE, run by Australian Science Innovations (ASI), is the initial stage of the process of selection of teams to represent Australia at the Asian and International Physics Olympiads. Students taking the exam are generally in their penultimate year of school and selected by teachers as being high performing in physics. Together with the overall differences in facility, we have investigated how the content and presentation of multiple-choice questions (MCQs) affects the particular answers selected by male and female students. Differences in the patterns of responses by male and female students indicate that males and females might be modeling situations in different ways. Some strong patterns were found in the gender gaps when the questions were categorized in five broad dimensions: content, process required, difficulty, presentation, and context. Almost all questions saw male students performing better, although gender differences were relatively small for questions with a more abstract context. Male students performed significantly better on most questions with a concrete context, although notable exceptions were found, including two such questions where female students performed better. Other categories that showed consistently large gaps favoring male students include questions with projectile motion and other two-dimensional motion or forces content, and processes involving interpreting diagrams. Our results have important implications, suggesting that we should be able to reduce the gender gaps in performance on MCQ tests by changing the way information is presented and setting questions in contexts that are less likely to favor males over females. This is important as MCQ tests are frequently used as diagnostic tests and aptitude tests as well as to assess learning.

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

PubMed

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

Influence of PBL with open-book tests on knowledge retention measured with progress tests.

PubMed

Heijne-Penninga, M; Kuks, J B M; Hofman, W H A; Muijtjens, A M M; Cohen-Schotanus, J

2013-08-01

The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were analyzed. Two schools had PBL driven curricula, and the third one had a traditional curriculum (TC). One of the PBL schools (PBLob) used a combination of open-book (assessing backup knowledge) and closed-book tests (assessing core knowledge); the other two schools (TC and PBLcb) only used closed-book tests. The items of the progress tests were divided into core and backup knowledge. T tests (with Bonferroni correction) were used to analyze differences between curricula. PBL students performed significantly better than TC students on core knowledge (average effect size (av ES) = 0.37-0.74) and PBL students tested with open-book tests scored somewhat higher than PBL students tested without such tests (av ES = 0.23-0.30). Concerning backup knowledge, no differences were found between the scores of the three curricula. Students of the two PBL curricula showed a substantially better long-term knowledge retention than TC students. PBLob students performed somewhat better on core knowledge than PBLcb students. These outcomes suggest that a problem-based instructional approach in particular can stimulate long-term knowledge retention. Distinguishing knowledge into core and backup knowledge and using open-book tests alongside closed-book tests could enhance long-term core knowledge retention.

Effect of classroom acoustics on the speech intelligibility of students.

PubMed

Rabelo, Alessandra Terra Vasconcelos; Santos, Juliana Nunes; Oliveira, Rafaella Cristina; Magalhães, Max de Castro

2014-01-01

To analyze the acoustic parameters of classrooms and the relationship among equivalent sound pressure level (Leq), reverberation time (T₃₀), the Speech Transmission Index (STI), and the performance of students in speech intelligibility testing. A cross-sectional descriptive study, which analyzed the acoustic performance of 18 classrooms in 9 public schools in Belo Horizonte, Minas Gerais, Brazil, was conducted. The following acoustic parameters were measured: Leq, T₃₀, and the STI. In the schools evaluated, a speech intelligibility test was performed on 273 students, 45.4% of whom were boys, with an average age of 9.4 years. The results of the speech intelligibility test were compared to the values of the acoustic parameters with the help of Student's t-test. The Leq, T₃₀, and STI tests were conducted in empty and furnished classrooms. Children showed better results in speech intelligibility tests conducted in classrooms with less noise, a lower T₃₀, and greater STI values. The majority of classrooms did not meet the recommended regulatory standards for good acoustic performance. Acoustic parameters have a direct effect on the speech intelligibility of students. Noise contributes to a decrease in their understanding of information presented orally, which can lead to negative consequences in their education and their social integration as future professionals.

Relationship between writing skills and visual-motor control in low-vision students.

PubMed

Atasavun Uysal, Songül; Aki, Esra

2012-08-01

The purpose of this study was to investigate the relationship between handwriting skills and visual motor control among students with low vision and to compare this with the performance of their normal sighted peers. 42 students with low vision and 26 normal sighted peers participated. The Bruininks-Oseretsky Motor Proficiency Test-Short Form (BOTMP-SF), Jebsen Taylor Hand Function Test's writing subtest, and a legibility assessment were administered. Significant differences were found between groups for students' writing speed, legibility, and visual motor control. Visual motor control was correlated both writing speed and legibility. Students with low vision had poorer handwriting performance, with lower legibility and slower writing speed. Writing performance time was related to visual motor control in students with low vision.

Investigating the Effects of Exam Length on Performance and Cognitive Fatigue

PubMed Central

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

2013-01-01

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

The Validity of Value-Added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences

ERIC Educational Resources Information Center

Finney, Sara J.; Sundre, Donna L.; Swain, Matthew S.; Williams, Laura M.

2016-01-01

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence…

Online quizzes promote inconsistent improvements on in-class test performance in introductory anatomy and physiology.

PubMed

Brown, Gregory A; Bice, Matthew R; Shaw, Brandon S; Shaw, Ina

2015-06-01

Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester introductory anatomy and physiology course, students were required to complete brief online quizzes after each textbook chapter had been covered during lecture as well as the day before an in-class test. During the next two semesters, students were not required to take the online review quizzes. Overall scores on chapter specific in-class tests were higher (P < 0.05) during the semesters in which students took online review quizzes (82.9 ± 14.3%) compared with when they did not (78.7 ± 15.5%), but all in-class tests were not improved. Scores on comprehensive midterm examinations were higher (83.0 ± 12.9% vs. 78.9 ± 13.7%, P < 0.05) but not on final examinations (72.4 ± 13.8% vs. 71.8 ± 14.0%) between those with online review quizzes and those without, respectively. Overall scores on in-class tests and comprehensive examinations were higher (P < 0.05) during the semesters in which students took online review quizzes (83.4 ± 16.8%) compared with when they did not (80.3 ± 17.6%). These data suggest that an online review quiz taken the day before an in-class test increases performance on some in-class tests. However, online review quizzes taken after completion of each chapter do not consistently enhance performance on comprehensive examinations. Copyright © 2015 The American Physiological Society.

Is Latency to Test Deadline a Predictor of Student Test Performance?

ERIC Educational Resources Information Center

Landrum, R. Eric; Gurung, Regan A. R.

2013-01-01

When students are given a period or window of time to take an exam, is taking an exam earlier in the window (high latency to deadline) related to test scores? In Study 1, students (n = 236) were given windows of time to take online each of 13 quizzes and 4 exams. In Study 2, students (n = 251) similarly took 4 exams online within a test window. In…

Getting off on the Wrong Foot: Longitudinal Effects of Hispanic Students' Stability Attributions Following Poor Initial Test Performance

ERIC Educational Resources Information Center

Cox, Cody B.; Yang, Yan

2012-01-01

Though studies have established that following poor performance, attributions to stable causes affect the performance of minority students, few studies have explored the impact of stability attributions over time. This study explored attributions following initial failure among a predominantly Hispanic student population. We measured students'…

Structured didactic teaching sessions improve medical student neurology clerkship test scores: a pilot study.

PubMed

Menkes, Daniel L; Reed, Mary

2008-01-01

To determine the effectiveness of didactic case-based instruction methodology to improve medical student comprehension of common neurological illnesses and neurological emergencies. Neurology department, academic university. 415 third and fourth year medical students performing a required four week neurology clerkship. Raw test scores on a 1 hour, 50-item clinical vignette based examination and open-ended questions in a post-clerkship feedback session. There was a statistically significant improvement in overall test scores (p<0.001). Didactic teaching sessions have a significant positive impact on neurology student clerkship test score performance and perception of their educational experience. Confirmation of these results across multiple specialties in a multi-center trial is warranted.

Identifying Students' Mathematical Skills from a Multiple-Choice Diagnostic Test Using an Iterative Technique to Minimise False Positives

ERIC Educational Resources Information Center

Manning, S.; Dix, A.

2008-01-01

There is anecdotal evidence that a significant number of students studying computing related courses at degree level have difficulty with sub-GCE mathematics. Testing of students' skills is often performed using diagnostic tests and a number of computer-based diagnostic tests exist, which work, essentially, by testing one specific diagnostic skill…

Test Performance Vis a Vis Test-Taking Strategies in Reading Comprehension of English as a Second Language.

ERIC Educational Resources Information Center

Roizen, Merle A.

A study of students' self-expressed test-taking strategies for reading comprehension tests in English as a second language (ESL) had as subjects 86 Hebrew-speaking university students in Israel. The students were given a reading comprehension test, half with open-ended questions and half with multiple choice. Half the responses were anonymous and…

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Han, Jing; Chen, Li; Fu, Zhao; Fritchman, Joseph; Bao, Lei

2017-07-01

This study used eye-tracking technology to investigate students’ visual attention while taking the Force Concept Inventory (FCI) in a web-based interface. Eighty nine university students were randomly selected into a pre-test group and a post-test group. Students took the 30-question FCI on a computer equipped with an eye-tracker. There were seven weeks of instruction between the pre- and post-test data collection. Students’ performance on the FCI improved significantly from pre-test to post-test. Meanwhile, the eye-tracking results reveal that the time students spent on taking the FCI test was not affected by student performance and did not change from pre-test to post-test. Analysis of students’ attention to answer choices shows that on the pre-test students primarily focused on the naïve choices and ignored the expert choices. On the post-test, although students had shifted their primary attention to the expert choices, they still kept a high level of attention to the naïve choices, indicating significant conceptual mixing and competition during problem solving. Outcomes of this study provide new insights on students’ conceptual development in learning physics.

Effect of online formative assessment on summative performance in integrated musculoskeletal system module.

PubMed

Mitra, Nilesh Kumar; Barua, Ankur

2015-03-03

The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback. This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module. In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C. The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.

Test Anxiety and GCSE Performance: The Effect of Gender and Socio-Economic Background

ERIC Educational Resources Information Center

Putwain, David William

2008-01-01

Despite a well established body of international literature describing the effect of test anxiety on student performance in a range of assessments, there has been little work conducted on samples of students from the UK. The purpose of this exploratory study is two-fold. First, to establish the relationship between test anxiety and assessment…

A Comparison of Performance on a Silent Informal Reading Inventory and Achievement on a Standardized Reading Test.

ERIC Educational Resources Information Center

Birger, Barbara

A study compared performance on a silent informal reading inventory and achievement on a standardized reading test, focusing on students' individual skill needs and how effective tests were in identifying specific strengths and weaknesses in these skill areas. Subjects, 25 students entering fourth grade in a primarily middle class suburban…

An Exploratory Study of Intrinsic & Extrinsic Motivators and Student Performance in an Auditing Course

ERIC Educational Resources Information Center

Mo, Songtao

2011-01-01

The objective of this study is to investigate the association of intrinsic and extrinsic motivators and student performance. This study performs an exploratory analysis and presents evidence to demonstrate that intrinsic motivators affect the connection between external motivators and student performance. The empirical tests follow the framework…

Examining the Role of the Principal: Case Study of a High-Poverty, High-Performing Rural Elementary School

ERIC Educational Resources Information Center

Coleman, Howard D.

2013-01-01

Since the inception of high-stakes standardized testing, schools have been labeled as either succeeding or failing based on student standardized assessment performance. If students perform adequately, the building principal receives acknowledgement for being an effective instructional leader. Conversely, if students perform poorly, the principal…

Teaching procedural skills to medical students: A pilot procedural skills lab.

PubMed

Katz, Laurence M; Finch, Alexander; McKinnish, Tyler; Gilliland, Kurt; Tolleson-Rinehart, Sue; Marks, Bonita L

2017-01-01

Medical students have limited confidence in performing procedural skills. A pilot study was conducted to evaluate the effect of a multifaceted Procedural Skills Lab (PSL) on the confidence of medical students to perform procedural skills. Twelve 2nd year medical students were randomly selected to participate in a pilot PSL. The PSL students met with an instructor for 2 h once a week for 4 weeks. Students participated in a flipped classroom and spaced education program before laboratory sessions that included a cadaver laboratory. Procedural skills included a focused assessment with sonography in trauma (FAST) scan, cardiac echocardiogram, lumbar puncture, arthrocentesis, and insertion of intraosseous and intravenous catheters. Students in the PSL were asked to rank their confidence in performing procedural skills before and after completion of the laboratory sessions (Wilcoxon ranked-sum test). A web-based questionnaire was also emailed to all 2nd year medical students to establish a baseline frequency for observing, performing, and confidence performing procedural skills (Mann-Whitney U-test). Fifty-nine percent (n = 106) of 180 2nd year medical students (n = 12 PSL students [treatment group], n = 94 [control group]) completed the survey. Frequency of observation, performance, and confidence in performing procedural skills was similar between the control and treatment groups at baseline. There was an increased confidence level (p < 0.001) for performing all procedural skills for the treatment group after completion of the PSL. An innovative PSL may increase students' confidence to perform procedural skills. Future studies will examine competency after a PSL.

A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions.

PubMed

Oyebola, D D; Adewoye, O E; Iyaniwura, J O; Alada, A R; Fasanmade, A A; Raji, Y

2000-01-01

This study was designed to compare the performance of medical students in physiology when assessed by multiple choice questions (MCQs) and short essay questions (SEQs). The study also examined the influence of factors such as age, sex, O/level grades and JAMB scores on performance in the MCQs and SEQs. A structured questionnaire was administered to 264 medical students' four months before the Part I MBBS examination. Apart from personal data of each student, the questionnaire sought information on the JAMB scores and GCE O' Level grades of each student in English Language, Biology, Chemistry, Physics and Mathematics. The physiology syllabus was divided into five parts and the students were administered separate examinations (tests) on each part. Each test consisted of MCQs and SEQs. The performance in MCQs and SEQs were compared. Also, the effects of JAMB scores and GCE O/level grades on the performance in both the MCQs and SEQs were assessed. The results showed that the students performed better in all MCQ tests than in the SEQs. JAMB scores and O' level English Language grade had no significant effect on students' performance in MCQs and SEQs. However O' level grades in Biology, Chemistry, Physics and Mathematics had significant effects on performance in MCQs and SEQs. Inadequate knowledge of physiology and inability to present information in a logical sequence are believed to be major factors contributing to the poorer performance in the SEQs compared with MCQs. In view of the finding of significant association between performance in MCQs and SEQs and GCE O/level grades in science subjects and mathematics, it was recommended that both JAMB results and the GCE results in the four O/level subjects above may be considered when selecting candidates for admission into the medical schools.

Do Test Scores of Students Who Have Been Retained Predict Future Performance?

ERIC Educational Resources Information Center

Bonnaig, Joy

2017-01-01

The purpose of this quantitative correlational research was to investigate to what extent 2007 performance of third grade students who had been retained in 2006 for failing to attain proficiency on the Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) predicted their performance in 2010 on the sixth grade Reading and Mathematics…

MTF Database: A Repository of Students' Academic Performance Measurements for the Development of Techniques for Evaluating Team Functioning

ERIC Educational Resources Information Center

Hsiung, Chin-Min; Zheng, Xiang-Xiang

2015-01-01

The Measurements for Team Functioning (MTF) database contains a series of student academic performance measurements obtained at a national university in Taiwan. The measurements are acquired from unit tests and homework tests performed during a core mechanical engineering course, and provide an objective means of assessing the functioning of…

Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

ERIC Educational Resources Information Center

Mitchell, Alison; Baron, Lauren; Macaruso, Paul

2018-01-01

Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance.

PubMed

Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T

2015-08-01

School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.

Students' Geographic Knowledge and Skills in Different Kinds of Tests: Multiple-Choice versus Performance Assessment.

ERIC Educational Resources Information Center

Kon, Jane Heckley; Martin-Kniep, Giselle O.

1992-01-01

Describes a case study to determine whether performance tests are a feasible alternative to multiple-choice tests. Examines the difficulties of administering and scoring performance assessments. Explains that the study employed three performance tests and one multiple-choice test. Concludes that performance test administration and scoring was no…

Stanford Achievement Tests and Students with Special Needs.

ERIC Educational Resources Information Center

Burke, Dawn; Lombardi, Thomas P.

West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those…

The first OSCE; does students' experience of performing in public affect their results?

PubMed

Chan, Michael; Bax, Nigel; Woodley, Caroline; Jennings, Michael; Nicolson, Rod; Chan, Philip

2015-03-26

Personal qualities have been shown to affect students' exam results. We studied the effect of experience, and level, of public performance in music, drama, dance, sport, and debate at the time of admission to medical school as a predictor of student achievement in their first objective structured clinical examination (OSCE). A single medical school cohort (n = 265) sitting their first clinical exam in 2011 as third year students were studied. Pre-admission statements made at the time of application were coded for their stated achievements in the level of public performance; participation in each activity was scored 0-3, where 0 was no record, 1 = leisure time activity, 2 = activity at school or local level, 3 = activity at district, regional or national level. These scores were correlated to OSCE results by linear regression and t-test. Comparison was made between the highest scoring students in each area, and students scoring zero by t-test. There was a bell shaped distribution in public performance score in this cohort. There was no significant linear regression relationship between OSCE results and overall performance score, or between any subgroups. There was a significant difference between students with high scores in theatre, debate and vocal music areas, grouped together as verbal performance, and students scoring zero in these areas. (p < 0.05, t-test) with an effect size of 0.4. We found modest effects from pre-admission experience of verbal performance on students' scores in the OSCE examination. As these data are taken from students' admission statements, we call into question the received wisdom that such statements are unreliable.

Using Separate Answer Sheets with Grade 3 Students

ERIC Educational Resources Information Center

Brooks, Thomas; O'Malley, Kimberly; Ragland, Shelley; Young, Michael; Kirkpatrick, Rob

2014-01-01

The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b)…

Does High-Stakes Testing Increase Cultural Capital among Low-Income and Racial Minority Students?

ERIC Educational Resources Information Center

Hong, Won-Pyo; Youngs, Peter

2008-01-01

This article draws on research from Texas and Chicago to examine whether highstakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several…

An International Comparison Using a Diagnostic Testing Model: Turkish Students' Profile of Mathematical Skills on TIMSS-R

ERIC Educational Resources Information Center

Dogan, Enis; Tatsuoka, Kikumi

2008-01-01

This study illustrates how a diagnostic testing model can be used to make detailed comparisons between student populations participating in international assessments. The performance of Turkish students on the TIMSS-R mathematics test was reanalyzed with a diagnostic testing model called the Rule Space Model. First, mathematical and cognitive…

The Eighth Grade CRCT as a Predictive Measure of Student Success on the Ninth Grade EOCT

ERIC Educational Resources Information Center

Body, Matthew

2013-01-01

Student performance on high stakes testing in secondary education has contributed to the need for students' testing potential to be identified before entering high school. There is evidence to suggest that a greater understanding of how earlier test scores predict later test scores will help educators and school officials increase student…

What Are Standardized Literacy and Numeracy Tests Testing? Evidence of the Domain-General Contributions to Students' Standardized Educational Test Performance

ERIC Educational Resources Information Center

Howard, Steven J.; Woodcock, Stuart; Ehrich, John; Bokosmaty, Sahar

2017-01-01

Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…

Factors Related to Competency Test Performance for High School Learning Disabled Students.

