Sample records for research-based multiple-choice test

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

    NASA Astrophysics Data System (ADS)

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

    2018-04-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  3. Manipulations of Choice Familiarity in Multiple-Choice Testing Support a Retrieval Practice Account of the Testing Effect

    ERIC Educational Resources Information Center

    Jang, Yoonhee; Pashler, Hal; Huber, David E.

    2014-01-01

    We performed 4 experiments assessing the learning that occurs when taking a test. Our experiments used multiple-choice tests because the processes deployed during testing can be manipulated by varying the nature of the choice alternatives. Previous research revealed that a multiple-choice test that includes "none of the above" (NOTA)…

  4. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing.

    PubMed

    Butler, Andrew C; Roediger, Henry L

    2008-04-01

    Multiple-choice tests are used frequently in higher education without much consideration of the impact this form of assessment has on learning. Multiple-choice testing enhances retention of the material tested (the testing effect); however, unlike other tests, multiple-choice can also be detrimental because it exposes students to misinformation in the form of lures. The selection of lures can lead students to acquire false knowledge (Roediger & Marsh, 2005). The present research investigated whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing. Subjects studied passages and then received a multiple-choice test with immediate feedback, delayed feedback, or no feedback. In comparison with the no-feedback condition, both immediate and delayed feedback increased the proportion of correct responses and reduced the proportion of intrusions (i.e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests.

  5. Developing multiple-choices test items as tools for measuring the scientific-generic skills on solar system

    NASA Astrophysics Data System (ADS)

    Bhakti, Satria Seto; Samsudin, Achmad; Chandra, Didi Teguh; Siahaan, Parsaoran

    2017-05-01

    The aim of research is developing multiple-choices test items as tools for measuring the scientific of generic skills on solar system. To achieve the aim that the researchers used the ADDIE model consisting Of: Analyzing, Design, Development, Implementation, dan Evaluation, all of this as a method research. While The scientific of generic skills limited research to five indicator including: (1) indirect observation, (2) awareness of the scale, (3) inference logic, (4) a causal relation, and (5) mathematical modeling. The participants are 32 students at one of junior high schools in Bandung. The result shown that multiple-choices that are constructed test items have been declared valid by the expert validator, and after the tests show that the matter of developing multiple-choices test items be able to measuring the scientific of generic skills on solar system.

  6. All of the above: When multiple correct response options enhance the testing effect.

    PubMed

    Bishara, Anthony J; Lanzo, Lauren A

    2015-01-01

    Previous research has shown that multiple choice tests often improve memory retention. However, the presence of incorrect lures often attenuates this memory benefit. The current research examined the effects of "all of the above" (AOTA) options. When such options are correct, no incorrect lures are present. In the first three experiments, a correct AOTA option on an initial test led to a larger memory benefit than no test and standard multiple choice test conditions. The benefits of a correct AOTA option occurred even without feedback on the initial test; for both 5-minute and 48-hour retention delays; and for both cued recall and multiple choice final test formats. In the final experiment, an AOTA question led to better memory retention than did a control condition that had identical timing and exposure to response options. However, the benefits relative to this control condition were similar regardless of the type of multiple choice test (AOTA or not). Results suggest that retrieval contributes to multiple choice testing effects. However, the extra testing effect from a correct AOTA option, rather than being due to more retrieval, might be due simply to more exposure to correct information.

  7. Students’ Conception on Heat and Temperature toward Science Process Skill

    NASA Astrophysics Data System (ADS)

    Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

    2017-09-01

    This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

  8. Program of Research on Legal Writing: Phase II: Research on a Writing Exercise. LSAC Research Report Series.

    ERIC Educational Resources Information Center

    Breland, Hunter M.; Carlton, Sydell T.; Taylor, Susan

    Based on the results of a Phase 1 investigation into the nature of legal writing, a prototype writing assessment, the Diagnostic Writing Skills Test (DWST) for entering law students was developed. The DWST is composed of two multiple-choice testlets based on prompts and responses to the Law School Admission Test (LSAT) Writing Sample. It contains…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  10. "None of the above" as a correct and incorrect alternative on a multiple-choice test: implications for the testing effect.