ERIC Educational Resources Information Center

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Humor and Anxiety: Effects on Class Test Performance.

ERIC Educational Resources Information Center

Townsend, Michael A. R.; Mahoney, Peggy

1981-01-01

Measures of anxiety and achievement were obtained on a sample of undergraduate students. Highly anxious students had lower achievement on humorous tests. Students with low anxiety had higher achievement on humorous tests. Results indicate that humor is not a positive factor in reducing high anxiety associated with academic evaluations. (Author)

A qualitative inquiry into the effects of visualization on high school chemistry students' learning process of molecular structure

NASA Astrophysics Data System (ADS)

Deratzou, Susan

This research studies the process of high school chemistry students visualizing chemical structures and its role in learning chemical bonding and molecular structure. Minimal research exists with high school chemistry students and more research is necessary (Gabel & Sherwood, 1980; Seddon & Moore, 1986; Seddon, Tariq, & Dos Santos Veiga, 1984). Using visualization tests (Ekstrom, French, Harman, & Dermen, 1990a), a learning style inventory (Brown & Cooper, 1999), and observations through a case study design, this study found visual learners performed better, but needed more practice and training. Statistically, all five pre- and post-test visualization test comparisons were highly significant in the two-tailed t-test (p > .01). The research findings are: (1) Students who tested high in the Visual (Language and/or Numerical) and Tactile Learning Styles (and Social Learning) had an advantage. Students who learned the chemistry concepts more effectively were better at visualizing structures and using molecular models to enhance their knowledge. (2) Students showed improvement in learning after visualization practice. Training in visualization would improve students' visualization abilities and provide them with a way to think about these concepts. (3) Conceptualization of concepts indicated that visualizing ability was critical and that it could be acquired. Support for this finding was provided by pre- and post-Visualization Test data with a highly significant t-test. (4) Various molecular animation programs and websites were found to be effective. (5) Visualization and modeling of structures encompassed both two- and three-dimensional space. The Visualization Test findings suggested that the students performed better with basic rotation of structures as compared to two- and three-dimensional objects. (6) Data from observations suggest that teaching style was an important factor in student learning of molecular structure. (7) Students did learn the chemistry concepts. Based on the Visualization Test results, which showed that most of the students performed better on the post-test, the visualization experience and the abstract nature of the content allowed them to transfer some of their chemical understanding and practice to non-chemical structures. Finally, implications for teaching of chemistry, students learning chemistry, curriculum, and research for the field of chemical education were discussed.

Is Critical Thinking a Mediator Variable of Student Performance in School?

ERIC Educational Resources Information Center

Walter, Christel; Walter, Paul

2018-01-01

The study explores the influences of critical thinking and interests on students' performance at school. The tested students attended German grammar schools ("Gymnasien"). Separate regression analyses showed the expected moderate positive influences of critical thinking and interests on school performance. But analyzed simultaneously,…

Comparison of Student Performance in Cooperative Learning and Traditional Lecture-Based Biochemistry Classes

ERIC Educational Resources Information Center

Anderson, William L.; Mitchell, Steven M.; Osgood, Marcy P.

2005-01-01

Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study.

PubMed

Raupach, Tobias; Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-09-28

Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs. 2.2%) and retention test (19.1% vs. 4.0%). When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures.

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

PubMed Central

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

2011-01-01

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

Development of a Modified Korean East Asian Student Stress Inventory by Comparing Stress Levels in Medical Students with Those in Non-Medical Students.

PubMed

Shin, Hee Kon; Kang, Seok Hoon; Lim, Sun-Hye; Yang, Jeong Hee; Chae, Sunguk

2016-01-01

Medical students are usually under more stress than that experienced by non-medical students. Stress testing tools for Korean medical students have not been sufficiently studied. Thus, we adapted and modified the East Asian Student Stress Inventory (EASSI), a stress testing tool for Korean students studying abroad, and verified its usefulness as a stress test in Korean university students. We also compared and analyzed stress levels between medical and non-medical students. A questionnaire survey was conducted on medical and non-medical students of a national university, and the responses of 224 students were analyzed for this study. Factor analysis and reliability testing were performed based on data collected for 25 adapted EASSI questions and those on the Korean version of the Global Assessment of Recent Stress Scale (GARSS). A correlation analysis was performed between the 13 modified EASSI questions and the GARSS, and validity of the modified EASSI was verified by directly comparing stress levels between the two student groups. The 13 questions adapted for the EASSI were called the modified EASSI and classified into four factors through a factor analysis and reliability testing. The Pearson's correlation analysis revealed a significant correlation between the modified EASSI and the Korean version of the GARSS, suggesting a complementary strategy of using both tests. The validity and reliability of the EASSI were verified. The modified Korean EASSI could be a useful stress test for Korean medical students. Our results show that medical students were under more stress than that of non-medical students. Thus, these results could be helpful for managing stress in medical students.

Weak self-directed learning skills hamper performance in cumulative assessment.

PubMed

Tio, René A; Stegmann, Mariken E; Koerts, Janke; van Os, Titus W D P; Cohen-Schotanus, Janke

2016-01-01

Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of students' behavioral traits on their responsiveness to a cumulative assessment strategy. The cumulative test results of a third-year integrated ten-week course unit were analyzed. The test was divided into three parts delivered at 4, 8 and 10 weeks. Low starters (below median) with low or high improvement (below or above the median) were identified and compared regarding their behavioral traits (assessed with the Temperament and Character Inventory questionnaire). A total of 295 students filled out the questionnaire. A percentage of 70% of the students below the median on the first two test parts improved during the final part. Students who were less responsive to improve their test results, scored low only on the TCI scale "self directedness" (t = 2.49; p = 0.011). Behavioral traits appear to influence student reactions to feedback on test results, with students with low self-directedness scores being particularly at risk. They can thus be identified and should receive special attention from student counselors.

Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing.

PubMed

Wu, Chih-Da; McNeely, Eileen; Cedeño-Laurent, J G; Pan, Wen-Chi; Adamkiewicz, Gary; Dominici, Francesca; Lung, Shih-Chun Candice; Su, Huey-Jen; Spengler, John D

2014-01-01

Various studies have reported the physical and mental health benefits from exposure to "green" neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to "green" surroundings and cognitive function in terms of student academic performance. This study investigated the association between the "greenness" of the area surrounding a Massachusetts public elementary school and the academic achievement of the school's student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3rd-grade students (the first year of standardized testing for 8-9 years-old children in public school), who scored "Above Proficient" (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the "greenness" of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the greenness of the school in the Spring (when most Massachusetts students take the MCAS tests) and school-wide performance on both English and Math tests, even after adjustment for socio-economic factors and urban residency.

What's in a Teacher Test? Assessing the Relationship between Teacher Test Scores and Student Secondary STEM Achievement. CEDR Working Paper. WP #2016-4

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the predictive validity of teacher credential test scores for student performance in secondary STEM classrooms in Washington state. After replicating earlier findings that teacher basic skills licensure test scores are a modest and statistically significant predictor of student math test score gains in elementary grades, we focus on…

Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

ERIC Educational Resources Information Center

Ladyshewsky, Richard K.

2015-01-01

This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

Clinical competency evaluation of Brazilian chiropractic interns

PubMed Central

Facchinato, Ana Paula A.; Benedicto, Camila C.; Mora, Aline G.; Cabral, Dayane M.C.; Fagundes, Djalma J.

2015-01-01

Objective This study compares the results of an objective structured clinical examination (OSCE) between 2 groups of students before an internship and after 6 months of clinical practice in an internship. Methods Seventy-two students participated, with 36 students in each cohort. The OSCEs were performed in the simulation laboratory before the participants' clinical practice internship and after 6 months of the internship. Students were tested in 9 stations for clinical skills and knowledge. The same procedures were repeated for both cohorts. The t test was used for unpaired parametric samples and Fisher's exact test was used for comparison of proportions. Results There was no difference in the mean final score between the 2 groups (p = .34 for test 1; p = .08 for test 2). The performance of the students in group 1 was not significantly different when performed before and after 6 months of clinical practice, but in group 2 there was a significant decrease in the average score after 6 months of clinical practice. Conclusions There was no difference in the cumulative average score for the 2 groups before and after 6 months of clinical practice in the internship. There were differences within the cohorts, however, with a significant decrease in the average score in group 2. Issues pertaining to test standardization and student motivation for test 2 may have influenced the scores. PMID:25588200

Latent ability: grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students.

PubMed

Walton, Gregory M; Spencer, Steven J

2009-09-01

Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed-from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.

Academic Tasks to Identify Students with Reading Disability in Malayalam among Upper Primary Students

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Remia, K. R.

2013-01-01

This study is to identify tasks which can be used to spot students with Reading Disability in Malayalam among Upper Primary students. It used secondary data collected from students of Kerala. Students were categorized as dyslexic and low achievers based on their performance in reading, writing and arithmetic tests. Data on performance of normal…

Monitoring the Impact of Testing and Evaluation Innovations Project: State Activity and Interest Concerning Performance-Based Assessment.

ERIC Educational Resources Information Center

Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.

Information was gathered about current state interest, activity, and concerns related to performance assessment for students. The Center for Research on Evaluation, Standards, and Student Testing of the University of California (Los Angeles) conducted telephone interviews with directors of testing in each of the 50 states in the spring of 1990.…

English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

ERIC Educational Resources Information Center

Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

2013-01-01

In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

MCAT Verbal Reasoning score: less predictive of medical school performance for English language learners.

PubMed

Winegarden, Babbi; Glaser, Dale; Schwartz, Alan; Kelly, Carolyn

2012-09-01

Medical College Admission Test (MCAT) scores are widely used as part of the decision-making process for selecting candidates for admission to medical school. Applicants who learned English as a second language may be at a disadvantage when taking tests in their non-native language. Preliminary research found significant differences between English language learners (ELLs), applicants who learned English after the age of 11 years, and non-ELL examinees on the Verbal Reasoning (VR) sub-test of the MCAT. The purpose of this study was to determine if relationships between VR sub-test scores and measures of medical school performance differed between ELL and non-ELL students. Scores on the MCAT VR sub-test and student performance outcomes (grades, examination scores, and markers of distinction and difficulty) were extracted from University of California San Diego School of Medicine admissions files and the Association of American Medical Colleges database for 924 students who matriculated in 1998-2005 (graduation years 2002-2009). Regression models were fitted to determine whether MCAT VR sub-test scores predicted medical school performance similarly for ELLs and non-ELLs. For several outcomes, including pre-clerkship grades, academic distinction, US Medical Licensing Examination Step 2 Clinical Knowledge scores and two clerkship shelf examinations, ELL status significantly affects the ability of the VR score to predict performance. Higher correlations between VR score and medical school performance emerged for non-ELL students than for ELL students for each of these outcomes. The MCAT VR score should be used with discretion when assessing ELL applicants for admission to medical school. © Blackwell Publishing Ltd 2012.

Emotion self-regulation, psychophysiological coherence, and test anxiety: results from an experiment using electrophysiological measures.

PubMed

Bradley, Raymond Trevor; McCraty, Rollin; Atkinson, Mike; Tomasino, Dana; Daugherty, Alane; Arguelles, Lourdes

2010-12-01

This study investigated the effects of a novel, classroom-based emotion self-regulation program (TestEdge) on measures of test anxiety, socioemotional function, test performance, and heart rate variability (HRV) in high school students. The program teaches students how to self-generate a specific psychophysiological state--psychophysiological coherence--which has been shown to improve nervous system function, emotional stability, and cognitive performance. Implemented as part of a larger study investigating the population of tenth grade students in two California high schools (N = 980), the research reported here was conducted as a controlled pre- and post-intervention laboratory experiment, using electrophysiological measures, on a random stratified sample of students from the intervention and control schools (N = 136). The Stroop color-word conflict test was used as the experiment's stimulus to simulate the stress of taking a high-stakes test, while continuous HRV recordings were gathered. The post-intervention electrophysiological results showed a pattern of improvement across all HRV measures, indicating that students who received the intervention program had learned how to better manage their emotions and to self-activate the psychophysiological coherence state under stressful conditions. Moreover, students with high test anxiety exhibited increased HRV and heart rhythm coherence even during a resting baseline condition (without conscious use of the program's techniques), suggesting that they had internalized the benefits of the intervention. Consistent with these results, students exhibited reduced test anxiety and reduced negative affect after the intervention. Finally, there is suggestive evidence from a matched-pairs analysis that reduced test anxiety and increased psychophysiological coherence appear to be directly associated with improved test performance--a finding consistent with evidence from the larger study.

Smelling Anxiety Chemosignals Impairs Clinical Performance of Dental Students.

PubMed

Singh, Preet Bano; Young, Alix; Lind, Synnøve; Leegaard, Marie Cathinka; Capuozzo, Alessandra; Parma, Valentina

2018-05-15

Despite the fact that human body odors can transfer anxiety-related signals, the impact of such signals in real-life situations is scant. In this study, the effects of anxiety chemosignals on the performance of dental students operating on simulation units, wearing t-shirts imbued with human sweat and masked with eugenol were tested. Twenty-four 4th year dental students (17F) donated their body odors in two sessions (Anxiety and Rest). Twenty-four normosmic, sex- and age-matched test subjects who were3rd year dental students performed three dental procedures while smelling masked anxiety body odors, masked rest body odors or masker alone. The intensity and pleasantness ratings showed that the test subjects could not report perceptual differences between the odor conditions. When exposed to masked anxiety body odors the test subject's dental performance was significantly worse than when they were exposed to masked rest body odors and masker alone, indicating that their performance was modulated by exposure to the emotional tone of the odor. These findings call for a careful evaluation of the anxiety-inducing effects of body odors in performance-related tasks and provide the first ecological evaluation of human anxiety chemosignal communication.

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

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

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

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

PubMed

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

PubMed

Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

After-School Tutoring and the Distribution of Student Performance

ERIC Educational Resources Information Center

Huang, Min-Hsiung

2013-01-01

As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

The Rasch Model for Evaluating Italian Student Performance

ERIC Educational Resources Information Center

Camminatiello, Ida; Gallo, Michele; Menini, Tullio

2010-01-01

In 1997 the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) for collecting information about 15-year-old students in participating countries. Our study analyses the PISA 2006 cognitive test for evaluating the Italian student performance in mathematics, reading…

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

PubMed

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2015-08-01

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

Preparing Students for Critical-Thinking Applications on Standardized Tests

ERIC Educational Resources Information Center

Hendricks, Jacquelyn Kaye

2010-01-01

Student performance on critical-thinking applications on standardized tests in a southwestern U.S. state has been low for several years. The purpose of this instrumental case study was to explore how one school district prepared students for critical-thinking applications on standardized tests. The study was informed by cognitivism and…

Effects of Using Modified Items to Test Students with Persistent Academic Difficulties

ERIC Educational Resources Information Center

Elliott, Stephen N.; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander; Compton, Elizabeth; McGrath, Dawn; Bruen, Charles; Hinton, Kent; Palmer, Porter; Rodriguez, Michael C.; Bolt, Daniel; Roach, Andrew T.

2010-01-01

This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the…

The HISD Class of 1991: American College Testing Program (ACT).

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

This report analyzes the performance of students in the graduating class of 1991 of the Houston (Texas) Independent School District (HISD) who took the American College Testing Program (ACT) test. Eleven percent of the class of 1991, 796 students, graduated with ACT scores. Houston White, Black, and Mexican American students obtained higher…

J&K Fitness Supply Company: Auditing Inventory

ERIC Educational Resources Information Center

Clikeman, Paul M.

2012-01-01

This case provides auditing students with an opportunity to perform substantive tests of inventory using realistic-looking source documents. The learning objectives are to help students understand: (1) the procedures auditors perform in order to test inventory; (2) the source documents used in auditing inventory; and (3) the types of misstatements…

Analysis of Eighth Graders' Performance On Standardized Mathematics Tests.

ERIC Educational Resources Information Center

Meyinsse, Joseph; Tashakkori, Abbas

The main objective of this study was to show whether eighth graders' performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included the students' race/ethnicity, gender, attitudes toward mathematics, students' time spent on homework, whether parents helped with homework assignments,…

Assessment of the Effectiveness of an Online Learning System in Improving Student Test Performance

ERIC Educational Resources Information Center

Buttner, E. Holly; Black, Aprille Noe

2014-01-01

Colleges and universities, particularly public institutions, are facing higher enrollments and declining resources from state and federal governments. In this resource-constrained environment, faculty are seeking more efficient and effective teaching strategies to improve student learning and test performance. The authors assessed an online…

Improving Student Academic Performance through Antibias Education

ERIC Educational Resources Information Center

Harte-Weiner, Philene

2013-01-01

The quantitative study contained herein was conducted to determine if there is a relationship between antibias education (ABE) and student performance on state standardized tests in a South Florida school district. In many districts, raising test scores has become priority with some schools even changing their curriculum so that teachers teach…

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes

PubMed Central

Widder-Prewett, Rebecca; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M. H.

2017-01-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice. PMID:28970608

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

PubMed

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

Trait impulsivity predicts D-KEFS tower test performance in university students.

PubMed

Lyvers, Michael; Basch, Vanessa; Duff, Helen; Edwards, Mark S

2015-01-01

The present study examined a widely used self-report index of trait impulsiveness in relation to performance on a well-known neuropsychological executive function test in 70 university undergraduate students (50 women, 20 men) aged 18 to 24 years old. Participants completed the Barratt Impulsiveness Scale (BIS-11) and the Frontal Systems Behavior Scale (FrSBe), after which they performed the Tower Test of the Delis-Kaplan Executive Function System. Hierarchical linear regression showed that after controlling for gender, current alcohol consumption, age at onset of weekly alcohol use, and FrSBe scores, BIS-11 significantly predicted Tower Test Achievement scores, β = -.44, p < .01. The results indicate that self-reported impulsiveness is associated with poorer executive cognitive performance even in a sample likely to be characterized by relatively high general cognitive functioning (i.e., university students). The results also support the role of inhibition as a key aspect of executive task performance. Elevated scores on the BIS-11 and FrSBe are known to be linked to risky drinking in young adults as confirmed in this sample; however, only BIS-11 predicted Tower Test performance.

Patient safety: numerical skills and drug calculation abilities of nursing students and registered nurses.

PubMed

McMullan, Miriam; Jones, Ray; Lea, Susan

2010-04-01

This paper is a report of a correlational study of the relations of age, status, experience and drug calculation ability to numerical ability of nursing students and Registered Nurses. Competent numerical and drug calculation skills are essential for nurses as mistakes can put patients' lives at risk. A cross-sectional study was carried out in 2006 in one United Kingdom university. Validated numerical and drug calculation tests were given to 229 second year nursing students and 44 Registered Nurses attending a non-medical prescribing programme. The numeracy test was failed by 55% of students and 45% of Registered Nurses, while 92% of students and 89% of nurses failed the drug calculation test. Independent of status or experience, older participants (> or = 35 years) were statistically significantly more able to perform numerical calculations. There was no statistically significant difference between nursing students and Registered Nurses in their overall drug calculation ability, but nurses were statistically significantly more able than students to perform basic numerical calculations and calculations for solids, oral liquids and injections. Both nursing students and Registered Nurses were statistically significantly more able to perform calculations for solids, liquid oral and injections than calculations for drug percentages, drip and infusion rates. To prevent deskilling, Registered Nurses should continue to practise and refresh all the different types of drug calculations as often as possible with regular (self)-testing of their ability. Time should be set aside in curricula for nursing students to learn how to perform basic numerical and drug calculations. This learning should be reinforced through regular practice and assessment.

Student Performance in a Multimedia Case-Study Environment

ERIC Educational Resources Information Center

Wolter, Bjorn H. K.; Lundeberg, Mary A.; Bergland, Mark; Klyczek, Karen; Tosado, Rafael; Toro, Arlin; White, C. Dinitra

2013-01-01

Does an online, multimedia case study influence students' performance, motivation, and perceptions of science in collegiate level biology classes, and if so, how? One hundred and eight students in 5 classes from 4 campuses in the United States and Puerto Rico participated in data collection (performance tests, surveys and focus group interviews).…

Performance of Students with Visual Impairments on High-Stakes Tests: A Pennsylvania Report Card

ERIC Educational Resources Information Center

Fox, Lynn A.

2012-01-01

Students with disabilities participate in high-stakes assessments to meet NCLB's newer proficiency standards. This study explored performance in reading and math on the Pennsylvania System of School Assessment (PSSA), Pennsylvania's grade-level assessment, to provide a foundational baseline on performance and accommodations used by students with…

Students' Performance Calibration in a Basketball Dibbling Task in Elementary Physical Education

ERIC Educational Resources Information Center

Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini

2012-01-01

The aim of this study was to examine students' performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording).…

Academic Performance as a Function of Achievement Motivation, Achievement Beliefs, and Affect States.

ERIC Educational Resources Information Center

Berry, James J.; Plecha, Michelle D.

Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…

Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test

ERIC Educational Resources Information Center

Thomas-Tate, Shurita; Washington, Julie; Craig, Holly; Packard, Mary

2006-01-01

Purpose: To examine the validity of the Expressive Vocabulary Test (EVT; K. Williams, 1997) for assessing the expressive vocabulary skills of African American students. Method/Results: One hundred sixty-five African American preschool and kindergarten students were administered the EVT. The mean EVT score for these African American students was…

Stakes Matter: Student Motivation and the Validity of Student Assessments for Teacher Evaluation

ERIC Educational Resources Information Center

Rutkowski, David; Wild, Justin

2015-01-01

In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…

Assessing Student Reasoning in Upper-Division Electricity and Magnetism at Oregon State University

ERIC Educational Resources Information Center

Zwolak, Justyna P.; Manogue, Corinne A.

2015-01-01

Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify students' difficulties in lower-division courses. At the upper-division level assessing students' difficulties…

Effects of a Read-Aloud Modification on a Standardized Reading Test

ERIC Educational Resources Information Center

Crawford, Lindy; Tindal, Gerald

2004-01-01

Researchers investigated the effects of a read-aloud modification on students' performance on a reading comprehension test. A total of 338 students in Grades 4 and 5 participated; 76 of these students (22%) received special education services, the majority of whom were labeled learning disabled. Students completed a standardized reading…

Test-Taking Skills in College Students with and without ADHD

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Gathje, Rebecca A.; Lovett, Benjamin J.; Gordon, Michael

2013-01-01

College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical…

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

The effect of instructional methodology on high school students natural sciences standardized tests scores

NASA Astrophysics Data System (ADS)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Examining High-Stakes Testing--Forum. "Education Next" Talks with Joshua P. Starr and Margaret Spellings

ERIC Educational Resources Information Center

Starr, Joshua P.; Spellings, Margaret

2014-01-01

More than 40 states plan to assess student performance with new tests tied to the Common Core State Standards. In summer 2013, results from Common Core-aligned tests in New York showed a steep decline in outcomes. Common Core advocates hailed the scores as an honest accounting of school and student performance, while others worried that they…

Silent and Vocal Students in a Large Active Learning Chemistry Classroom: Comparison of Performance and Motivational Factors

ERIC Educational Resources Information Center

Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.

2013-01-01

Active learning is becoming more prevalent in large science classrooms, and this study shows the impact on performance of being vocal during Socratic questioning in a General Chemistry course. 800 college students over a two year period were given a pre and post-test using the Chemistry Concept Reasoning Test. The pre-test results showed that…

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…

Has the UK Clinical Aptitude Test improved medical student selection?

PubMed

Wright, Sarah R; Bradley, Philip M

2010-11-01

In 2006, the United Kingdom Clinical Aptitude Test (UKCAT) was introduced as a new medical school admissions tool. The aim of this cohort study was to determine whether the UKCAT has made any improvements to the way medical students are selected. Regression analysis was performed in order to study the ability of previous school type and gender to predict UKCAT, personal statement or interview scores in two cohorts of accepted students. The ability of admissions scores and demographic data to predict performance on knowledge and skills examinations was also studied. Previous school type was not a significant predictor of either interview or UKCAT scores amongst students who had been accepted onto the programme (n = 307). However, it was a significant predictor of personal statement score, with students from independent and grammar schools performing better than students from state-maintained schools. Previous school type, personal statements and interviews were not significant predictors of knowledge examination performance. UKCAT scores were significant predictors of knowledge examination performance for all but one examination administered in the first 2 years of medical school. Admissions data explained very little about performance on skills (objective structured clinical examinations [OSCEs]) assessments. The use of personal statements as a basis for selection results in a bias towards students from independent and grammar schools. However, no evidence was found to suggest that students accepted from these schools perform any better than students from maintained schools on Year 1 and 2 medical school examinations. Previous school type did not predict interview or UKCAT scores of accepted students. UKCAT scores are predictive of Year 1 and 2 examination performance at this medical school, whereas interview scores are not. The results of this study challenge claims made by other authors that aptitude tests do not have a place in medical school selection in the UK. © Blackwell Publishing Ltd 2010.

Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

Highlights of Conference on Using Student Test Scores to Measure Teacher Performance: The State of the Art in Research and Practice

ERIC Educational Resources Information Center

Guarino, Cassandra; Reckase, Mark D.; Wooldridge, Jeffrey M.

2013-01-01

The push for accountability in public schooling has extended to the measurement of teacher performance, accelerated by federal efforts through Race to the Top. Currently, a large number of states and districts across the country are computing measures of teacher performance based on the standardized test scores of their students and using them to…

Public Higher Education Performance Accountability Framework Report: Goal--College Readiness Measure: Levels in English and Mathematics. Commission Report 07-24

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

As part of its work in developing a performance accountability framework for higher education, the Commission conducted an analysis of student performance on standardized tests at the high school and middle school levels. National test results show that California is behind most other states in giving its students a high school education of the…

School Budgeting and School Performance: The Impact of New York City's Performance Driven Budgeting Initiative.

ERIC Educational Resources Information Center

Stiefel, Leanna; Schwartz, Amy Ellen; Portas, Carole; Kim, Dae Yeop

2003-01-01

Analyzes the impact of Performance Driven Budgeting (PDB), a school-based budgeting initiative, on student test scores in the fourth and fifth grades and on spending patterns in selected New York City schools. Finds that PDB has a positive effect on some student test scores and leads to a change in the mix of spending, but not its level. (Contains…

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

PubMed Central

Grefe, Clemens; Brown, Jamie; Meyer, Katharina; Schuelper, Nikolai; Anders, Sven

2015-01-01

Background Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail. Objective Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. Methods Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test. Results Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%). Conclusions When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures. PMID:26416467

Is Too Much Testing Bad for Student Performance and Well-Being? PISA in Focus. No. 79

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Standardised tests help measure student's progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would take the joy out of the learning process. Many parents and educators are all too familiar with…

Development and Validation of a Physics Achievement Test to Identify Instructor Variables Associated with Students' Physics Academic Performance

ERIC Educational Resources Information Center

Lacambra, Wilfredo T.

2016-01-01

One of the most common ways of detecting whether an improvement is achieved by an education institution is through measuring the students' achievement in a test. Testing is generally thought of as a means of assessing the knowledge and skills students have acquired through learning (Du-chastel and Nungester, 1998). Test results, besides assisting…

Middle-School Science Students' Scientific Modelling Performances Across Content Areas and Within a Learning Progression

NASA Astrophysics Data System (ADS)

Bamberger, Yael M.; Davis, Elizabeth A.

2013-01-01

This paper focuses on students' ability to transfer modelling performances across content areas, taking into consideration their improvement of content knowledge as a result of a model-based instruction. Sixty-five sixth grade students of one science teacher in an urban public school in the Midwestern USA engaged in scientific modelling practices that were incorporated into a curriculum focused on the nature of matter. Concept-process models were embedded in the curriculum, as well as emphasis on meta-modelling knowledge and modelling practices. Pre-post test items that required drawing scientific models of smell, evaporation, and friction were analysed. The level of content understanding was coded and scored, as were the following elements of modelling performance: explanation, comparativeness, abstraction, and labelling. Paired t-tests were conducted to analyse differences in students' pre-post tests scores on content knowledge and on each element of the modelling performances. These are described in terms of the amount of transfer. Students significantly improved in their content knowledge for the smell and the evaporation models, but not for the friction model, which was expected as that topic was not taught during the instruction. However, students significantly improved in some of their modelling performances for all the three models. This improvement serves as evidence that the model-based instruction can help students acquire modelling practices that they can apply in a new content area.

Using a physics experiment in a lecture setting to engage biology students with the concepts of Poiseuille's law.

PubMed

Breckler, Jennifer L; Christensen, Tina; Sun, Wendy

2013-06-01

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille's law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in blood flow. To help engage students in this important concept, we performed a physics experiment as a lecture demonstration to mimic the original research by the 19th-century French scientist. We tested its impact as a research project and found that students who viewed the demonstration reacted very positively and showed an immediate increase in test performance, while the control group was able to independently "catch up" at the fourth week posttest. We further examined whether students' math skills mapped to learning gains. The students with lower math scores who viewed the demonstration had slightly more improvement in test performance than those students who did not view the demonstration. Our data suggest that watching a lecture demonstration may be of even greater benefit to biology students with lower math achievement.

Accuracy and reliability of peer assessment of athletic training psychomotor laboratory skills.

PubMed

Marty, Melissa C; Henning, Jolene M; Willse, John T

2010-01-01

Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n  =  5) and second-year (n  =  8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ  =  0.79) for the Faber test, with 1 participant on 2 occasions (φ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ  =  0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

Investigating ESL Students' Academic Performance in Tenses

ERIC Educational Resources Information Center

Javed, Muhammad; Ahmad, Atezaz

2013-01-01

The present study intends to assess the ESL students' performance in tenses at secondary school level. Grade 10 students were the target population of the study. A sample of 396 students (255 male and 141 female) was selected through convenience sampling technique from the District of Bahawalnagar, Pakistan. A test focusing on five different types…

Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science

ERIC Educational Resources Information Center

Rich, Jamie; Duncan, Dennis W.; Navarro, Maria; Ricketts, John C.

2009-01-01

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who…

Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students' Reading Scores

ERIC Educational Resources Information Center

Mitchell, Ingrid; Nistor, Nicolae; Baltes, Beate; Brown, Michelle

2016-01-01

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework…

Assessment Testing: Analysis and Predictions, Spring-Fall 1985.

ERIC Educational Resources Information Center

Harris, Howard L.; Hansson, Claudia J.

During spring and fall 1985, a study was conducted at Cosumnes River College (CRC) to determine how assessment testing scores related to student persistence and performance. The student history files of a random sample of 498 students who had been tested by the CRC Assessment Center during spring and fall 1985 were examined, yielding the following…

The Challenges of the Ontario Secondary School Literacy Test for Second Language Students

ERIC Educational Resources Information Center

Cheng, Liying; Klinger, Don A.; Zheng, Ying

2007-01-01

Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and…

Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…

The Effect of a Simplified English Language Dictionary on a Reading Test. LEP Projects Report 1.

ERIC Educational Resources Information Center

Albus, Deb; Bielinski, John; Thurlow, Martha; Liu, Kristin

This study was conducted to examine whether using a monolingual, simplified English dictionary as an accommodation on a reading test with limited-English-proficient (LEP) Hmong students improved test performance. Hmong students were chosen because they are often not literate in their first language. For these students, bilingual dictionaries are…

Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

PubMed Central

Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

2014-01-01

Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01). Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

Trends in computer applications in science assessment

NASA Astrophysics Data System (ADS)

Kumar, David D.; Helgeson, Stanley L.

1995-03-01

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

The High-Stakes Effects of "Low-Stakes" Testing

ERIC Educational Resources Information Center

Papay, John P.; Murnane, Richard J.; Willett, John B.

2011-01-01

In this paper, the authors examine how information that students receive about their academic performance affects their decisions to enroll in post-secondary education. In particular, they look at one specific piece of data--student performance on the state standardized mathematics test in grades 8 and 10 in Massachusetts. One key feature of such…

No Cow Left Behind

ERIC Educational Resources Information Center

Remsen, Kenneth A.

2004-01-01

As a principal facing the task of figuring out all the complexities of the No Child Left Behind legislation, Kenneth Remsen, has concluded there is a strong belief that testing students is the answer to bringing about improvements in student performance. Because testing seems to be a cornerstone to improving performance, he doesn't understand why…

Predicting student performance in sonographic scanning using spatial ability as an ability determinent of skill acquisition

NASA Astrophysics Data System (ADS)

Clem, Douglas Wayne

Spatial ability refers to an individual's capacity to visualize and mentally manipulate three dimensional objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed, logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and interpretation of these medical images. Using Ackerman's theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. Beginning first year sonography students from four different educational institutions were administered a spatial abilities test prior to their initial scanning lab coursework. The students' spatial test scores were compared with their scanning competency performance scores. A significant relationship between the students' spatial ability scores and their scanning performance scores was found. This result suggests that the use of spatial ability tests for admission to sonography programs may improve candidate selection, as well as assist programs in adjusting instruction and curriculum for students who demonstrate low spatial ability.

Predictive validity of pre-admission assessments on medical student performance

PubMed Central

Dabaliz, Al-Awwab; Kaadan, Samy; Dabbagh, M. Marwan; Barakat, Abdulaziz; Shareef, Mohammad Abrar; Al-Tannir, Mohamad; Obeidat, Akef

2017-01-01

Objectives To examine the predictive validity of pre-admission variables on students’ performance in a medical school in Saudi Arabia.  Methods In this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis. Results In preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students’ progress test performance (p<0.001 and B=19.02). Conclusions Only the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years. PMID:29176032

A learning performance study between the conventional approach and augmented reality textbook among secondary school students

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches.

Problem-based learning versus a traditional educational methodology: a comparison of preclinical and clinical periodontics performance.

PubMed

Rich, Sandra K; Keim, Robert G; Shuler, Charles F

2005-06-01

To evaluate efficacy of a problem-based learning (PBL) pedagogy in preclinical and clinical teaching, test scores of 234 undergraduate dental students from the conventionally taught classes of 2003 and 2004 were compared with scores of 274 dental students from the PBL classes of 2005 and 2006. Although the groups' means were close together, t-test analysis of scores revealed that PBL students performed significantly better than traditional (TRAD) students on midterm (p=.0001) and final (p=.015) examinations taken on student partner/mock patients. ANOVA comparing the classes with each other showed significant differences for the midterm and final, but not for the clinical examination. Further multiple comparison tests (Tukey HSD) for the midterm and final revealed that differences specifically reflected superior performance of PBL classes against one of the TRAD classes (2004). There was no difference in performance between PBL (n=134) and TRAD (n=233) students on examinations taken with actual clinical patients who were undergoing nonsurgical periodontal treatment. Over a two-year period, PBL students rated their program instructors at a mean of 4.41 on a Likert-type scale of 1 (not helpful) to 5 (outstanding). The program provides a PBL model for teaching preclinical and clinical skills supported by a four-year evaluation of manual skills outcomes.

Micronutrient-Fortified Milk and Academic Performance among Chinese Middle School Students: A Cluster-Randomized Controlled Trial

PubMed Central

Wang, Xiaoqin; Hui, Zhaozhao; Dai, Xiaoling; Terry, Paul D.; Zhang, Yue; Ma, Mei; Wang, Mingxu; Deng, Fu; Gu, Wei; Lei, Shuangyan; Li, Ling; Ma, Mingyue; Zhang, Bin

2017-01-01

Many children suffer from nutritional deficiencies that may negatively affect their academic performance. This cluster-randomized controlled trial aimed to test the effects of micronutrient-fortified milk in Chinese students. Participants received either micronutrient-fortified (n = 177) or unfortified (n = 183) milk for six months. Academic performance, motivation, and learning strategies were estimated by end-of-term tests and the Motivated Strategies for Learning Questionnaire. Blood samples were analyzed for micronutrients. In total, 296 students (82.2%) completed this study. Compared with the control group, students in the intervention group reported higher scores in several academic subjects (p < 0.05), including languages, mathematics, ethics, and physical performance at the end of follow-up. Students in the intervention group showed greater self-efficacy and use of cognitive strategies in learning, and reported less test anxiety (p < 0.001). Moreover, vitamin B2 deficiency (odds ratio (OR) = 0.18, 95% confidence interval (CI): 0.11~0.30) and iron deficiency (OR = 0.34, 95% CI: 0.14~0.81) were less likely in the students of the intervention group, whereas vitamin D, vitamin B12, and selenium deficiencies were not significantly different. “Cognitive strategy” had a partial mediating effect on the test scores of English (95% CI: 1.26~3.79) and Chinese (95% CI: 0.53~2.21). Our findings suggest that micronutrient-fortified milk may improve students’ academic performance, motivation, and learning strategies. PMID:28257107

The Role of Culture, Competitiveness and Economic Performance in Explaining Academic Performance: A Global Market Analysis for International Student Segmentation

ERIC Educational Resources Information Center

Baumann, Chris; Hamin

2011-01-01

A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness…

The Initial Knowledge State of High School Astronomy Students

NASA Astrophysics Data System (ADS)

Sadler, Philip Michael

1992-01-01

This study of 1,414 high school earth science and astronomy students characterizes the prevalence of their astronomical misconceptions. The multiple-choice instrument was prepared by scouring the literature on scientific misconceptions for evidence of preconceptions and from the author's interviews with students. Views that were incorrect, but espoused by a large fraction of students, were included as distractors. Results have been analyzed using classical test theory. A linear multiple regression model has helped to show the relative contributions of demographic and school factors to the number of misconceptions held by students. The instrument was found to be a reliable and valid test of students' misconceptions. The mean student score was 34 percent. Fifty-one student misconceptions were revealed by this test, nineteen of which were preferred by students to the correct answer. Several misconceptions appeared more frequently among the higher-performing students. Significant differences in student performance were found in several subgroups based upon schooling and demographic factors. Twenty -five percent out of a total of 30 percent of the variance in total test score could be accounted for by gender, race, and math level courses taken. Grade level and previous enrollment in an earth science course were not found to be predictive of total score. Mother's education proved to be of small import; level of father's education was not significant. This test is a useful addition to instruments that measure student misconceptions. It could find application in tests of effective intervention for conceptual learning. Significantly shortened versions of this instrument that account for 75 and 90 percent of the variance in the forty-seven-item instrument are recommended. Such tests of misconceptions may be somewhat disheartening to teachers and their students. A test made up of only misconception questions will probably have average total scores less than 40 percent. If teachers are to test their students using misconception questions, they should adjust grading policies to reflect this lower average score.