    PubMed

    Odegard, Timothy N; Koen, Joshua D

    2007-11-01

    Both positive and negative testing effects have been demonstrated with a variety of materials and paradigms (Roediger & Karpicke, 2006b). The present series of experiments replicate and extend the research of Roediger and Marsh (2005) with the addition of a "none-of-the-above" response option. Participants (n=32 in both experiments) read a set of passages, took an initial multiple-choice test, completed a filler task, and then completed a final cued-recall test (Experiment 1) or multiple-choice test (Experiment 2). Questions were manipulated on the initial multiple-choice test by adding a "none-of-the-above" response alternative (choice "E") that was incorrect ("E" Incorrect) or correct ("E" Correct). The results from both experiments demonstrated that the positive testing effect was negated when the "none-of-the-above" alternative was the correct response on the initial multiple-choice test, but was still present when the "none-of-the-above" alternative was an incorrect response.

  11. Multiple-choice pretesting potentiates learning of related information.

    PubMed

    Little, Jeri L; Bjork, Elizabeth Ligon

    2016-10-01

    Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretests), focusing particularly on how pretesting influences the subsequent learning of information that is not itself pretested but that is related to the pretested information. In Experiment 1, we found that multiple-choice pretesting was better for the learning of such related information than was cued-recall pretesting or a pre-fact-study control condition. In Experiment 2, we found that the increased learning of non-pretested related information following multiple-choice testing could not be attributed to increased time allocated to that information during subsequent study. Last, in Experiment 3, we showed that the benefits of multiple-choice pretesting over cued-recall pretesting for the learning of related information persist over 48 hours, thus demonstrating the promise of multiple-choice pretesting to potentiate learning in educational contexts. A possible explanation for the observed benefits of multiple-choice pretesting for enhancing the effectiveness with which related nontested information is learned during subsequent study is discussed.

  12. The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

    NASA Astrophysics Data System (ADS)

    Syarkowi, A.

    2018-05-01

    The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.

  13. Performance of Men and Women on Multiple-Choice and Constructed-Response Tests for Beginning Teachers. Research Report. ETS RR-04-48

    ERIC Educational Resources Information Center

    Livingston, Samuel A.; Rupp, Stacie L.

    2004-01-01

    Some previous research results imply that women tend to perform better, relative to men, on constructed-response (CR) tests than on multiple-choice (MC) tests in the same subjects. An analysis of data from several tests used in the licensing of beginning teachers supported this hypothesis, to varying degrees, in most of the tests investigated. The…

  14. Optimizing Multiple-Choice Tests as Learning Events

    ERIC Educational Resources Information Center

    Little, Jeri Lynn

    2011-01-01

    Although generally used for assessment, tests can also serve as tools for learning--but different test formats may not be equally beneficial. Specifically, research has shown multiple-choice tests to be less effective than cued-recall tests in improving the later retention of the tested information (e.g., see meta-analysis by Hamaker, 1986),…

  15. Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the Classroom.

    PubMed

    Bjork, Elizabeth Ligon; Soderstrom, Nicholas C; Little, Jeri L

    2015-01-01

    The term desirable difficulties (Bjork, 1994) refers to conditions of learning that, though often appearing to cause difficulties for the learner and to slow down the process of acquisition, actually improve long-term retention and transfer. One known desirable difficulty is testing (as compared with restudy), although typically it is tests that clearly involve retrieval--such as free and cued recall tests--that are thought to induce these learning benefits and not multiple-choice tests. Nonetheless, multiple-choice testing is ubiquitous in educational settings and many other high-stakes situations. In this article, we discuss research, in both the laboratory and the classroom, exploring whether multiple-choice testing can also be fashioned to promote the type of retrieval processes known to improve learning, and we speculate about the necessary properties that multiple-choice questions must possess, as well as the metacognitive strategy students need to use in answering such questions, to achieve this goal.

  16. [Continuing medical education: how to write multiple choice questions].

    PubMed

    Soler Fernández, R; Méndez Díaz, C; Rodríguez García, E

    2013-06-01

    Evaluating professional competence in medicine is a difficult but indispensable task because it makes it possible to evaluate, at different times and from different perspectives, the extent to which the knowledge, skills, and values required for exercising the profession have been acquired. Tests based on multiple choice questions have been and continue to be among the most useful tools for objectively evaluating learning in medicine. When these tests are well designed and correctly used, they can stimulate learning and even measure higher cognitive skills. Designing a multiple choice test is a difficult task that requires knowledge of the material to be tested and of the methodology of test preparation as well as time to prepare the test. The aim of this article is to review what can be evaluated through multiple choice tests, the rules and guidelines that should be taken into account when writing multiple choice questions, the different formats that can be used, the most common errors in elaborating multiple choice tests, and how to analyze the results of the test to verify its quality. Copyright © 2012 SERAM. Published by Elsevier Espana. All rights reserved.

  17. Optimizing multiple-choice tests as tools for learning.

    PubMed

    Little, Jeri L; Bjork, Elizabeth Ligon

    2015-01-01

    Answering multiple-choice questions with competitive alternatives can enhance performance on a later test, not only on questions about the information previously tested, but also on questions about related information not previously tested-in particular, on questions about information pertaining to the previously incorrect alternatives. In the present research, we assessed a possible explanation for this pattern: When multiple-choice questions contain competitive incorrect alternatives, test-takers are led to retrieve previously studied information pertaining to all of the alternatives in order to discriminate among them and select an answer, with such processing strengthening later access to information associated with both the correct and incorrect alternatives. Supporting this hypothesis, we found enhanced performance on a later cued-recall test for previously nontested questions when their answers had previously appeared as competitive incorrect alternatives in the initial multiple-choice test, but not when they had previously appeared as noncompetitive alternatives. Importantly, however, competitive alternatives were not more likely than noncompetitive alternatives to be intruded as incorrect responses, indicating that a general increased accessibility for previously presented incorrect alternatives could not be the explanation for these results. The present findings, replicated across two experiments (one in which corrective feedback was provided during the initial multiple-choice testing, and one in which it was not), thus strongly suggest that competitive multiple-choice questions can trigger beneficial retrieval processes for both tested and related information, and the results have implications for the effective use of multiple-choice tests as tools for learning.

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Sener, Nilay; Tas, Erol

    2017-01-01

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

  1. Backwash Effects of Language-Testing in Primary and Secondary Education.

    ERIC Educational Resources Information Center

    Wesdorp, H.

    A debate has been carried on in Dutch educational circles about the widespread use of multiple-choice tests, and a number of objections have been raised against the use of such tests. This paper reports on research into the validity of the objections, in particular with respect to the possible effect of multiple-choice tests on the teaching of…

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

    NASA Astrophysics Data System (ADS)

    Barniol, Pablo; Zavala, Genaro

    2014-06-01

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

  3. 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…

  4. The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

    NASA Astrophysics Data System (ADS)

    Kartikasari, A.; Widjajanti, D. B.

    2017-02-01

    The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

  5. 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…

  6. Test of Understanding of Vectors: A Reliable Multiple-Choice Vector Concept Test

    ERIC Educational Resources Information Center

    Barniol, Pablo; Zavala, Genaro

    2014-01-01

    In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended…

  7. Violating Conventional Wisdom in Multiple Choice Test Construction

    ERIC Educational Resources Information Center

    Taylor, Annette Kujawski

    2005-01-01

    This research examined 2 elements of multiple-choice test construction, balancing the key and optimal number of options. In Experiment 1 the 3 conditions included a balanced key, overrepresentation of a and b responses, and overrepresentation of c and d responses. The results showed that error-patterns were independent of the key, reflecting…

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

    NASA Astrophysics Data System (ADS)

    Nahadi, Siswaningsih, Wiwi; Erna

    2017-05-01

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

  9. Validation of science virtual test to assess 8th grade students' critical thinking on living things and environmental sustainability theme

    NASA Astrophysics Data System (ADS)