Impact of music type on motor coordination task performance among introverted and extroverted students.

PubMed

Jamshidzad, Maryam; Maghsoudipour, Maryam; Zakerian, Seyed Abolfazl; Bakhshi, Enayatollah; Coh, Paul

2018-06-26

People are interested in music. In this study, we assessed the impact of music type on objective performance. We distributed 64 medical science students in Tehran into four groups: Iranian pop music, traditional music, Mozart's classical music and control groups. All participants performed the two-arm coordination test once without music and once with music (except for the control group), with an interval of 1 week. In the music groups, music was playing during the performance of the test. Participants were categorized as either introverted or extroverted and were distributed equally in the groups. There was a significant decrease of test time in the second trial, observed in all music groups, and no significant difference identified in the control group. The traditional music group had less difference of mean time compared to the pop music group. The differences in the traditional and classical groups were not significantly different. In the music groups, both extroverted and introverted students decreased their test time significantly after music intervention, but extroverted students decreased more. Listening to music would enhance the speed of performance. Music with a higher tempo, such as pop music, increased the speed more.

Comparison of graduate-entry and direct school leaver student performance on an applied dental knowledge test.

PubMed

Ali, K; Zahra, D; Tredwin, C

2017-11-01

To compare the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. This study examined the results of students in applied dental knowledge (ADK) progress tests conducted during two academic years. A mixed model analysis of variance (ANOVA) was conducted to compare the performance of graduate-entry and direct school leavers. ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. The results show statistically significant main effects for ADK [F (1,113) = 61.58, P < 0.001, η 2 p = 0.35], Cohort [F (1,113) = 88.57, P < 0.001, η 2 p = 0.44] and Entry [F (1,113) = 11.31, P = 0.001, η 2 p = 0.09]. That is, students do better on each subsequent test (main effect of ADK), students in later years of the programme perform better than those in earlier years (main effect of cohort), and graduate-entry students outperform direct school leavers. This is the first study to explore the differences in the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. The results show that the academic performance of graduate students was better than the direct school leavers in years 2 and 3. Further research is required to compare the performance of students longitudinally across the entire duration of undergraduate dental programmes and evaluate whether this difference persists throughout. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Test Anxiety Associated with High-Stakes Testing among Elementary School Children: Prevalence, Predictors, and Relationship to Student Performance

ERIC Educational Resources Information Center

Segool, Natasha Katherine

2009-01-01

The current study explored differences in test anxiety on high-stakes standardized achievement testing and classroom testing among elementary school children. This is the first study to directly examine differences in student test anxiety across two testing conditions with different stakes among young children. Three hundred and thirty-five…

Effect of Frequent Peer-Monitored Testing and Personal Goal Setting on Fitnessgram Scores of Hispanic Middle School Students

ERIC Educational Resources Information Center

Hill, Grant; Downing, Aaron

2015-01-01

The purpose of this study was to determine the effects of frequent peer-monitored Fitnessgram testing, with student goal setting, on the PACER and push-up performance of middle school students. Subjects were 176 females and 189 males in 10 physical education classes at a middle school with an 83.7% Hispanic student population. Students were…

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin.

PubMed

Niu, Sunny X; Tienda, Marta

2010-03-01

UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with white students ranked at or below the third decile, top 10% black and Hispanic enrollees arrive with lower average standardized test scores, yet consistently performed as well or better in grades, first year persistence, and four-year graduation likelihood. A similar story obtains for top 10% graduates from Longhorn high schools verses lower-ranked students who graduated from highly competitive feeder high schools. Multivariate results reveal that high school attended rather than test scores is largely responsible for racial differences in college performance.

A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies

ERIC Educational Resources Information Center

Ogbonnaya, Ugorji I.; Mogari, David L.; Machisi, Eric

2013-01-01

In this study, repeated measures design was employed to compare low performing students' achievements in factoring cubic polynomials using three strategies. Twenty-five low-performing Grade 12 students from a secondary school in Limpopo province took part in the study. Data was collected using achievement test and was analysed using repeated…

Attendance and achievement in medicine: investigating the impact of attendance policies on academic performance of medical students.

PubMed

Subramaniam, Bs; Hande, S; Komattil, R

2013-04-01

The attendance mandate for the medical course in Melaka Manipal Medical College, Manipal, India was increased from 75% to 90% based on the assumption that the mandatory increase will improve the students' performance. To find out whether there is any correlation between class attendance and academic performance. This was an institution based retrospective analytical study. Students who have completed Phase I (first two and a half years) of the MBBS course were included in the study. Student marks and attendance, from the database were obtained from three random batches, each, from two clusters A and B respectively. Those who had a mandatory attendance requirement of 75% belonged to A (n = 243), and those who had a mandatory attendance percentage of 90% belonged to B (n = 360). Statistical analyses performed included, Pearson 2 tailed correlation to correlate class attendance with student performance; Cluster analysis to classify group average in a similarity matrix; t-test to determine significance of difference in percentage of students who attained 100% when the college changed mandatory attendance from 75% to 90%; Mann-Whitney test to find out if there was a better performance in university exam when attendance policy changed. There was a significant correlation between attendance and the students who passed in the University exam. The number of students in the pass category was maximum (>90%) compared to students in distinction and failed categories. Percentage of students with 100% attendance rose from 4% (n = 10) to 11% (n = 40) when the mandatory attendance was increased from 75% to 90%. Attendance policy correlated with better academic performance. Reducing absenteeism, probably contributed to the improved academic performance of the students. But the link between attendance and best and worst performances could not be predicted because of small numbers in every batch.

Implementation and Use of Simulated Students for Test and Validation of New Adaptive Educational Systems: A Practical Insight

ERIC Educational Resources Information Center

Dorça, Fabiano

2015-01-01

Studies attest that learning is facilitated if teaching strategies are in accordance with students learning styles, making learning process more effective and considerably improving students performances. In this context, one major research point--and a challenge--is to efficiently discover students' learning styles. But, the test and validation…

Ego Depletion Negatively Affects Knowledge Retrieval in Secondary School Students

ERIC Educational Resources Information Center

Englert, Chris; Bertrams, Alex

2017-01-01

In the present study, we tested the assumption that performance in a knowledge retrieval test would be lower in secondary school students with temporarily depleted self-control strength (n = 53) compared to secondary school students with temporarily available self-control strength (n = 56). After manipulating self-control strength, students were…

A Comparative Study of Students’ Track and Field Technical Performance in Sport Education and in a Direct Instruction Approach

PubMed Central

Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

2015-01-01

This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key points The impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level. The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged. PMID:25729299

Testing Integrity Symposium: Issues and Recommendations for Best Practice

ERIC Educational Resources Information Center

National Center for Education Statistics, 2013

2013-01-01

Educators, parents, and the public depend on accurate, valid, reliable, and timely information about student academic performance. Testing irregularities--breaches of test security or improper administration of academic testing--undermine efforts to use those data to improve student achievement. Unfortunately, there have been high-profile and…

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial.

PubMed

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

PubMed Central

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

Background and aims This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Materials and methods Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. Results The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Conclusion Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills. PMID:25152638

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2012-06-01

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

Daily online testing in large classes: boosting college performance while reducing achievement gaps.

PubMed

Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

2013-01-01

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

Promising Practices: A Case Study of One Fifth Grade Class as They Grew as Writers, Prepared, and Performed on the State Essay Test

ERIC Educational Resources Information Center

Lewinski, Kimberly E.

2010-01-01

The purpose of this case study is to document the ways in which fifth-grade students in a historically, low-performing school learned to write from a teacher who did not emphasize test-taking processes. The study demonstrates how these instructional practices in a writing workshop context positively affected the student performance on a statewide…

Learning and Study Strategies Inventory subtests and factors as predictors of National Board of Chiropractic Examiners Part 1 examination performance.

PubMed

Schutz, Christine M; Dalton, Leanne; Tepe, Rodger E

2013-01-01

This study was designed to extend research on the relationship between chiropractic students' learning and study strategies and national board examination performance. Sixty-nine first trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Linear trends tests (for continuous variables) and Mantel-Haenszel trend tests (for categorical variables) were utilized to determine if the 10 LASSI subtests and 3 factors predicted low, medium and high levels of National Board of Chiropractic Examiners (NBCE) Part 1 scores. Multiple regression was performed to predict overall mean NBCE examination scores using the 3 LASSI factors as predictor variables. Four LASSI subtests (Anxiety, Concentration, Selecting Main Ideas, Test Strategies) and one factor (Goal Orientation) were significantly associated with NBCE examination levels. One factor (Goal Orientation) was a significant predictor of overall mean NBCE examination performance. Learning and study strategies are predictive of NBCE Part 1 examination performance in chiropractic students. The current study found LASSI subtests Anxiety, Concentration, Selecting Main Ideas, and Test Strategies, and the Goal-Orientation factor to be significant predictors of NBCE scores. The LASSI may be useful to educators in preparing students for academic success. Further research is warranted to explore the effects of learning and study strategies training on GPA and NBCE performance.

Stereotype threat? Effects of inquiring about test takers' gender on conceptual test performance in physics

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Singh, Chandralekha

2015-12-01

It has been found that activation of a stereotype, for example by indicating one's gender before a test, typically alters performance in a way consistent with the stereotype, an effect called "stereotype threat." On a standardized conceptual physics assessment, we found that asking test takers to indicate their gender right before taking the test did not deteriorate performance compared to an equivalent group who did not provide gender information. Although a statistically significant gender gap was present on the standardized test whether or not students indicated their gender, no gender gap was observed on the multiple-choice final exam students took, which included both quantitative and conceptual questions on similar topics.

Modified team-based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia.

PubMed

Martínez, Emilio G; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid-term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid-term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. © 2014 American Association of Anatomists.

Assessing student understanding of measurement and uncertainty

NASA Astrophysics Data System (ADS)

Abbott, David Scot

A test to assess student understanding of measurement and uncertainty has been developed and administered to more than 500 students at two large research universities. The aim is two-fold: (1) to assess what students learn in the first semester of introductory physics labs and (2) to uncover patterns in student reasoning and practice. The forty minute, eleven item test focuses on direct measurement and student attitudes toward multiple measurements. After one revision cycle using think-aloud interviews, the test was administered to students to three groups: students enrolled in traditional laboratory lab sections of first semester physics at North Carolina State University (NCSU), students in an experimental (SCALE-UP) section of first semester physics at NCSU, and students in first semester physics at the University of North Carolina at Chapel Hill. The results were analyzed using a mixture of qualitative and quantitative methods. In the traditional NCSU labs, where students receive no instruction in uncertainty and measurement, students show no improvement on any of the areas examined by the test. In SCALE-UP and at UNC, students show statistically significant gains in most areas of the test. Gains on specific test items in SCALE-UP and at UNC correspond to areas of instructional emphasis. Test items were grouped into four main aspects of performance: "point/set" reasoning, meaning of spread, ruler reading and "stacking." Student performance on the pretest was examined to identify links between these aspects. Items within each aspect are correlated to one another, sometimes quite strongly, but items from different aspects rarely show statistically significant correlation. Taken together, these results suggest that student difficulties may not be linked to a single underlying cause. The study shows that current instruction techniques improve student understanding, but that many students exit the introductory physics lab course without appreciation or coherent understanding for the concept of measurement uncertainty.

Media Matter: The Effect of Medium of Presentation on Student's Recognition of Histopathology.

PubMed

Telang, Ajay; Jong, Nynke De; Dalen, Jan Van

2016-12-01

Pathology teaching has undergone transformation with the introduction of virtual microscopy as a teaching and learning tool. To assess if dental students can identify histopathology irrespective of the media of presentation and if the media affect student's oral pathology case based learning scores. The perception of students towards "hybrid" approach in teaching and learning histopathology in oral pathology was also assessed. A controlled experiment was conduc-ted on year 4 and year 5 dental student groups using a perfor-mance test and a questionnaire survey. A response rate of 81% was noted for the performance test as well as the questionnaire survey. Results show a significant effect of media on performance of students with virtual microscopy bringing out the best performance across all student groups in case based learning scenarios. The order of preference for media was found to be virtual microscopy followed by photomicrographs and light microscopy. However, 94% of students still prefer the present hybrid system for teaching and learning of oral pathology. The study shows that identification of histo-pathology by students is dependent on media and the type of media has a significant effect on the performance. Virtual microscopy is strongly perceived as a useful tool for learning which thus brings out the best performance, however; the hybrid approach still remains the most preferred approach for histopathology learning.

Intervention program efficacy for spelling difficulties.

PubMed

Sampaio, Maria Nobre; Capellini, Simone Aparecida

2014-01-01

To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.

Evaluating effectiveness of dynamic soundfield system in the classroom.

PubMed

da Cruz, Aline Duarte; Alves Silvério, Kelly Cristina; Da Costa, Aline Roberta Aceituno; Moret, Adriane Lima Mortari; Lauris, José Roberto Pereira; de Souza Jacob, Regina Tangerino

2016-01-01

Research has reported on the use of soundfield amplification devices in the classroom. However, no study has used standardized tests to determine the potential advantages of the dynamic soundfield system for normally hearing students and for the teacher's voice. Our aim was to evaluate the impact of using dynamic soundfield system on the noise of the classroom, teacher's voice and students' academic performance. This was a prospective cohort study in which 20 student participants enrolled in the third year of basic education were divided into two groups (i.e., control and experimental); their teacher participated. The experimental group was exposed to the dynamic soundfield system for 3 consecutive months. The groups were assessed using standardized tests to evaluate their academic performance. Further, questionnaires and statements were collected on the participants' experience of using the soundfield system. We statistically analyzed the results to compare the academic performance of the control group with that of the experimental group. In all cases, a significance level of P < .05 was adopted. Use of the dynamic soundfield system was effective for improving the students' academic performance on standardized tests for reading, improving the teacher's speech intelligibility, and reducing the teacher's vocal strain. The dynamic soundfield system minimizes the impact of noise in the classroom as demonstrated by the mensuration of the signal-to-noise ratio (SNR) and pupil performance on standardized tests for reading and student and teacher ratings of amplification system effectiveness.

Predictors of student performance on the Pharmacy Curriculum Outcomes Assessment at a new school of pharmacy using admissions and demographic data.

PubMed

Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Blough, Eric R; Sizemore, James A; Hao, Jinsong; Booth, Chris; Broedel-Zaugg, Kimberly; Peterson, Megan; Anderson, Stephanie; Riley, Brittany; Train, Brian C; Stanton, Robert B; Anderson, H Glenn

To characterize student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) and to determine the significance of specific admissions criteria and pharmacy school performance to predict student performance on the PCOA during the first through third professional years. Multivariate linear regression models were developed to study the relationships between various independent variables and students' PCOA total scores during the first through third professional years. To date, four cohorts have successfully taken the PCOA examination. Results indicate that the Pharmacy College Admissions Test (PCAT), the Health Science Reasoning Test (HSRT), and cumulative pharmacy grade point average were the only consistent significant predictors of higher PCOA total scores across all students who have taken the exam at our school of pharmacy. The school should examine and clarify the role of PCOA within its curricular assessment program. Results suggest that certain admissions criteria and performance in pharmacy school are associated with higher PCOA scores. Copyright © 2016 Elsevier Inc. All rights reserved.

The Relation of Student Engagement and Other Admission Metrics to Master of Accounting Student Performance

ERIC Educational Resources Information Center

Buckless, Frank; Krawczyk, Kathy

2016-01-01

This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested…

Analyzing Performance by Grade 10 Hispanic High School Students on the Massachusetts State Assessment. Issues & Answers. REL 2009-No. 071

ERIC Educational Resources Information Center

Sanchez, Maria Teresa; Ehrlich, Stacy; Midouhas, Emily; O'Dwyer, Laura

2009-01-01

Massachusetts policymakers recently expressed a desire to better understand Hispanic student achievement patterns in their state. Scores on the Massachusetts Comprehensive Assessment System (MCAS) tests have consistently revealed a gap in performance between Hispanic students and students from other subgroups, a gap corresponding to national…

Ability of admissions criteria to predict early academic performance among students of health science colleges at King Saud University, Saudi Arabia.

PubMed

Alhadlaq, Adel M; Alshammari, Osama F; Alsager, Saleh M; Neel, Khalid A Fouda; Mohamed, Ashry G

2015-06-01

The aim of this study was to evaluate the ability of admissions criteria at King Saud University (KSU), Riyadh, Saudi Arabia, to predict students' early academic performance at three health science colleges (medicine, dentistry, and pharmacy). A retrospective cohort study was conducted with data from the records of students enrolled in the three colleges from the 2008-09 to 2010-11 academic years. The admissions criteria-high school grade average (HSGA), aptitude test (APT) score, and achievement test (ACT) score-were the independent variables. The dependent variable was the average of students' first- and second-year grade point average (GPA). The results showed that the ACT was a better predictor of the students' early academic performance than the HSGA (β=0.368, β=0.254, respectively). No significant relationship was found between the APT and students' early academic performance (β=-0.019, p>0.01). The ACT was most predictive for pharmacy students (β=0.405), followed by dental students (β =0.392) and medical students (β=0.195). Overall, the current admissions criteria explained only 25.5% of the variance in the students' early academic performance. While the ACT and HSGA were found to be predictive of students' early academic performance in health colleges at KSU, the APT was not a strong predictor. Since the combined current admissions criteria for the health science colleges at KSU were weak predictors of the variance in early academic performance, it may be necessary to consider noncognitive evaluation methods during the admission process.

Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

ERIC Educational Resources Information Center

Rothman, Terri; Henderson, Mary

2011-01-01

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

The Right Test for the Wrong Reason

ERIC Educational Resources Information Center

Popham, W. James

2014-01-01

The tests we use to evaluate student achievement may well be sound measures of what students know, but they are faulty indicators at best of how well they have been taught. A remedy to this this situation of judging teachers by the performance of their students on high-stakes tests may be in hand already. We should look to the methods successfully…

A Study of Geometric Understanding via Logical Reasoning in Hong Kong

ERIC Educational Resources Information Center

Poon, Kin-Keung; Leung, Chi-Keung

2016-01-01

The purposes of the study reported herein were to identify the common mistakes in geometry made by junior secondary school students in Hong Kong, and to compare the students' performance in geometry with their results in a logic test. A geometry test and a logic test were developed and administered to a sample of 554 students aged between 13 and…

A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children.

PubMed

Khng, Kiat Hui

2017-11-01

A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.

Fieldwork Lesson based on" the International Geography Olympiad" (iGeo)

NASA Astrophysics Data System (ADS)

Otani, Seiichi

2017-04-01

Japanese social studies consist of three fields. That's geography, history and civics. About geographical studies in Japan, it has a lot of contents of human geography and has little contents of natural geography. I think that Japanese social studies teachers should teach more natural geography contents for ESD. 　 There is a fieldwork lesson in geographical studies in Japan. This is the educational activity by which body and head were used. But in fact, fieldwork lessons are not performed in many Japanese junior high schools. I was a leader of iGeo2012 (in Germany). iGeo is held by three tests; Multimedia tests, Writing tests and Fieldwork tests. The test is included of a lot of contents of natural geography. And there are two skills that students acquire through the fieldwork test in iGeo. One is a map making skill, the other is decision making skill. Japanese students need more knowledge of natural geography. And those are not enough skills for Japanese students. So I did a fieldwork lesson based on iGeo's fieldwork test. The fieldwork lesson was performed around the school. It was also performed under the point of natural geography. After the lessons, students could improve map making skill. Because a lot of maps made by students in this lesson got prize of map contest in Japan. Some maps were included the view of natural geography.

Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology.

PubMed

Carpenter, Shana K; Rahman, Shuhebur; Lund, Terry J S; Armstrong, Patrick I; Lamm, Monica H; Reason, Robert D; Coffman, Clark R

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. © 2017 S. K. Carpenter et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Test Anxiety Analysis of Chinese College Students in Computer-Based Spoken English Test

ERIC Educational Resources Information Center

Yanxia, Yang

2017-01-01

Test anxiety was a commonly known or assumed factor that could greatly influence performance of test takers. With the employment of designed questionnaires and computer-based spoken English test, this paper explored test anxiety manifestation of Chinese college students from both macro and micro aspects, and found out that the major anxiety in…

Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing

PubMed Central

Wu, Chih-Da; McNeely, Eileen; Cedeño-Laurent, J. G.; Pan, Wen-Chi; Adamkiewicz, Gary; Dominici, Francesca; Lung, Shih-Chun Candice; Su, Huey-Jen; Spengler, John D.

2014-01-01

Various studies have reported the physical and mental health benefits from exposure to “green” neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to “green” surroundings and cognitive function in terms of student academic performance. This study investigated the association between the “greenness” of the area surrounding a Massachusetts public elementary school and the academic achievement of the school’s student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3rd-grade students (the first year of standardized testing for 8–9 years-old children in public school), who scored “Above Proficient” (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the “greenness” of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the greenness of the school in the Spring (when most Massachusetts students take the MCAS tests) and school-wide performance on both English and Math tests, even after adjustment for socio-economic factors and urban residency. PMID:25310542

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Effect of Polya Problem-Solving Model on Senior Secondary School Students' Performance in Current Electricity

ERIC Educational Resources Information Center

Olaniyan, Ademola Olatide; Omosewo, Esther O.; Nwankwo, Levi I.

2015-01-01

This study was designed to investigate the Effect of Polya Problem-Solving Model on Senior School Students' Performance in Current Electricity. It was a quasi experimental study of non- randomized, non equivalent pre-test post-test control group design. Three research questions were answered and corresponding three research hypotheses were tested…

Extended Time Accommodations and the Mathematics Performance of Students with and without ADHD

ERIC Educational Resources Information Center

Lewandowski, Lawrence J.; Lovett, Benjamin J.; Parolin, Rosanne; Gordon, Michael; Codding, Robin S.

2007-01-01

Test accommodations such as extended time are presumed to reduce the impact of a disability, while not affecting test scores of the general population. This study examined the effects of an extended time (time and one-half) accommodation on the mathematics performance of fifth- to seventh-grade students with and without attention deficit…

The Effect of a Noise Reducing Test Accommodation on Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Smith, Gregory W.; Riccomini, Paul J.

2013-01-01

Researchers in the fields of cognitive psychology and education have been studying the negative effects of noise on human performance for almost a century. A new empirical study that builds upon past relevant research on (1) test accommodations and (2) auditory distraction and academic performance was conducted with elementary age students.…

Effects of Goal-Setting Skills on Students'academic Performance in English Language in Enugu Nigeria

ERIC Educational Resources Information Center

Abe, Iyabo Idowu; Ilogu, Guy Chibuzoh; Madueke, Ify Louisa

2014-01-01

The study investigated the effectiveness of goal-setting skills among Senior Secondary II students' academic performance in English language in Enugu Metropolis, Enugu state, Nigeria. Quasi-experimental pre-test, post-test control group design was adopted for the study. The initial sample was 147 participants (male and female) Senior Secondary…

A Comparison of Web Page and Slide/Tape for Instruction in Periapical and Panoramic Radiographic Anatomy.

ERIC Educational Resources Information Center

Ludlow, John B.; Platin, Enrique

2000-01-01

Compared self-guided slide/tape (ST) and Web page (WP) instruction in normal radiographic anatomy of periapical and panoramic images using objective test performance and subjective preferences of 74 freshman dental students. Test performance was not different between image types or presentation technologies, but students preferred WP for…

Is Higher Better? Determinants and Comparisons of Performance on the Major Field Test in Business

ERIC Educational Resources Information Center

Bielinska-Kwapisz, Agnieszka; Brown, F. William; Semenik, Richard

2012-01-01

Student performance on the Major Field Achievement Test in Business is an important benchmark for college of business programs. The authors' results indicate that such benchmarking can only be meaningful if certain student characteristics are taken into account. The differences in achievement between cohorts are explored in detail by separating…

Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law

PubMed Central

Breckler, Jennifer L.; Christensen, Tina; Sun, Wendy

2013-01-01

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille's law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in blood flow. To help engage students in this important concept, we performed a physics experiment as a lecture demonstration to mimic the original research by the 19th-century French scientist. We tested its impact as a research project and found that students who viewed the demonstration reacted very positively and showed an immediate increase in test performance, while the control group was able to independently “catch up” at the fourth week posttest. We further examined whether students’ math skills mapped to learning gains. The students with lower math scores who viewed the demonstration had slightly more improvement in test performance than those students who did not view the demonstration. Our data suggest that watching a lecture demonstration may be of even greater benefit to biology students with lower math achievement. PMID:23737633

Support Parents to Improve Student Learning

ERIC Educational Resources Information Center

Cattanach, Joanna

2013-01-01

By all rights, Hispanic children should be performing better than test scores show. Strong parent-child relationships at home should equal student success, yet Hispanic students remain the least educated group in the country. The Hispanic family structure epitomizes the values normally associated with high academic performance. Hispanic families…

Assessment of numeracy in sports and exercise science students at an Australian university

NASA Astrophysics Data System (ADS)

Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter

2018-05-01

The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy test questions. Background questions (5-point scale) focused on highest level of mathematics studied at high school, self-perception of mathematics proficiency, perceived importance of mathematics to SES and likelihood of seeking help with mathematics. Numeracy questions focused on rational number, ratios and rates, basic algebra and graph interpretation. Numeracy performance was based on answers to these questions (1 mark each) and represented by the total score (maximum = 39). Students from first (n = 212), second (n = 78) and third (n = 111) years of the SES degree completed the test. The distribution of numeracy test scores for the entire cohort was negatively skewed with a median (IQR) score of 27(11). We observed statistically significant associations between test scores and the highest level of mathematics studied (P < 0.05), being lowest in students who studied Year 10 Mathematics (20 (9)), intermediate in students who studied Year 12 General Mathematics (26 (8)) and highest in two groups of students who studied higher-level Year 12 Mathematics (31 (9), 31 (6)). There were statistically significant associations between test scores and level of self-perception of mathematics proficiency and also likelihood of seeking help with mathematics (P < 0.05) but not with perceived importance of mathematics to SES. These findings reveal that the level of mathematics studied in high school is a critical factor determining the level of numeracy performance in SES students.

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia

NASA Astrophysics Data System (ADS)

Ward, Jennifer Henry

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

Students' performance in accounting: differential effect of field dependence-independence as a learning style.

PubMed

Bernardi, Richard A

2003-08-01

This study examined the differential moderating effects associated with field dependence-independence and perceptions of stress on students' performance after controlling for SAT Mathematics and Verbal scores as well as students' actual effort on homework. The average performance of 178 third-year accounting majors over three examinations was used to evaluate their understanding of financial accounting. The students also took the Group Embedded Figures Test. While the data indicate that the most significant variables were students' effort, SAT Verbal scores, and their perceptions of stress, these variables were differentially associated with students' performance depending upon whether the student was classified as a field-independent or field-dependent learner.

Teaching Students Not to Sweat the Test

ERIC Educational Resources Information Center

Salend, Spencer J.

2012-01-01

Students experiencing test anxiety encounter extreme levels of stress, nervousness, and apprehension during testing that drastically hinders their ability to perform well and negatively affects their social-emotional and behavioral development, and feelings about themselves and school. A collaborative and multidimensional approach that includes…

Using VITA Service Learning Experiences to Teach Hypothesis Testing and P-Value Analysis

ERIC Educational Resources Information Center

Drougas, Anne; Harrington, Steve

2011-01-01

This paper describes a hypothesis testing project designed to capture student interest and stimulate classroom interaction and communication. Using an online survey instrument, the authors collected student demographic information and data regarding university service learning experiences. Introductory statistics students performed a series of…

Military Deployment and Elementary Student Achievement

ERIC Educational Resources Information Center

Phelps, Terri; Dunham, Mardis; Lyons, Robert

2010-01-01

This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…

Quantum Theory, the Uncertainty Principle, and the Alchemy of Standardized Testing.

ERIC Educational Resources Information Center

Wassermann, Selma

2001-01-01

Argues that reliance on the outcome of quantitative standardized tests to assess student performance is misplaced quest for certainty in an uncertain world. Reviews and lauds Canadian teacher-devised qualitative diagnostic tool, "Profiles of Student Behaviors," composed of 20 behavioral patterns in student knowledge, attitude, and skill.…

The Teachers' Lounge

ERIC Educational Resources Information Center

Barlow, Dudley

2004-01-01

The Michigan Educational Assessment Program (MEAP) test scores for 2004 have been announced. The tests, administered to juniors, attempt to assess how well students perform in mathematics, reading, writing, science, and social studies. There is a good deal at stake here. For students, it means money: Any student who meets or exceeds the state's…

Reading and Writing Competencies of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Algozzine, Bob; And Others

1988-01-01

The study analyzed communication performance of tenth grade learning disabled (LD) students (N=1,098) on the Florida State Student Assessment Test-II (a minimum competency test). LD students demonstrated better literal communication skills and poorer interpretive and written communication skills. Employers (N=240) also supported the importance of…

The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences.

PubMed

Park, Hee-Young; Berkowitz, Oren; Symes, Karen; Dasgupta, Shoumita

2018-01-01

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named "Foundations in Biomedical Sciences (FiBS)". Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers' ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers' problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students' Performance in Chemistry

ERIC Educational Resources Information Center

Bamidele, E. F.; Oloyede, E. O.

2013-01-01

This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students' performance in the numerical aspect of Chemistry. The pre-test, post-test…

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law

ERIC Educational Resources Information Center

Byun, Soo-yong; Henck, Adrienne; Post, David

2014-01-01

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and nonworking…

Is the Use of Information and Communication Technology Related to Performance in Working Memory Tasks? Evidence from Seventh-Grade Students

ERIC Educational Resources Information Center

Garcia, Lucy; Nussbaum, Miguel; Preiss, David D.

2011-01-01

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT use and performance on working memory tasks interacted with seventh-grade students' socioeconomic…

Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language

ERIC Educational Resources Information Center

Shewach, Oren R.; Shen, Winny; Sackett, Paul R.; Kuncel, Nathan R.

2017-01-01

The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English-speaking students. In contrast, a smaller…

The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students

ERIC Educational Resources Information Center

Olivier, Benjamin Hugh

2016-01-01

This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). t-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in…

A Theoretical Analysis of the Performance of Learning Disabled Students on the Woodcock-Johnson Psycho-Educational Battery.

ERIC Educational Resources Information Center

Shinn, Mark; And Others

Two studies were conducted to (1) analyze the subtest characteristics of the Woodcock-Johnson Psycho-Educational Battery, and (2) apply those results to an analysis of 50 fourth grade learning disabled (LD) students' performance on the Battery. Analyses indicated that the poorer performance of LD students on the Woodcock-Johnson Tests of Cognitive…

Expectancy Theory as a Predictor of Grade-Point Averages, Satisfaction, and Participation in the College Environment. ASHE 1983 Annual Meeting Paper.

ERIC Educational Resources Information Center

Lincoln, Yvonna S.; And Others

The ability of Vroom's expectancy motivation theory to predict student satisfaction with the college environment, student participation at school, and student academic performance was studied. Specific objectives of the study were as follows: to test the ability of Vroom's valence model to predict student satisfaction, to test the ability of…

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

NASA Astrophysics Data System (ADS)

Liou, Pey-Yan; Bulut, Okan

2017-12-01

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

Impact of self-assessment by students on their learning.

PubMed

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.

The Test of Logical Thinking as a predictor of first-year pharmacy students' performance in required first-year courses.

PubMed

Etzler, Frank M; Madden, Michael

2014-08-15

To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students' performance in selected courses. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.

Evaluating Preclinical Medical Students by Using Computer-Based Problem-Solving Examinations.

ERIC Educational Resources Information Center

Stevens, Ronald H.; And Others

1989-01-01

A study to determine the feasibility of creating and administering computer-based problem-solving examinations for evaluating second-year medical students in immunology and to determine how students would perform on these tests relative to their performances on concurrently administered objective and essay examinations is described. (Author/MLW)

A Quantitative Assessment of Student Performance and Examination Format

ERIC Educational Resources Information Center

Davison, Christopher B.; Dustova, Gandzhina

2017-01-01

This research study describes the correlations between student performance and examination format in a higher education teaching and research institution. The researchers employed a quantitative, correlational methodology utilizing linear regression analysis. The data was obtained from undergraduate student test scores over a three-year time span.…

PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students

ERIC Educational Resources Information Center

Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

2017-01-01

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we…

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

Student Assessment System. Domain Referenced Tests. Cosmetology. Volume I: Skills. Georgia Vocational Education Program Articulation.

ERIC Educational Resources Information Center

Rice, Linda Maxwell; And Others

These performance tests for the area of cosmetology consist of a sampling technique (domain referenced tests) which covers all the possible performance situations. When used in total, they may also serve as a comprehensive test. Introductory materials discuss domain referenced testing, determining the domains, and developing performance testing…

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

PubMed Central

2011-01-01

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-01-14

Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Impact of Implementation and Conduct of the HEALTHY Primary Prevention Trial on Student Performance

PubMed Central

Hernandez, Arthur E.; Marcus, Marsha D.; Hirst, Kathryn; Faith, Myles S.; Goldberg, Linn; Treviño, Roberto P.

2016-01-01

Purpose To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. Design The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Setting Forty-two middle schools at seven U.S. sites. Subjects Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Measures Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Analysis Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. Results There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). Conclusion The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action. PMID:24200256

Impact of implementation and conduct of the HEALTHY primary prevention trial on student performance.

PubMed

Hernandez, Arthur E; Marcus, Marsha D; Hirst, Kathryn; Faith, Myles S; Goldberg, Linn; Treviño, Roberto P

2014-01-01

To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Forty-two middle schools at seven U.S. sites. Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention . An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action.

Test anxiety, perfectionism, goal orientation, and academic performance.

PubMed

Eum, KoUn; Rice, Kenneth G

2011-03-01

Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

Pre-Service Identification of Talented Teachers through Non-Traditional Measures: A Study of the Role of Affective Variables as Predictors of Success in Student Teaching.

ERIC Educational Resources Information Center

Basom, Margaret; And Others

1994-01-01

Researchers examined relationships between the SRI Gallup Pre-Professional Teacher Interview and performance-based student teaching evaluations and between SRI Interview and California Student Achievement Test (CAT) scores. A relationship between SRI Interview scores and performance-based student teaching evaluations surfaces. CAT scores did not…

Stereotype Threat among Students with Disabilities: The Importance of The Evaluative Context on Their Cognitive Performance

ERIC Educational Resources Information Center

Desombre, Caroline; Anegmar, Souad; Delelis, Gérald

2018-01-01

This study investigated the hypothesis that cognitive performance of students with physical disabilities may be influenced by the evaluators' identity. Students with or without a physical disability completed a logic test and were informed that they would be evaluated by students from their own group (ingroup condition) or from an other group…

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

ERIC Educational Resources Information Center

Warner, Zachary B.

2013-01-01

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

The Academic Performance of Piedmont Virginia Community College Transfer Students at the University of Virginia. Research Report 5-84.

ERIC Educational Resources Information Center

Doherty, Frank J.; Vaughan, George B.

A study was conducted to assess the academic performance of students who transferred from Piedmont Virginia Community College (PVCC) to the University of Virginia (UVA), using information on student application and acceptance rates, test scores, grade point averages (GPA's), and graduation rates. Data supplied by UVA on 291 students who…

The Analysis of the Relation between Eight-Grade Students' Estimation Performance in Triangles with Their Teaching Style Expectations and Sources of Motivation

ERIC Educational Resources Information Center

Altunkaya, Bülent; Aytekin, Cahit; Doruk, Bekir Kürsat; Özçakir, Bilal

2014-01-01

In this study, eight-grade students' estimation achievements in triangles were analysed according to motivation types and knowledge type expectations. Three hundred and thirty-seven students from three different elementary schools attended in this study. In order to determine the students' estimation performances, an estimation test in triangles…

Measuring College Students' Reading Comprehension Ability Using Cloze Tests

ERIC Educational Resources Information Center

Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

2011-01-01

Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

Microsurgical Performance After Sleep Interruption: A NeuroTouch Simulator Study.