    Rusyati, Lilit; Firman, Harry

    2017-05-01

    This research was motivated by the importance of multiple-choice questions that indicate the elements and sub-elements of critical thinking and implementation of computer-based test. The method used in this research was descriptive research for profiling the validation of science virtual test to measure students' critical thinking in junior high school. The participant is junior high school students of 8th grade (14 years old) while science teacher and expert as the validators. The instrument that used as a tool to capture the necessary data are sheet of an expert judgment, sheet of legibility test, and science virtual test package in multiple choice form with four possible answers. There are four steps to validate science virtual test to measure students' critical thinking on the theme of "Living Things and Environmental Sustainability" in 7th grade Junior High School. These steps are analysis of core competence and basic competence based on curriculum 2013, expert judgment, legibility test and trial test (limited and large trial test). The test item criterion based on trial test are accepted, accepted but need revision, and rejected. The reliability of the test is α = 0.747 that categorized as `high'. It means the test instruments used is reliable and high consistency. The validity of Rxy = 0.63 means that the validity of the instrument was categorized as `high' according to interpretation value of Rxy (correlation).

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

    ERIC Educational Resources Information Center

    Walker, Michael E.; Kim, Sooyeon

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Longford, Nicholas T.

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

  12. Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

    ERIC Educational Resources Information Center

    Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

  13. Multiple-Choice Question Tests: A Convenient, Flexible and Effective Learning Tool? A Case Study

    ERIC Educational Resources Information Center

    Douglas, Mercedes; Wilson, Juliette; Ennis, Sean

    2012-01-01

    The research presented in this paper is part of a project investigating assessment practices, funded by the Scottish Funding Council. Using established principles of good assessment and feedback, the use of online formative and summative multiple choice tests (MCT's) was piloted to support independent and self-directed learning and improve…

  14. Validation and Structural Analysis of the Kinematics Concept Test

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Slater, Stephanie

    2009-05-01

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

  16. High School Students' Concepts of Acids and Bases.

    ERIC Educational Resources Information Center

    Ross, Bertram H. B.

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

  17. The Testing Methods and Gender Differences in Multiple-Choice Assessment

    NASA Astrophysics Data System (ADS)

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

    2009-10-01

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

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

    ERIC Educational Resources Information Center

    Kim, Sooyeon; Walker, Michael E.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. Further Support for Changing Multiple-Choice Answers.

    ERIC Educational Resources Information Center

    Fabrey, Lawrence J.; Case, Susan M.

    1985-01-01

    The effect on test scores of changing answers to multiple-choice questions was studied and compared to earlier research. The current setting was a nationally administered, in-training, specialty examination for medical residents in obstetrics and gynecology. Both low and high scorers improved their scores when they changed answers. (SW)

  1. The positive and negative consequences of multiple-choice testing.

    PubMed

    Roediger, Henry L; Marsh, Elizabeth J

    2005-09-01

    Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.

  2. A Better Benchmark Assessment: Multiple-Choice versus Project-Based

    ERIC Educational Resources Information Center

    Peariso, Jamon F.

    2006-01-01

    The purpose of this literature review and Ex Post Facto descriptive study was to determine which type of benchmark assessment, multiple-choice or project-based, provides the best indication of general success on the history portion of the CST (California Standards Tests). The result of the study indicates that although the project-based benchmark…

  3. Developing Web-Based Assessment Strategies for Facilitating Junior High School Students to Perform Self-Regulated Learning in an E-Learning Environment

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2011-01-01

    This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors…

  4. Teaching Composition Skills with Weekly Multiple Choice Tests in Lieu of Theme Writing. Final Report.

    ERIC Educational Resources Information Center

    Scannell, Dale P.; Haugh, Oscar M.

    The purpose of the study was to compare the effectiveness with which composition skills could be taught by the traditional theme-assignment approach and by an experimental method using weekly multiple-choice composition tests in lieu of theme writing. The weekly tests were based on original but typical first-draft compositions and covered problems…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Martinez, Michael E.; And Others

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

  7. The memorial consequences of multiple-choice testing.

    PubMed

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

    2007-04-01

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

  8. 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…

  9. Exploring Equity Properties in Equating Using AP® Examinations. Research Report No. 2012-4

    ERIC Educational Resources Information Center

    Lee, Eunjung; Lee, Won-Chan; Brennan, Robert L.

    2012-01-01

    In almost all high-stakes testing programs, test equating is necessary to ensure that test scores across multiple test administrations are equivalent and can be used interchangeably. Test equating becomes even more challenging in mixed-format tests, such as Advanced Placement Program® (AP®) Exams, that contain both multiple-choice and constructed…

  10. Virtual test: A student-centered software to measure student's critical thinking on human disease

    NASA Astrophysics Data System (ADS)

    Rusyati, Lilit; Firman, Harry

    2016-02-01

    The study "Virtual Test: A Student-Centered Software to Measure Student's Critical Thinking on Human Disease" is descriptive research. The background is importance of computer-based test that use element and sub element of critical thinking. Aim of this study is development of multiple choices to measure critical thinking that made by student-centered software. Instruments to collect data are (1) construct validity sheet by expert judge (lecturer and medical doctor) and professional judge (science teacher); and (2) test legibility sheet by science teacher and junior high school student. Participants consisted of science teacher, lecturer, and medical doctor as validator; and the students as respondent. Result of this study are describe about characteristic of virtual test that use to measure student's critical thinking on human disease, analyze result of legibility test by students and science teachers, analyze result of expert judgment by science teachers and medical doctor, and analyze result of trial test of virtual test at junior high school. Generally, result analysis shown characteristic of multiple choices to measure critical thinking was made by eight elements and 26 sub elements that developed by Inch et al.; complete by relevant information; and have validity and reliability more than "enough". Furthermore, specific characteristic of multiple choices to measure critical thinking are information in form science comic, table, figure, article, and video; correct structure of language; add source of citation; and question can guide student to critical thinking logically.

  11. 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…

  12. The Grasp of Physics Concepts of Motion: Identifying Particular Patterns in Students' Thinking

    ERIC Educational Resources Information Center

    Obaidat, Ihab; Malkawi, Ehab

    2009-01-01

    We have investigated the grasp of some of the basic concepts of motion by students taking the introductory physics course in Mechanics at United Arab Emirates University (UAEU). We have developed a short research-based multiple-choice test where we were able to extract some information about the state of knowledge of the students. In general, the…

  13. The Presence of Gender Disparity on the Force Concept Inventory in a Sample of Canadian Undergraduate Students

    ERIC Educational Resources Information Center

    Normandeau, Magdalen; Iyengar, Seshu; Newling, Benedict

    2017-01-01

    Concept inventories (CI) are validated, research-based, multiple-choice tests, which are widely used to assess the effectiveness of pedagogical practices in bringing about conceptual change. In order to be a useful diagnostic tool, a CI must reflect only the student understanding of the conceptual material. The Force Concept Inventory (FCI) is…

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

    NASA Astrophysics Data System (ADS)

    Kachchaf, Rachel Rae

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

  15. A Two-Tier Multiple Choice Questions to Diagnose Thermodynamic Misconception of Thai and Laos Students

    NASA Astrophysics Data System (ADS)

    Kamcharean, Chanwit; Wattanakasiwich, Pornrat

    The objective of this study was to diagnose misconceptions of Thai and Lao students in thermodynamics by using a two-tier multiple-choice test. Two-tier multiple choice questions consist of the first tier, a content-based question and the second tier, a reasoning-based question. Data of student understanding was collected by using 10 two-tier multiple-choice questions. Thai participants were the first-year students (N = 57) taking a fundamental physics course at Chiang Mai University in 2012. Lao participants were high school students in Grade 11 (N = 57) and Grade 12 (N = 83) at Muengnern high school in Xayaboury province, Lao PDR. As results, most students answered content-tier questions correctly but chose incorrect answers for reason-tier questions. When further investigating their incorrect reasons, we found similar misconceptions as reported in previous studies such as incorrectly relating pressure with temperature when presenting with multiple variables.

  16. Simulation-Based Educational Module Improves Intern and Medical Student Performance of Closed Reduction and Percutaneous Pinning of Pediatric Supracondylar Humeral Fractures.