PubMed

Micko, Alexander; Knopp, Karoline; Knosp, Engelbert; Wolfsberger, Stefan

2017-10-01

In times of the ubiquitous debate about doctors' working hour restrictions, it is still questionable if the physician's performance is impaired by high work load and long shifts. In this study, we evaluated the impact of sleep interruption on neurosurgical performance. Ten medical students and 10 neurosurgical residents were tested on the virtual-reality simulator NeuroTouch by performing an identical microsurgical task, well rested (baseline test), and after sleep interruption at night (stress test). Deviation of total score, timing, and excessive force on tissue were evaluated. In addition, vital parameters and self-assessment were analyzed. After sleep interruption, total performance score increased significantly (45.1 vs. 48.7, baseline vs. stress test, P = 0.048) while timing remained stable (10.1 vs. 10.4 minutes for baseline vs. stress test, P > 0.05) for both students and residents. Excessive force decreased in both groups during the stress test for the nondominant hand (P = 0.05). For the dominant hand, an increase of excessive force was encountered in the group of residents (P = 0.05). In contrast to their results, participants of both groups assessed their performance worse during the stress test. In our study, we found an increase of neurosurgical simulator performance in neurosurgical residents and medical students under simulated night shift conditions. Further, microsurgical dexterity remained unchanged. Based on our results and the data in the available literature, we cannot confirm that working hour restrictions will have a positive effect on neurosurgical performance. Copyright © 2017 Elsevier Inc. All rights reserved.

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

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

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

Retention of basic life support knowledge, self-efficacy and chest compression performance in Thai undergraduate nursing students.

PubMed

Partiprajak, Suphamas; Thongpo, Pichaya

2016-01-01

This study explored the retention of basic life support knowledge, self-efficacy, and chest compression performance among Thai nursing students at a university in Thailand. A one-group, pre-test and post-test design time series was used. Participants were 30 nursing students undertaking basic life support training as a care provider. Repeated measure analysis of variance was used to test the retention of knowledge and self-efficacy between pre-test, immediate post-test, and re-test after 3 months. A Wilcoxon signed-rank test was used to compare the difference in chest compression performance two times. Basic life support knowledge was measured using the Basic Life Support Standard Test for Cognitive Knowledge. Self-efficacy was measured using the Basic Life Support Self-Efficacy Questionnaire. Chest compression performance was evaluated using a data printout from Resusci Anne and Laerdal skillmeter within two cycles. The training had an immediate significant effect on the knowledge, self-efficacy, and skill of chest compression; however, the knowledge and self-efficacy significantly declined after post-training for 3 months. Chest compression performance after training for 3 months was positively retaining compared to the first post-test but was not significant. Therefore, a retraining program to maintain knowledge and self-efficacy for a longer period of time should be established after post-training for 3 months. Copyright © 2015 Elsevier Ltd. All rights reserved.

Internet-Based Multimedia Tests and Surveys for Individuals with Intellectual Disabilities

ERIC Educational Resources Information Center

Stock, Steven E.; Davies, Daniel K.; Wehmeyer, Michael L.

2004-01-01

Assessment has always been an integral component of the educational process, but the importance to students of performing effectively on district and statewide tests has increased the visibility of testing and assessment for students with and without disabilities. There are several factors that limit the reliability of common testing formats for…

Student Test Grades in College: A Study of Possible Predictors

ERIC Educational Resources Information Center

Hammonds, Frank; Mariano, Gina

2015-01-01

Research on variables related to test performance has produced mixed results. Typically, research of this type involves only a few variables. In an attempt to obtain a more complete picture, we investigated how test grades might be related to variables such as classification, student seating location, test completion time, predicted grade, time…

[Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].

PubMed

Zúñiga, Denisse; Mena, Beltrán; Oliva, Rose; Pedrals, Nuria; Padilla, Oslando; Bitran, Marcela

2009-10-01

The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003-2013

NASA Astrophysics Data System (ADS)

Treacy, Páraic; Faulkner, Fiona

2015-11-01

Deficiencies in beginning undergraduate students' basic mathematical skills has been an issue of concern in higher education, particularly in the past 15 years. This issue has been tracked and analysed in a number of universities in Ireland and internationally through student scores recorded in mathematics diagnostic tests. Students beginning their science-based and technology-based undergraduate courses in the University of Limerick have had their basic mathematics skills tested without any prior warning through a 40 question diagnostic test during their initial service mathematics lecture since 1998. Data gathered through this diagnostic test have been recorded in a database kept at the university and explored to track trends in mathematical competency of these beginning undergraduates. This paper details findings surrounding an analysis of the database between 2003 and 2013, outlining changes in mathematical competencies of these beginning undergraduates in an attempt to determine reasons for such changes. The analysis found that the proportion of students tested through this diagnostic test that are predicted to be at risk of failing their service mathematics end-of-semester examinations has increased significantly between 2003 and 2013. Furthermore, when students' performance in secondary level mathematics was controlled, it was determined that the performance of beginning undergraduates in 2013 was statistically significantly below that of the performance of the beginning undergraduates recorded 10 years previously.

Game-Based Assessment: Investigating the Impact on Test Anxiety and Exam Performance

ERIC Educational Resources Information Center

Mavridis, A.; Tsiatsos, T.

2017-01-01

The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined using game-based assessment and traditional…

The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing

ERIC Educational Resources Information Center

Akinwamide, Timothy Kolade

2012-01-01

This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control…

Group Reduction of Test Anxiety: Does It Really Work?

ERIC Educational Resources Information Center

Ross, David B.

This article summarizes the performance of 52 college students who completed a one-credit class for the reduction of test anxiety. The anxiety reduction program uses a variety of study skills and behavioral strategies to improve school performance. The 8-to-10 week class is taught in small groups of from 2 to 6 students. Content focuses on: (1)…

A Study of Selected Test-Taking Strategies and Demographic Factors on the Math Performance of At-Risk Elementary Students

ERIC Educational Resources Information Center

James, Olive

2011-01-01

The purpose of this study was three-fold. First, the study determined the effects of mathematics teaching strategies on the performance of elementary students on a state-standardized test. More specifically, this study was concerned with the influence of the Everyday Math teaching strategies versus the Sharon Wells' teaching strategies on the…

The Impact of Using Music on Teaching English Poetry in Jordanian Universities

ERIC Educational Resources Information Center

Hijazi, Dima; Al-natour, Amal

2012-01-01

The purpose of this study is to investigate the impact of using music on teaching English Poetry in Jordanian universities on students' performance. The researchers followed the equivalent pre/post T test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students' performance in English poetry. The…

The Relationship between Computer and Internet Use and Performance on Standardized Tests by Secondary School Students with Visual Impairments

ERIC Educational Resources Information Center

Zhou, Li; Griffin-Shirley, Nora; Kelley, Pat; Banda, Devender R.; Lan, William Y.; Parker, Amy T.; Smith, Derrick W.

2012-01-01

Introduction: The study presented here explored the relationship between computer and Internet use and the performance on standardized tests by secondary school students with visual impairments. Methods: With data retrieved from the first three waves (2001-05) of the National Longitudinal Transition Study-2, the correlational study focused on…

Psychomotor and Perceptual Speed Abilities and Skilled Performance.

DTIC Science & Technology

1999-02-01

of the perceptual speed and touch-panel psychomotor tests used in the current project were administered to School of Dentistry students. Although...progress). Touch-panel monitor based psychomotor tests for predicting skilled performance: An exploratory study with School of Dentistry students...Paper to be submitted for presentation at the 1999 Human Factors and Ergonomics Society annual meeting. Ackerman, P. L., & Kanfer, R. (1993

The Impact of Mobile Learning on Student Performance as Gauged by Standardised Test (NAPLAN) Scores

ERIC Educational Resources Information Center

Males, Steven; Bate, Frank; Macnish, Jean

2017-01-01

This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver…

A correlation study involving a comparison of professional science teaching standards and student performance

NASA Astrophysics Data System (ADS)

Schum, Paul A.

If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

Achievement, attributions, self-efficacy, and goal setting by accounting undergraduates.

PubMed

Cheng, Pi-Yueh; Chiou, Wen-Bin

2010-02-01

Correlations were examined between two measures of accounting self-efficacy achievement goal setting, attributions, and scores on the Accounting Practice Achievement Test, obtained 1 yr. apart for 124 freshmen in junior college. Analysis indicated favorable attribution contributed to a higher mean score on accounting self-efficacy. Students with higher perceived self-efficacy performed better on the proficiency tests. Those with higher self-efficacy also set higher goals for subsequent achievement tests. Moreover, students who set higher achievement goals performed better. Goal setting mediated the relation of initial self-efficacy with subsequent test performance. However, the amount of variance accounted for by self-efficacy was small. An effective method for enhancing performance on an accounting achievement test might be to increase beneficial attributions, self-efficacy in accounting, and to encourage setting reasonable achievement goals.

Prevalence of Nutritional Deficiency Anaemia and Its Impact on Scholastic Performance among Undergraduate Medical Students.

PubMed

Rani, Ningappa Asha; Arasegowda, Rajeshwari; Mukherjee, Pramit; Dhananjay, Shilpashree Yeliyur

2017-03-01

Nutritional deficiency anaemia can lead to development of headache, fatigue, lethargy, apathy, exertional dyspnoea, palpitations and tinnitus and thereby decrease the quality of everyday life to a great extent. Such symptoms may pose a hindrance for students in their academic life and have a negative impact on their career. To determine prevalence of nutritional deficiency anaemia and its correlation with academic performance among medical students. A cross-sectional study was conducted at Adichunchanagiri Institute of Medical Sciences. Two hundred eighty nine healthy undergraduate medical students of both genders were included in this study. A predesigned and pre-structured questionnaire was used as a tool to obtain information regarding demographic profile, dietary habits and academic performance. Haemoglobin level was estimated. Student's t-test and Chi-square test were employed. Majority of the participants were within the age group of 17-20 years (84.4%). The overall prevalence of anaemia was 15.6% with high rates among female students (93.3%), this gender difference was statistically significant (p<0.001). There was statistically significant difference in Hb% (p=0.009) among high and low performers. There was no association between the anaemic status and students scholastic performance (χ 2 =3.1533, p=0.368). The mean haemoglobin level was higher among low performer, indicating that nutritional anaemia may not \\play a major role in educational performance and intelligence in higher education.

Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1.

PubMed

Wayne, Sharon J; Fortner, Sally A; Kitzes, Judith A; Timm, Craig; Kalishman, Summers

2013-05-01

A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong. To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability. We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models. Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student-student interaction. A one-point increase in the rating of the subscales (scale of 1-4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam. Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

Test expectancy affects metacomprehension accuracy.

PubMed

Thiede, Keith W; Wiley, Jennifer; Griffin, Thomas D

2011-06-01

Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. The purpose of the present study was to examine whether the accuracy metacognitive monitoring was affected by the nature of the test expected. Students (N= 59) were randomly assigned to one of two test expectancy groups (memory vs. inference). Then after reading texts, judging learning, completed both memory and inference tests. Test performance and monitoring accuracy were superior when students received the kind of test they had been led to expect rather than the unexpected test. Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning. ©2010 The British Psychological Society.

Will learning to solve one-step equations pose a challenge to 8th grade students?

NASA Astrophysics Data System (ADS)

Ngu, Bing Hiong; Phan, Huy P.

2017-08-01

Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivity arises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations.

One Paradox in District Accountability and Site-Based Management.

ERIC Educational Resources Information Center

Shellman, David W.

The paradox of site-based school management with use of standardized tests or instructional management systems that restrict teacher choices was evident in one school district in North Carolina in which measurement of student success has centered on student performance on state-mandated tests. A study was conducted to see if students whose…

Goal Contents and Goal Contexts: Experiments with Chinese Students

ERIC Educational Resources Information Center

Wang, Ze; Hu, Xiao Yong; Guo, Yong Yu

2013-01-01

Using samples of Chinese middle school students, the 2 experimental studies presented here examined the effects of goal content and goal context on test performance, free-choice engagement, and test anxiety within the framework of self-determination theory. Students' learning goals were induced as intrinsic or extrinsic with the learning contexts…

Ohio District Tests Performance Pay--for Students

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

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

Comparison of Paper-Pencil and Online Performances of Students with Learning Disabilities

ERIC Educational Resources Information Center

Taherbhai, Husein; Seo, Daeryong; Bowman, Trinell

2012-01-01

Literature in the United States provides many examples of no difference in student achievement when measured against the mode of test administration i.e., paper-pencil and online versions of the test. However, most of these researches centre on "regular" students who do not require differential teaching methods or different evaluation…

The Effect of Stakes on Accountability Test Scores and Pass Rates

ERIC Educational Resources Information Center

Steedle, Jeffrey T.; Grochowalski, Joseph

2017-01-01

Students may not fully demonstrate their knowledge and skills on accountability tests if there are no stakes attached to individual performance. In that case, assessment results may not accurately reflect student achievement, so the validity of score interpretations and uses suffers. For this study, matched samples of students taking state…

77 FR 2280 - Request for Information To Gather Technical Expertise Pertaining to Testing Integrity

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-17

... may help SEAs and LEAs ensure the integrity of the data used to measure student achievement and to... this RFI, a testing irregularity includes any occurrence that may inappropriately influence a student's..., reliable, and timely information on student academic performance to improve instruction and help all...

The Use of Longitudinal Analysis to Identify More and Less Effective Schools.

ERIC Educational Resources Information Center

Goldberg, Zandra S.; Spartz, James L.

Three longitudinal studies of student achievement test data were conducted to examine the extent to which the variation in student achievement can be explained by differences in student background (including socioeconomic and prior achievement data) and school resources. This model assumes that achievement test performance may be predicted by…

Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments

ERIC Educational Resources Information Center

Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa

2016-01-01

Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…

The Responsible Use of Youth Fitness Testing to Enhance Student Motivation, Enjoyment, and Performance

ERIC Educational Resources Information Center

Wiersma, Lenny D.; Sherman, Clay P.

2008-01-01

While physical fitness testing has the potential to invoke embarrassment and anxiety, strategies can be developed that can motivate students to exert maximal effort, provide positive feedback on skill improvement, and encourage students to set fitness goals that can be achieved through developmentally appropriate physical activities. The purpose…

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

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

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

The Types and Nature of Questions vis-à-vis Students' Test-Taking Skills as Significant Indicators of Second Language Examinees? Performance on the TOEFL-ITP Reading Comprehension Sub-Test

ERIC Educational Resources Information Center

Perez-Amurao, Analiza

2011-01-01

This study examines the reading performance of selected students at the Pre-College program of the Mahidol University International College (PC-MUIC) as they are required to attain a score of 520 in the TOEFL-ITP (or equivalent performance in IELTS) to enter MUIC. Specifically, this research aims to evaluate whether the reading skills that…

The effect of inclusion classrooms on the science achievement of general education students

NASA Astrophysics Data System (ADS)

Dodd, Matthew Robert

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Student nurses' de-escalation of patient aggression: a pretest-posttest intervention study.

PubMed

Nau, Johannes; Halfens, Ruud; Needham, Ian; Dassen, Theo

2010-06-01

Experts recommend staff training to prevent and manage aggressive situations involving patients or their relatives. However, in many countries this subject is not covered in pre-registration nursing education. In addition, the evidence regarding its impact on practical placements remains weak. This study examines the influence of an aggression management training programme for nursing students on their performance in de-escalating aggressive patients. Pretest-posttest within-and-between-groups design. A School of Nursing in Germany. Convenience sample out of six classes of nursing students at differing educational levels (10th to 28th month of nursing education, n=78, mean age=22). In a cross-sectional and longitudinal two groups before and after design nursing students encountered two scenarios (A or B) with simulation patients. After completing the training, each student was confronted with the unknown other scenario. De-escalation experts from three German-speaking countries evaluated 156 video scenes using the De-escalating Aggressive Behaviour Scale (DABS), not knowing whether the videos had been recorded before or after the training. Mean values and statistical significance tests were computed to compare the results. The performance levels of students who had been trained rose significantly from 2.74 to 3.65 as measured by the DABS on a 5-point Likert scale (Wilcoxon test p<.001). The trained students managed scenario A significantly better than the untrained students (untrained 2.50, trained 3.70; Mann-Whitney-U-test p<.001,). Similar results were found for scenario B (untrained 3.01, trained 3.61; Mann-Whitney-U-test p<.001). No significant differences were found in the pretest results irrespective the students' age or duration of previous nursing education. Aggression management training is able to improve nursing students' performance in de-escalating aggressive behaviour. A maturation-effect on the de-escalating performance due to general nursing education or age is unlikely. (c) 2009 Elsevier Ltd. All rights reserved.

Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.

The Effects of a Behavioral Metacognitive Task in High School Biology Students

NASA Astrophysics Data System (ADS)

Sussan, Danielle

Three studies were conducted to examine the effects of a behavioral metacognitive technique on lessening students' illusions of learning. It was proposed that students' study time strategies, and consequently, final performance on a test, in a classroom setting, could be influenced positively by having students engage in metacognitive processing via making wagers regarding their learning. A novel metacognitive paradigm was implemented in three studies during which high school Biology students made prospective (during study, prior to test) metacognitive judgments, using a "betting" paradigm. This behavioral betting paradigm asked students to select either "high confidence" or "low confidence" based on how confident they felt that they would get a Biology concept correct if they were tested later. If a student chose "high confidence" and got the answer right on a later test, then he would gain 3 points. If he chose "high confidence" and got the answer wrong, he would lose 3 points. If a student chose "low confidence," he would gain one point, regardless of accuracy. Students then made study time allocation decisions by choosing whether they needed to study a particular concept "a lot more," "a little more," or "not at all." Afterwards, students had three minutes to study whichever terms they selected for any duration during those three minutes. Finally, a performance test was administered. The results showed that people are generally good at monitoring their own knowledge, in that students performed better on items judged with high confidence bets than on items judged with low confidence bets. Data analyses compared students' Study time Intentions, Actual Study Time, and Accuracy at final test for those who were required to bet versus those who were not. Results showed that students for whom bets were required tended to select relatively longer study than for whom no bets were required. That is, the intentions of those who bet were less overconfident than those who did not bet. However, there were no differences in actual study time or, as one would subsequently expect, in final test performance between the two conditions. The data provide partial evidence of the beneficial effects of directly implementing a non-intrusive metacognitive activity in a classroom setting. Students who completed this prospective bet judgment exhibited, at least, a greater willingness to study. That is, enforcing a betting strategy can increase the deliberative processes of the learner, which in turn can lessen people's illusions of knowing. By encouraging students to deliberate about their own learning, by making prospective bets, students' study time intentions were increased. Thus, it may be helpful to encourage students explicitly to use metacognitive strategies. It was unfortunate that students did not follow through on their intentions sufficiently during actual study, however, and a variety of reasons for this breakdown are discussed. The method used in the current study could potentially benefit students in any classroom setting. Using this non-verbal, behavioral betting paradigm, students are required to engage in metacognitive processes without having to take part in an invasive intervention. The betting paradigm would be easy for teachers to incorporate into their classrooms as it can be incorporated into class work, homework, or even tests and assessments. By asking students to make confidence bets, students may engage in metacognitive processing which they may not have done spontaneously.

Evaluation of an audience response system in a preclinical operative dentistry course.