    PubMed

    Butler, Bennet A; Lawton, Cort D; Burgess, Jamie; Balderama, Earvin S; Barsness, Katherine A; Sarwark, John F

    2017-12-06

    Simulation-based education has been integrated into many orthopaedic residency programs to augment traditional teaching models. Here we describe the development and implementation of a combined didactic and simulation-based course for teaching medical students and interns how to properly perform a closed reduction and percutaneous pinning of a pediatric supracondylar humeral fracture. Subjects included in the study were either orthopaedic surgery interns or subinterns at our institution. Subjects all completed a combined didactic and simulation-based course on pediatric supracondylar humeral fractures. The first part of this course was an electronic (e)-learning module that the subjects could complete at home in approximately 40 minutes. The second part of the course was a 20-minute simulation-based skills learning session completed in the simulation center. Subject knowledge of closed reduction and percutaneous pinning of supracondylar humeral fractures was tested using a 30-question, multiple-choice, written test. Surgical skills were tested in the operating room or in a simulated operating room. Subject pre-intervention and post-intervention scores were compared to determine if and how much they had improved. A total of 21 subjects were tested. These subjects significantly improved their scores on both the written, multiple-choice test and skills test after completing the combined didactic and simulation module. Prior to the module, intern and subintern multiple-choice test scores were significantly worse than postgraduate year (PGY)-2 to PGY-5 resident scores (p < 0.01); after completion of the module, there was no significant difference in the multiple-choice test scores. After completing the module, there was no significant difference in skills test scores between interns and PGY-2 to PGY-5 residents. Both tests were validated using the scores obtained from PGY-2 to PGY-5 residents. Our combined didactic and simulation course significantly improved intern and subintern understanding of supracondylar humeral fractures and their ability to perform a closed reduction and percutaneous pinning of these fractures.

  17. Multiple Choice Testing and the Retrieval Hypothesis of the Testing Effect

    ERIC Educational Resources Information Center

    Sensenig, Amanda E.

    2010-01-01

    Taking a test often leads to enhanced later memory for the tested information, a phenomenon known as the "testing effect". This memory advantage has been reliably demonstrated with recall tests but not multiple choice tests. One potential explanation for this finding is that multiple choice tests do not rely on retrieval processes to the same…

  18. The Positive and Negative Consequences of Multiple-Choice Testing

    ERIC Educational Resources Information Center

    Roediger, Henry L.; Marsh, Elizabeth J.

    2005-01-01

    Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final…

  19. 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…

  20. Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests

    ERIC Educational Resources Information Center

    Andreassen, Rune; Braten, Ivar

    2010-01-01

    In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order…

  1. Multiple Hypothesis Testing for Experimental Gingivitis Based on Wilcoxon Signed Rank Statistics

    PubMed Central

    Preisser, John S.; Sen, Pranab K.; Offenbacher, Steven

    2011-01-01

    Dental research often involves repeated multivariate outcomes on a small number of subjects for which there is interest in identifying outcomes that exhibit change in their levels over time as well as to characterize the nature of that change. In particular, periodontal research often involves the analysis of molecular mediators of inflammation for which multivariate parametric methods are highly sensitive to outliers and deviations from Gaussian assumptions. In such settings, nonparametric methods may be favored over parametric ones. Additionally, there is a need for statistical methods that control an overall error rate for multiple hypothesis testing. We review univariate and multivariate nonparametric hypothesis tests and apply them to longitudinal data to assess changes over time in 31 biomarkers measured from the gingival crevicular fluid in 22 subjects whereby gingivitis was induced by temporarily withholding tooth brushing. To identify biomarkers that can be induced to change, multivariate Wilcoxon signed rank tests for a set of four summary measures based upon area under the curve are applied for each biomarker and compared to their univariate counterparts. Multiple hypothesis testing methods with choice of control of the false discovery rate or strong control of the family-wise error rate are examined. PMID:21984957

  2. Delayed Instructional Feedback May Be More Effective, but Is This Contrary to Learners' Preferences?

    ERIC Educational Resources Information Center

    Lefevre, David; Cox, Benita

    2017-01-01

    This research investigates learners' preferences for the timing of feedback provided to multiple-choice questions within technology-based instruction, hitherto an area of little empirical attention. Digital materials are undergoing a period of renewed prominence within online learning and multiple-choice questions remain a common component. There…

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

    ERIC Educational Resources Information Center

    Obiekwe, Jerry C.

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

  4. 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.

  5. Comparison of the didactic lecture with the simulation/model approach for the teaching of a novel perioperative ultrasound curriculum to anesthesiology residents.

    PubMed

    Ramsingh, Davinder; Alexander, Brenton; Le, Khanhvan; Williams, Wendell; Canales, Cecilia; Cannesson, Maxime

    2014-09-01

    To expose residents to two methods of education for point-of-care ultrasound, a traditional didactic lecture and a model/simulation-based lecture, which focus on concepts of cardiopulmonary function, volume status, and evaluation of severe thoracic/abdominal injuries; and to assess which method is more effective. Single-center, prospective, blinded trial. University hospital. Anesthesiology residents who were assigned to an educational day during the two-month research study period. Residents were allocated to two groups to receive either a 90-minute, one-on-one didactic lecture or a 90-minute lecture in a simulation center, during which they practiced on a human model and simulation mannequin (normal pathology). Data points included a pre-lecture multiple-choice test, post-lecture multiple-choice test, and post-lecture, human model-based examination. Post-lecture tests were performed within three weeks of the lecture. An experienced sonographer who was blinded to the education modality graded the model-based skill assessment examinations. Participants completed a follow-up survey to assess the perceptions of the quality of their instruction between the two groups. 20 residents completed the study. No differences were noted between the two groups in pre-lecture test scores (P = 0.97), but significantly higher scores for the model/simulation group occurred on both the post-lecture multiple choice (P = 0.038) and post-lecture model (P = 0.041) examinations. Follow-up resident surveys showed significantly higher scores in the model/simulation group regarding overall interest in perioperative ultrasound (P = 0.047) as well understanding of the physiologic concepts (P = 0.021). A model/simulation-based based lecture series may be more effective in teaching the skills needed to perform a point-of-care ultrasound examination to anesthesiology residents. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. Macros for Educational Research.

    ERIC Educational Resources Information Center

    Woodrow, Janice E. J.

    1988-01-01

    Describes the design and operation of two macros written in the programming language of Microsoft's EXCEL for educational research applications. The first macro determines the frequency of responses to a Likert-type questionnaire or multiple-choice test; the second performs a one-way analysis of variance test. (Author/LRW)

  7. The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

    NASA Astrophysics Data System (ADS)

    Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

    2013-12-01

    The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

  8. Modeling Polytomous Item Responses Using Simultaneously Estimated Multinomial Logistic Regression Models

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  9. Investigation of Response Changes in the GRE Revised General Test

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Bridgeman, Brent; Gu, Lixiong; Xu, Jun; Kong, Nan

    2015-01-01

    Research on examinees' response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test--the Verbal Reasoning and Quantitative Reasoning measures…

  10. The Effectiveness of learning materials based on multiple intelligence on the understanding of global warming

    NASA Astrophysics Data System (ADS)

    Liliawati, W.; Purwanto; Zulfikar, A.; Kamal, R. N.

    2018-05-01

    This study aims to examine the effectiveness of the use of teaching materials based on multiple intelligences on the understanding of high school students’ material on the theme of global warming. The research method used is static-group pretest-posttest design. Participants of the study were 60 high school students of XI class in one of the high schools in Bandung. Participants were divided into two classes of 30 students each for the experimental class and control class. The experimental class uses compound-based teaching materials while the experimental class does not use a compound intelligence-based teaching material. The instrument used is a test of understanding of the concept of global warming with multiple choices form amounted to 15 questions and 5 essay items. The test is given before and after it is applied to both classes. Data analysis using N-gain and effect size. The results obtained that the N-gain for both classes is in the medium category and the effectiveness of the use of teaching materials based on the results of effect-size test results obtained in the high category.

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

    ERIC Educational Resources Information Center

    Suh, Youngsuk; Talley, Anna E.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Notebaert, Andrew J.