PubMed

Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

2008-11-01

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

The Interaction between Cognitive Test-Taking Strategies, Reading Ability, and Reading Comprehension Test Performance of Iranian EFL Learners

ERIC Educational Resources Information Center

Ghafournia, Narjes; Afghari, Akbar

2013-01-01

The study scrutinized the probable interaction between using cognitive test-taking strategies, reading proficiency, and reading comprehension test performance of Iranian postgraduate students, who studied English as a foreign language. The study also probed the extent to which the participants' test performance was related to the use of certain…

An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems

ERIC Educational Resources Information Center

Hu, Yiling; Wu, Bian; Gu, Xiaoqing

2017-01-01

Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates…

Family Background and Students' Achievement on a University Entrance Exam in Brazil

ERIC Educational Resources Information Center

Guimaraes, Juliana; Sampaio, Breno

2013-01-01

This paper examines the determinants of students' performance on the entrance test at Universidade Federal de Pernambuco, Brazil. Particular attention is paid to the importance of family background variables, such as parents' education and family income, on students' performance and how they relate to the probability of attending public schools…

Crib Card Use During Tests: Helpful or a Crutch?

ERIC Educational Resources Information Center

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effect of crib cards on exam performance and student learning. Fifty-one students expected to use their prepared crib cards during an exam. However, they first completed an unexpected pretest without their crib card. Students performed significantly worse on the pretest than on identical questions when…

Logical Reasoning Ability and Student Performance in General Chemistry

ERIC Educational Resources Information Center

Bird, Lillian

2010-01-01

Logical reasoning skills of students enrolled in a general chemistry course at the University of Puerto Rico in Rio Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical…

Assessing Logo Programming among Jordanian Seventh Grade Students through Turtle Geometry

ERIC Educational Resources Information Center

Khasawneh, Amal A.

2009-01-01

The present study is concerned with assessing Logo programming experiences among seventh grade students. A formal multiple-choice test and five performance tasks were used to collect data. The results provided that students' performance was better than the expected score by the probabilistic laws, and a very low correlation between their Logo…

The Junior Medical Student Psychiatry Clerkship: Curriculum, Attitudes, and Test Performance

ERIC Educational Resources Information Center

Niedermier, Julie A.; Bornstein, Robert; Brandemihl, Adam

2006-01-01

Objective: The third-year clerkship provides fundamental psychiatric training experience for medical students at Ohio State University. The authors aimed to assess students' attitudes toward this clerkship, as well as its quality and its relationship to standardized measures of performance. Methods: Pre- and post-surveys using Likert-type scales…

Personality Types and Student Performance in an Introductory Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

2017-01-01

We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw…

Improving Student Performance in Public Primary Schools in Developing Countries: Evidence from Indonesia

ERIC Educational Resources Information Center

Suryadarma, Daniel; Suryahadi, Asep; Sumarto, Sudarno; Rogers, F. Halsey

2006-01-01

This paper investigates the correlates of student performance in mathematics and dictation tests among schoolchildren in Indonesia. This is the first such study to use a new nationally representative sample of Indonesian primary-school students. Our dataset includes unique data on teacher absenteeism collected through direct observation, the first…

Patterns of Question Selection and Writing Performance of ESL Students.

ERIC Educational Resources Information Center

Chiste, Katherine Beaty; O'Shea, Judith

1988-01-01

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

Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

NASA Astrophysics Data System (ADS)

Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

Online Homework Put to the Test: A Report on the Impact of Two Online Learning Systems on Student Performance in General Chemistry

ERIC Educational Resources Information Center

Eichler, Jack F.; Peeples, Junelyn

2013-01-01

Two different online homework systems were administered to students in a first-quarter general chemistry course. This study used a multiple regression model to control for the students' academic and socioeconomic background, and it was found that students who completed the online homework activities performed significantly better on a common…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?

ERIC Educational Resources Information Center

Kober, Nancy; McMurrer, Jennifer; Silva, Malini R.

2011-01-01

Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared…

Prediction of Student Performance in Academic and Military Learning Environment: Use of Multiple Linear Regression Predictive Model and Hypothesis Testing

ERIC Educational Resources Information Center

Khan, Wasi Z.; Al Zubaidy, Sarim

2017-01-01

The variance in students' academic performance in a civilian institute and in a military technological institute could be linked to the environment of the competition available to the students. The magnitude of talent, domain of skills and volume of efforts students put are identical in both type of institutes. The significant factor is the…

Web-Based vs. Paper-Based Homework to Evaluate Students' Performance in Introductory Physics Courses and Students' Perceptions: Two Years Experience

ERIC Educational Resources Information Center

Demirci, Neset

2010-01-01

The main aim of this study was to assess and compare undergraduate students' homework performance using a web-based testing system with paper-based, hand-graded one in introductory physics courses. Students' perceptions about each method were then investigated. Every semester during the two-year period, one of the two identical sections of…

Active Physiology Learning in a Diverse Class: An Analysis of Medical Student Responses in Terms of Sex, Home Language, and Self-Reported Test Performance

ERIC Educational Resources Information Center

Higgins-Opitz, Susan B.; Tufts, Mark

2012-01-01

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both…

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

PubMed Central

Moffett, Jenny; Mill, Aileen C

2014-01-01

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

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

PubMed

Moffett, Jenny; Mill, Aileen C

2014-01-01

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

Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement

PubMed Central

Farias, Cláudio; Valério, Carla; Mesquita, Isabel

2018-01-01

The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students’ game-play development beyond participation in single and isolated teaching units. Therefore, the purpose of this study was to examine students’ development of Game Performance and Game Involvement during participation in three consecutive Sport Education seasons of invasion games. The participants were an experienced physical education teacher and one seventh-grade class totaling 26 students (10 girls and 16 boys). Using the Game Performance Assessment Instrument (Oslin et al., 1998), pre-test to post-tests measures of students’ Game Performance and Game Involvement were collected during their participation in basketball (20 lessons), handball (16 lessons), and football (18 lessons) units. Inter-group differences and pre-test to post-test improvements within each season were analyzed through 2 (time) x group (sport) repeated measures ANOVA tests. There were found significant pre-test to post-test improvements in Game Performance and Game Involvement in the second (handball) and third (football) seasons, but not in the first season (basketball). Students’ Game Performance and Involvement scores of handball and football were significantly higher than their scores while playing basketball. The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of Sport Education were key to the outcomes found. The specific configurations of the game forms played by students either inhibited or enabled their game-play development. Key points The effect of time fostered by the extended participation of students in consecutive seasons of the model was paramount to promote effective gains in Game Performance and Game Involvement. Specific modifications imposed on the game, such as asymmetric attack-defense game configurations had a positive effect on the development of the learning outcomes. The persistent membership that was extended across sequential units of invasion games helped players build more sophisticated game-play routines and problem-solving. PMID:29535578

Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan

ERIC Educational Resources Information Center

Sawaki, Yasuyo; Koizumi, Rie

2017-01-01

This small-scale qualitative study considers feedback and results reported for two major large-scale English language tests administered in Japan: the Global Test of English Communication for Students (GTECfS) and the Eiken Test in Practical English Proficiency (Eiken). Specifically, it examines current score-reporting practices in student and…

Using Yes-No Recognition Tests to Assess Student Memory for Course Content

ERIC Educational Resources Information Center

Smith, Dale L.; Barker, Lewis

2008-01-01

We report 3 experiments using yes-no recognition tests of student memory for course content. Each test consisted of items encountered in the course and an equal number of foils. Experiment 1 involved an initial test of the methodology and addressed test reliability. Experiments 2 and 3 examined performance before and after completion of courses in…

The Effects of Depressed Mood on Academic Performance in College Students.

ERIC Educational Resources Information Center

Haines, Mary E.; And Others

1996-01-01

Assessed college students on measures of depression, concentration, and academic performance. Depression was negatively related to academic performance, although the relationship between depression and cognitive functioning was not detected on a brief measure of concentration. Suggests that isolated testing sessions may mask the detrimental…

Head to head: The role of academic competition in undergraduate anatomical education.

PubMed

Van Nuland, Sonya E; Roach, Victoria A; Wilson, Timothy D; Belliveau, Daniel J

2015-01-01

Competition is a key element in many educational games and is often adopted by educators in an effort to motivate and excite their students. Yet, the use of academic competition in educational institutions remains the subject of much debate. Opponents argue that academic competition causes an increase in student anxiety and divides their attention. However, if the contexts of academic competition are defined, could the inclusion of a game-like competition in a university course be a viable and beneficial method of engaging students? Students (n = 67) were recruited from an undergraduate human anatomy course at Western University. Using a crossover design, students were exposed to a competitive tournament either at the time of their first term test or second term test. The anatomical knowledge of participating students was assessed prior to the start of the study using a baseline anatomy test. Following treatment with an online competitive anatomy tournament, student's term test grades and final course grades were analyzed. Both the second term test scores (F(2,64) = 3.743, P = 0.029) and overall course grades (F(2,64) = 3.356, P = 0.041) were found to be significantly different (P < 0.05) for individuals in the competitive group when compared to their non-competing peers. As suggested by the literature where organized competition in the classroom correlates to improved academic performance, this study uncovered significant results pertaining to increased academic performance resulting from participating in tournament-based competition. In light of these positive results, further exploration of the effects of academic competition on student performance across age brackets and disciplines is warranted. © 2014 American Association of Anatomists.

Using Open-Book Exams to Enhance Student Learning, Performance, and Motivation

ERIC Educational Resources Information Center

Green, Steve G.; Ferrante, Claudia J.; Heppard, Kurt A.

2016-01-01

This study investigated an alternative testing protocol used in an undergraduate managerial accounting course. Specifically, we assert that consistent open-book testing approaches will enhance learning and better prepare students for the real-world decision-making they will encounter. A semester-long testing protocol was executed incorporating a…

Student Performance across the Domain of School Writing.

ERIC Educational Resources Information Center

Lamb, Hilary

Students in New Zealand and several other countries were tested in writing skills near the end of their formal (secondary) education, as part of the International Evaluation of Educational Achievement (IEA) tests. Among the categories tested were functional letter writing and narrative, persuasive, and reflective essay writing. New Zealand student…

Relationship between upper extremity kinesthetic sense and writing performance by students with low vision.

PubMed

Aki, Esra; Atasavun, Songül; Kayihan, Holya

2008-06-01

Kinesthetic sense plays an important role in writing. Children with low vision lack sensory input from the environment given their loss of vision. This study assessed the effect of upper extremity kinesthetic sense on writing function in two groups, one of students with low vision (9 girls and 11 boys, 9.4 +/- 1.9 yr. of age) and one of sighted students (10 girls and 10 boys, 10.1 +/- 1.3 yr. of age). All participants were given the Kinesthesia Test and Jebsen Hand Function Test-Writing subtest. Students with low vision scored lower on kinesthetic perception and writing performance than sighted peers. The correlation between scores for writing performance and upper extremity kinesthetic sense in the two groups was significant (r = -.34). The probability of deficiencies in kinesthetic information in students with low vision must be remembered.

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

Examining student performance in an introductory Physics for engineering course: A quantitative case study.

NASA Astrophysics Data System (ADS)

Valente, Diego; Savkar, Amit; Mokaya, Fridah; Wells, James

The Force Concept Inventory (FCI) has been analyzed and studied in various ways with regards to students' understanding of basic physics concepts. We present normalized learning gains and effect size calculations of FCI scores, taken in the context of large-scale classes in a 4-year public university and course instruction that incorporates elements of Just-In-Time teaching and active learning components. In addition, we will present here a novel way of using FCI pre- and post-test as a predictor of students' performance on midterm and final exams. Utilizing a taxonomy table of physics concepts, we will look at student performance broken down by topic, while also examining possible correlations between FCI post-test scores and other course assessments. College of Liberal Arts and Sciences (CLAS), UConn.

42 CFR 136.312 - Application.

Code of Federal Regulations, 2012 CFR

2012-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...

42 CFR 136.312 - Application.

Code of Federal Regulations, 2013 CFR

2013-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...

42 CFR 136.312 - Application.

Code of Federal Regulations, 2014 CFR

2014-10-01

... school students through observations, aptitude or other testing, academic performance, performance in... financial aid and disseminating such information to Indian students, Indians, recruited under programs... employment in health care facilities, programs, or offices of health professionals, (iii) volunteer programs...

Pay for performance - motivation to succeed in Advanced Trauma Life Support courses - a question of background or funding?

PubMed

Klein, Roman; Armbruster, Wolfgang; Grotz, Martin; Höner, Bernd; Münzberg, Matthias; Grützner, Paul Alfred; Wölfl, Christoph Georg

2017-01-01

Objective: To correlate students' performance with their professional background and motivation to take part in Advanced Trauma Life Support (ATLS) courses. We base our analysis on the self-determination theory that differentiates intrinsic (ambition to perform by individual itself) from extrinsic motivation (incentive by external stimuli). Design: We present a non-blinded, monocentric, non-randomized descriptive study of 376 students taking part in an ATLS course at one course site in Germany. Part of a two-day ATLS course are two written tests; we correlate test scores with background information provided by the students in a questionnaire of 13 items (age, sex, adress, board certification, specialty, subspecialty, position, hospital level of care, hospital operator and hospital participation in trauma network, motivation, funding source, condition of funding). Setting: The students were recuited at the BG Trauma Center Ludwigshafen (Germany), a large 528-bed trauma center and one of 13 ATLS course sites in Germany. Participants: 449 ATLS course students taking part in ATLS courses at the above-mentioned course site from February 2009 to May 2010 were sent a questionnaire asking for their background. All 449 course students were eligible to participate. 376 (83.7%) questionnaires were returned, pre- and post-test results of all students aquired and included into our calculations. 312 (83%) were male and 64 (17%) female. The majority (59.3%) of recruited students came from trauma surgery, 21.8% from anesthesiology, 8% from general surgery, 4% from abdominal surgery, 0.5% from vascular or thoracic surgery each and 5.9% from other specialties. Results: Neither age, sex, subspecialty, hospital level of care, hospital operator, or hospital participation in trauma network played a role with respect to motivation or test results. The high degree of intrinsic motivation of consultants (92.3%) had no impact on their test results. Anesthesiologists were higher motivated (75.6% intrinsically motivated) in contrast to all surgical colleagues (63.6%), which showed significant differences in the pre- (89.8% vs. 85.3%, p=0.03) but not the post-test. Of all 13.6% students who were self-payers, 94.1% were intrinsically motivated; the 86.2% whose course fee was accounted for were less likely to be intrinsically motivated (63.9%). Sponsoring however did not have a negative impact on test results. Conditional funding (sponsored only on passing both tests) was detrimental to motivation: 0% of these individuals were intrinsically motivated and they scored significantly lower (82.5%) than all other students in the post-test (86.9%, p=0.002). Overall, intrinsically motivated students overtopped extrinsically motivated students in the post-test (88.0% vs. 83.4%, p<0.001). Conclusions: ATLS course participation is not compulsory for medical doctors in Germany. Intrinsic motivation to take part in these courses is a key prerequisite to increase performance, irrespective of the background of the students. Intrinsically motivated students are ready to invest into their education and vice versa. Conditional funding (course fee only sponsored on passing the course) evokes no intrinsic motivation at all and causes worse results.

Note-taking skills of middle school students with and without learning disabilities.

PubMed

Boyle, Joseph R

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

A sampling strategy for promoting and assessing medical student retention of physical examination skills.

PubMed

Williams, Reed G; Klamen, Debra L; Mayer, David; Valaski, Maureen; Roberts, Nicole K

2007-10-01

Skill acquisition and maintenance requires spaced deliberate practice. Assessing medical students' physical examination performance ability is resource intensive. The authors assessed the nature and size of physical examination performance samples necessary to accurately estimate total physical examination skill. Physical examination assessment data were analyzed from second year students at the University of Illinois College of Medicine at Chicago in 2002, 2003, and 2004 (N = 548). Scores on subgroups of physical exam maneuvers were compared with scores on the total physical exam, to identify sound predictors of total test performance. Five exam subcomponents were sufficiently correlated to overall test performance and provided adequate sensitivity and specificity to serve as a means to prompt continued student review and rehearsal of physical examination technical skills. Selection and administration of samples of the total physical exam provide a resource-saving approach for promoting and estimating overall physical examination skills retention.

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

PubMed Central

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

2013-01-01

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

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.

Comparing In-Class and Out-of-Class Computer-Based Tests to Traditional Paper-and-Pencil Tests in Introductory Psychology Courses

ERIC Educational Resources Information Center

Frein, Scott T.

2011-01-01

This article describes three experiments comparing paper-and-pencil tests (PPTs) to computer-based tests (CBTs) in terms of test method preferences and student performance. In Experiment 1, students took tests using three methods: PPT in class, CBT in class, and CBT at the time and place of their choosing. Results indicate that test method did not…

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-09-01

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

Auditory Middle Latency Response and Phonological Awareness in Students with Learning Disabilities

PubMed Central

Romero, Ana Carla Leite; Funayama, Carolina Araújo Rodrigues; Capellini, Simone Aparecida; Frizzo, Ana Claudia Figueiredo

2015-01-01

Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude. PMID:26491479

Development of a Questionnaire in Order To Identify Test Anxiety in Nursing Students.

ERIC Educational Resources Information Center

Carraway, Cassandra Todd

It has been repeatedly demonstrated that persons who experience a high degree of test anxiety also experience decrements in performance in evaluative situations. A study was conducted to develop a test anxiety questionnaire for student nurses in order to identify test anxiety. A 40-item, self-report questionaire was developed by two panels of…

Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings

ERIC Educational Resources Information Center

Balch, William R.

2007-01-01

Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice (n = 132) or short-answer (n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those…

An Empirical Examination of the Permanence of Performance and Response Patterns Generated by a CRM-Reading Produced by Expert Judgment.

ERIC Educational Resources Information Center

Hess, Richard Wayne

Stability of performance on a criterion referenced reading test was examined for 413 students in grades one through six. The test, which measures 367 behavioral reading objectives, was administered twice to each student, with an interval of at least three weeks between the first and second administrations. Three statistical indices of permanence…

Probabilistic Approaches to Examining Linguistic Features of Test Items and Their Effect on the Performance of English Language Learners

ERIC Educational Resources Information Center

Solano-Flores, Guillermo

2014-01-01

This article addresses validity and fairness in the testing of English language learners (ELLs)--students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that…

Levels of Music Performance Anxiety and Test Anxiety of Turkish Prospective Music Teachers in Piano Exams

ERIC Educational Resources Information Center

Guven, Elif

2017-01-01

The purpose of this study was to determine the anxiety of prospective music teachers (N = 129) during piano exams and to examine the effects of peer and self-assessments on anxiety and exam achievement of individuals with high performance and test anxiety (n = 5). Female students were more anxious compared to males, students of the fourth class…

Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance.

PubMed

Hahn, Henry; Kropp, Peter; Kirschstein, Timo; Rücker, Gernot; Müller-Hilke, Brigitte

2017-01-01

During their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter. A whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors. Acute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment. Depressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received.

Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance

PubMed Central

Hahn, Henry; Kropp, Peter; Kirschstein, Timo; Rücker, Gernot; Müller-Hilke, Brigitte

2017-01-01

Purpose During their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter. Methods A whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors. Results Acute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment. Conclusion Depressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received. PMID:28182781

Inquiry-based laboratory investigations and student performance on standardized tests in biological science

NASA Astrophysics Data System (ADS)

Patke, Usha

Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

Universality, correlations, and rankings in the Brazilian universities national admission examinations

NASA Astrophysics Data System (ADS)

da Silva, Roberto; Lamb, Luis C.; Barbosa, Marcia C.

2016-09-01

We analyze the scores obtained by students who have taken the ENEM examination, The Brazilian High School National Examination which is used in the admission process at Brazilian universities. The average high schools scores from different disciplines are compared through the Pearson correlation coefficient. The results show a very large correlation between the performance in the different school subjects. Even though the students' scores in the ENEM form a Gaussian due to the standardization, we show that the high schools' scores form a bimodal distribution that cannot be used to evaluate and compare students performance over time. We also show that this high schools distribution reflects the correlation between school performance and the economic level (based on the average family income) of the students. The ENEM scores are compared with a Brazilian non standardized exam, the entrance examination from the Universidade Federal do Rio Grande do Sul. The analysis of the performance of the same individuals in both tests shows that the two tests not only select different abilities, but also lead to the admission of different sets of individuals. Our results indicate that standardized tests might be an interesting tool to compare performance of individuals over the years, but not of institutions.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

PubMed

Kelly, Ronald R; Gaustad, Martha G

2007-01-01

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.

PubMed

Brydges, Ryan; Carnahan, Heather; Rose, Don; Dubrowski, Adam

2010-08-01

In this paper, we tested the over-arching hypothesis that progressive self-guided learning offers equivalent learning benefit vs. proficiency-based training while limiting the need to set proficiency standards. We have shown that self-guided learning is enhanced when students learn on simulators that progressively increase in fidelity during practice. Proficiency-based training, a current gold-standard training approach, requires achievement of a criterion score before students advance to the next learning level. Baccalaureate nursing students (n = 15/group) practised intravenous catheterization using simulators that differed in fidelity (i.e. students' perceived realism). Data were collected in 2008. Proficiency-based students advanced from low- to mid- to high-fidelity after achieving a proficiency criterion at each level. Progressive students self-guided their progression from low- to mid- to high-fidelity. Yoked control students followed an experimenter-defined progressive practice schedule. Open-ended students moved freely between the simulators. One week after practice, blinded experts evaluated students' skill transfer on a standardized patient simulation. Group differences were examined using analyses of variance. Proficiency-based students scored highest on the high-fidelity post-test (effect size = 1.22). An interaction effect showed that the Progressive and Open-ended groups maintained their performance from post-test to transfer test, whereas the Proficiency-based and Yoked control groups experienced a significant decrease (P < 0.05). Surprisingly, most Open-ended students (73%) chose the progressive practice schedule. Progressive training and proficiency-based training resulted in equivalent transfer test performance, suggesting that progressive students effectively self-guided when to transition between simulators. Students' preference for the progressive practice schedule indicates that educators should consider this sequence for simulation-based training.

The effect of an STC orientation to teaching on student academic performance and motivation in secondary earth science

NASA Astrophysics Data System (ADS)

Corbin, Robert Arthur

Student achievement gaps among subgroups remain a prevalent and critical issue in urban education systems. In many classes these students remain the target---and often the victims---of test-driven curriculum. Missing from their urban education is one of the most important aspects of a true education: a sense of place within that education. Science educators and educational researchers might consider the benefits of Sociotransformative Constructivism (STC) as a means of creating a more meaningful education for urban youth. This study examined the impact of an STC teaching orientation on student motivation and academic performance in secondary earth science students. The mixed methodology employed used both qualitative and quantitative data. Data collection consisted of STC activities, survey data, classroom observations, studentgenerated work and threaded discussions. Statistical analysis included independent t-tests of pre- and post-instruction concept maps. The results showed that the adaptation of an STC teaching orientation has a positive impact on student motivation and performance in secondary earth science.

A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies).

PubMed

Zarifsanaiey, Nahid; Amini, Mitra; Saadat, Farideh

2016-11-16

There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann-Whitney test. A significance level of 0.05 was considered to be statistically significant. The mean scores of the experimental group performance level were higher than the mean score of the control group performance level. This difference was statistically significant and students in the experimental group in OSCE stations had significantly higher performance than the control group (P <0.001). However, the mean scores obtained for the critical thinking did not increase before and after the intervention. The results showed that, the students' performance level was increased by the application of integrated training (simulation and critical thinking strategies).

Textual production of children without learning difficulties.

PubMed

Santos, Maria Aparecida Gonçalves dos; Hage, Simone Rocha de Vasconcellos

2015-01-01

To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year. Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used. Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools. Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.

Gender plays no role in student ability to perform on computer-based examinations.

PubMed

Kies, Susan M; Williams, Benjamin D; Freund, Gregory G

2006-11-28

To see if there is a difference in performance when students switch from traditional paper-and-pencil examinations to computer-based examinations, and to determine whether there are gender differences in student performance in these two examination formats. This study involved first year medical students at the University of Illinois at Urbana-Champaign over three Academic Years 2002-03/2003-04 and 2003-05. Comparisons of student performance by overall class and gender were made. Specific comparisons within courses that utilized both the paper-and-pencil and computer formats were analyzed. Overall performance scores for students among the various Academic Years revealed no differences between exams given in the traditional pen-and-paper and computer formats. Further, when we looked specifically for gender differences in performance between these two testing formats, we found none. The format for examinations in the courses analyzed does not affect student performance. We find no evidence for gender differences in performance on exams on pen-and-paper or computer-based exams.

Examining the Relationship between Home and School Computer Use and Students' English/Language Arts Test Scores

ERIC Educational Resources Information Center

O'Dwyer, Laura M.; Russell, Michael; Bebell, Damian; Tucker-Seeley, Kevon R.

2005-01-01

With increased emphasis on test-based accountability measures has come increased interest in examining the impact of technology use on students' academic performance. However, few empirical investigations exist that address this issue. This paper (1) examines previous research on the relationship between student achievement and technology use, (2)…

Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test

ERIC Educational Resources Information Center

Hill, Heather H.

2012-01-01

Nationwide, students are entering college unprepared for college-level work. Recent high school graduates are placing into developmental courses at an alarming rate. The purpose of this research study is to examine the effect of a developmental boot camp on standardized placement test scores of students enrolling at a community college in North…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

Comparing the Effect of Two Types of Computer Screen Background Lighting on Students' Reading Engagement and Achievement

ERIC Educational Resources Information Center

Botello, Jennifer A.

2014-01-01

With increased dependence on computer-based standardized tests to assess academic achievement, technological literacy has become an essential skill. Yet, because students have unequal access to technology, they may not have equal opportunities to perform well on these computer-based tests. The researcher had observed students taking the STAR…

Measuring Performance: Teacher-Made Tests.

ERIC Educational Resources Information Center

Haladyna, Tom

Among the new testing developments are the use of objectives or goals in instruction, competency based approaches to instruction, criterion referenced testing, and performance oriented testing. These new approaches often emphasize individualized learning; each student's progress is individually monitored by comparison with clear statements of what…

Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study.

PubMed

Adam, Jane; Bore, Miles; Childs, Roy; Dunn, Jason; Mckendree, Jean; Munro, Don; Powis, David

2015-01-01

Over the past 70 years, there has been a recurring debate in the literature and in the popular press about how best to select medical students. This implies that we are still not getting it right: either some students are unsuited to medicine or the graduating doctors are considered unsatisfactory, or both. To determine whether particular variables at the point of selection might distinguish those more likely to become satisfactory professional doctors, by following a complete intake cohort of students throughout medical school and analysing all the data used for the students' selection, their performance on a range of other potential selection tests, academic and clinical assessments throughout their studies, and records of professional behaviour covering the entire five years of the course. A longitudinal database captured the following anonymised information for every student (n = 146) admitted in 2007 to the Hull York Medical School (HYMS) in the UK: demographic data (age, sex, citizenship); performance in each component of the selection procedure; performance in some other possible selection instruments (cognitive and non-cognitive psychometric tests); professional behaviour in tutorials and in other clinical settings; academic performance, clinical and communication skills at summative assessments throughout; professional behaviour lapses monitored routinely as part of the fitness-to-practise procedures. Correlations were sought between predictor variables and criterion variables chosen to demonstrate the full range of course outcomes from failure to complete the course to graduation with honours, and to reveal clinical and professional strengths and weaknesses. Student demography was found to be an important predictor of outcomes, with females, younger students and British citizens performing better overall. The selection variable "HYMS academic score", based on prior academic performance, was a significant predictor of components of Year 4 written and Year 5 clinical examinations. Some cognitive subtest scores from the UK Clinical Aptitude Test (UKCAT) and the UKCAT total score were also significant predictors of the same components, and a unique predictor of the Year 5 written examination. A number of the non-cognitive tests were significant independent predictors of Years 4 and 5 clinical performance, and of lapses in professional behaviour. First- and second-year tutor ratings were significant predictors of all outcomes, both desirable and undesirable. Performance in Years 1 and 2 written exams did not predict performance in Year 4 but did generally predict Year 5 written and clinical performance. Measures of a range of relevant selection attributes and personal qualities can predict intermediate and end of course achievements in academic, clinical and professional behaviour domains. In this study HYMS academic score, some UKCAT subtest scores and the total UKCAT score, and some non-cognitive tests completed at the outset of studies, together predicted outcomes most comprehensively. Tutor evaluation of students early in the course also identified the more and less successful students in the three domains of academic, clinical and professional performance. These results may be helpful in informing the future development of selection tools.

Comparison of two case-based learning conditions with real patients in teaching occupational medicine.

PubMed

Braeckman, Lutgart; 't Kint, Lode; Bekaert, Micheline; Cobbaut, Luc; Janssens, Heidi

2014-04-01

To investigate the impact of three different training formats in occupational medicine (OM) on perceptions and performance of undergraduate students. A comparative study which included all fourth-year medical students was conducted over a three-year period. The year group in 2010 (211 students) received paper case studies followed by one small group session. The format used in 2011 actively engaged 188 students in the learning process by adding collaborative work and group discussions to the written information. In 2012, the approach comprised no longer constructed text cases but 212 students encountered real patients. Students' perceptions were obtained by questionnaire. Their learning performance was assessed through review of written reports and score on oral presentations. Statistical differences in ratings were analyzed using Fisher's exact and Kruskal-Wallis tests. All three formats were found to equally achieve the stated learning objectives. The year groups with incorporation of active learning strategies and patient contacts had significant better test performance compared to those receiving only written case studies. Real patient students gave statistically significant higher rates for relevance, authenticity and appropriate difficulty level of the training than did students who discussed written case studies. Both approaches with augmented interaction in 2011 and 2012, improved performance and satisfaction among students. However, students valued the use of real patients higher than paper-form cases.

Teaching veterinary radiography by e-learning versus structured tutorial: a randomized, single-blinded controlled trial.

PubMed

Vandeweerd, Jean-Michel E F; Davies, John C; Pinchbeck, Gina L; Cotton, Jo C

2007-01-01

Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.

Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior

ERIC Educational Resources Information Center

Meriac, John P.

2012-01-01

In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

ERIC Educational Resources Information Center

Wright, Robin; Cotner, Sehoya; Winkel, Amy

2009-01-01

Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory…

Cognitive Linguistic Performances of Multilingual University Students Suspected of Dyslexia

ERIC Educational Resources Information Center

Lindgren, Signe-Anita; Laine, Matti

2011-01-01

High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word…

37: COMPARISON OF TWO METHODS: TBL-BASED AND LECTURE-BASED LEARNING IN NURSING CARE OF PATIENTS WITH DIABETES IN NURSING STUDENTS

PubMed Central

Khodaveisi, Masoud; Qaderian, Khosro; Oshvandi, Khodayar; Soltanian, Ali Reza; Vardanjani, Mehdi molavi

2017-01-01

Background and aims learning plays an important role in developing nursing skills and right care-taking. The Present study aims to evaluate two learning methods based on team –based learning and lecture-based learning in learning care-taking of patients with diabetes in nursing students. Method In this quasi-experimental study, 64 students in term 4 in nursing college of Bukan and Miandoab were included in the study based on knowledge and performance questionnaire including 15 questions based on knowledge and 5 questions based on performance on care-taking in patients with diabetes were used as data collection tool whose reliability was confirmed by cronbach alpha (r=0.83) by the researcher. To compare the mean score of knowledge and performance in each group in pre-test step and post-test step, pair –t test and to compare mean of scores in two groups of control and intervention, the independent t- test was used. Results There was not significant statistical difference between two groups in pre terms of knowledge and performance score (p=0.784). There was significant difference between the mean of knowledge scores and diabetes performance in the post-test in the team-based learning group and lecture-based learning group (p=0.001). There was significant difference between the mean score of knowledge of diabetes care in pre-test and post-test in base learning groups (p=0.001). Conclusion In both methods team-based and lecture-based learning approaches resulted in improvement in learning in students, but the rate of learning in the team-based learning approach is greater compared to that of lecture-based learning and it is recommended that this method be used as a higher education method in the education of students.

Learning and study strategies correlate with medical students' performance in anatomical sciences.

PubMed

Khalil, Mohammed K; Williams, Shanna E; Gregory Hawkins, H

2018-05-06

Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination ® (USMLE ® ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination ® (COMPLEX-USA ® ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self-regulation (Concentration, Time management, Self-testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product-Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236-242. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Performance Comparison of Student-Athletes and General College Students on the Functional Movement Screen and the Y Balance Test.

PubMed

Engquist, Katherine D; Smith, Craig A; Chimera, Nicole J; Warren, Meghan

2015-08-01

Although various studies have assessed performance of athletes on the Functional Movement Screen (FMS) and the Y Balance Test (YBT), no study to date has directly evaluated a comparison of performance between athletes and members of the general population. Thus, to better understand the application of the FMS and the YBT to general college students, this study examined whether or not general college students performed similarly to student-athletes on the FMS (composite and movement pattern scores) and the YBT (composite and reach directions). This study evaluated 167 Division I student-athletes and 103 general college students from the same university on the FMS and the YBT. No difference was found in FMS composite scores between student-athletes and general college students. For FMS movement patterns, female student-athletes scored higher than general college students in the deep squat. No difference was found for men in any FMS movement pattern. Female student-athletes scored higher than female general college students in YBT composite scores; no difference was found for men in YBT composite scores. In analysis of YBT reach directions, female student-athletes scored higher than female general college students in all reach directions, whereas no difference was found in men. Existing research on the FMS composite score in athletic populations may apply to a general college population for the purposes of preparticipation screening, injury prediction, etc. Existing research on the YBT in male athletic populations is expected to apply equally to general college males for the purposes of preparticipation screening, injury prediction, etc.

The effects of field dependent/independent style awareness on learning strategies and outcomes in an instructional hypermedia module

NASA Astrophysics Data System (ADS)

Fyle, Clifford Omodele

The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and explanations about their individual cognitive styles and the learning strategies that accommodate those styles. The study entailed examining students' achievement in a multiple-choice test and performance in a design task, and also their navigation patterns as they studied a science-oriented Webquest. The sample consisted of 149 eighth-grade students in 10 sections of a science class taught by two teachers in a public middle school. A two-group posttest-only design on one factor (style awareness) was used. Sixty-eight students in five sections of the class were assigned to the treatment group (field dependent/independent style awareness) while the other 81 students in five sections were assigned to the control group (no field dependent/independent style awareness). The study took place over a period of 6 days. On the first day, students in the treatment group were first tested and debriefed on their individual styles. Next, all students in both the treatment and control groups studied the hypermedia instructional module (Webquest) over a period of two days. On the fourth and fifth days students worked on the performance tasks, and on the sixth day students took the multiple-choice test and students in the control group were tested and debriefed on their individual styles. The findings indicate that style awareness significantly influenced the learning strategies of field-dependent students as they studied and carried out learning tasks in the Webquest. Field-dependent students with style awareness used hypertext links and navigated the menu sequentially a greater number of times than their counterparts with no style awareness. Correspondingly, there were no significant findings for field-independent students of the effects of style awareness on learning strategies. The findings also revealed significant differences in terms of style awareness and its interactions with achievement on the multiple-choice test. Both field-dependent and field-independent students with style awareness achieved higher scores than their counterparts who received no style awareness. There were however no significant findings with respect to the effects of style awareness on performance on the design task. Overall this study demonstrated that providing middle-school students with cognitive-style awareness training can improve both their academic performance as well as enable them to adopt more effective learning strategies when learning in hypermedia environments.

Mental and Reproductive Health Correlates of Academic Performance among Debre Berhan University Female Students, Ethiopia: The Case of Premenstrual Dysphoric Disorder.

PubMed

Alemu, Sisay Mulugeta; Habtewold, Tesfa Dejenie; Haile, Yohannes Gebreegziabhere

2017-01-01

Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance. Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance. Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience ( F -statistic = 0.08, p value = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses ( F -statistic = 5.15, p value = 0.006). There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance.

The relationship between school type and academic performance at medical school: a national, multi-cohort study.

PubMed

Kumwenda, Ben; Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-08-31

Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years' performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates' demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme's educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students' background characteristics and EPM ranking. Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599

Reading Performance of Career-Bound Students: Good News and Bad News from the 1996 High Schools That Work Assessment. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene; Creech, Betty

Good news about reading achievement of career-bound students at High Schools That Work (HSTW) sites includes the following: (1) 60% of the 260 sites that tested students in 1993/94 and again in 1996 saw improvement in reading scores; (2) the performance of all students majority and minority improved significantly; (3) HSTW sites widened the gap…

Changes in Study Strategies of Medical Students between Basic Science Courses and Clerkships Are Associated with Performance

ERIC Educational Resources Information Center

Ensminger, David C.; Hoyt, Amy E.; Chandrasekhar, Arcot J.; McNulty, John A.

2013-01-01

We tested the hypothesis that medical students change their study strategies when transitioning from basic science courses to clerkships, and that their study practices are associated with performance scores. Factor scores for three approaches to studying (construction, rote, and review) generated from student (n = 150) responses to a…

Do High Flyers Maintain Their Altitude? Performance Trends of Top Students

ERIC Educational Resources Information Center

Xiang, Yun; Dahlin, Michael; Cronin, John; Theaker, Robert; Durant, Sarah

2011-01-01

This groundbreaking study is the first ever to examine the achievement of high-performing students over time "at the individual level". It poses--and seeks to answer--this straightforward question: Do students who outscore their peers on standardized achievement tests remain at the top of the pack year after year? Put differently, how many "high…