    2017-01-01

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

  13. Feedback in Technology-Based Instruction: Learner Preferences

    ERIC Educational Resources Information Center

    Lefevre, David; Cox, Benita

    2016-01-01

    This research investigates learner preferences for the format of feedback?when using technology-based instruction (TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback…

  14. Reducing the Need for Guesswork in Multiple-Choice Tests

    ERIC Educational Resources Information Center

    Bush, Martin

    2015-01-01

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

  15. The Impact of Escape Alternative Position Change in Multiple-Choice Test on the Psychometric Properties of a Test and Its Items Parameters

    ERIC Educational Resources Information Center

    Hamadneh, Iyad Mohammed

    2015-01-01

    This study aimed at investigating the impact changing of escape alternative position in multiple-choice test on the psychometric properties of a test and it's items parameters (difficulty, discrimination & guessing), and estimation of examinee ability. To achieve the study objectives, a 4-alternative multiple choice type achievement test…

  16. Validity and Realibility of Chemistry Systemic Multiple Choices Questions (CSMCQs)

    ERIC Educational Resources Information Center

    Priyambodo, Erfan; Marfuatun

    2016-01-01

    Nowadays, Rasch model analysis is used widely in social research, moreover in educational research. In this research, Rasch model is used to determine the validation and the reliability of systemic multiple choices question in chemistry teaching and learning. There were 30 multiple choices question with systemic approach for high school student…

  17. Are Multiple Choice Tests Fair to Medical Students with Specific Learning Disabilities?

    ERIC Educational Resources Information Center

    Ricketts, Chris; Brice, Julie; Coombes, Lee

    2010-01-01

    The purpose of multiple choice tests of medical knowledge is to estimate as accurately as possible a candidate's level of knowledge. However, concern is sometimes expressed that multiple choice tests may also discriminate in undesirable and irrelevant ways, such as between minority ethnic groups or by sex of candidates. There is little literature…

  18. Do Streaks Matter in Multiple-Choice Tests?

    ERIC Educational Resources Information Center

    Kiss, Hubert János; Selei, Adrienn

    2018-01-01

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

  19. The Effects of Clinically Relevant Multiple-Choice Items on the Statistical Discrimination of Physician Clinical Competence.

    ERIC Educational Resources Information Center

    Downing, Steven M.; Maatsch, Jack L.

    To test the effect of clinically relevant multiple-choice item content on the validity of statistical discriminations of physicians' clinical competence, data were collected from a field test of the Emergency Medicine Examination, test items for the certification of specialists in emergency medicine. Two 91-item multiple-choice subscales were…

  20. Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Bulut, Okan; Guo, Qi; Zhang, Xinxin

    2017-01-01

    Multiple-choice testing is considered one of the most effective and enduring forms of educational assessment that remains in practice today. This study presents a comprehensive review of the literature on multiple-choice testing in education focused, specifically, on the development, analysis, and use of the incorrect options, which are also…

  1. Collaborative Testing: Cognitive and Interpersonal Processes Related to Enhanced Test Performance

    ERIC Educational Resources Information Center

    Kapitanoff, Susan H.

    2009-01-01

    Research has demonstrated that collaborative testing, working on tests in groups, leads to improved test scores but the mechanism by which this occurs has not been specified. Three factors were proposed as mediators: cognitive processes, interpersonal interactions and reduced test-anxiety. Thirty-three students completed a multiple-choice exam…

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

    ERIC Educational Resources Information Center

    Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

    2017-01-01

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

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

    PubMed

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

    2012-11-26

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

  4. Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores

    ERIC Educational Resources Information Center

    Mayfield, Linda Riggs

    2010-01-01

    This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement…

  5. Effective use of multimedia presentations to maximize learning within high school science classrooms

    NASA Astrophysics Data System (ADS)

    Rapp, Eric

    This research used an evidenced-based experimental 2 x 2 factorial design General Linear Model with Repeated Measures Analysis of Covariance (RMANCOVA). For this analysis, time served as the within-subjects factor while treatment group (i.e., static and signaling, dynamic and signaling, static without signaling, and dynamic without signaling) served as the between-subject independent variable. Three dependent variables were used to assess learner outcomes: (a) a 14 multiple-choice pre and post-test to measure knowledge retention, (b) a pre and post-test concept map to measure synthesis and structure of knowledge, and (c) four questions based on a Likert scale asking students to rank the cognitive difficulty of understanding four aspects of the animation they engaged in. A mental rotations test was used in the pretest conditions to establish a control and used as a covariate. The treatment contained a four minute and 53 second animation that served as an introductory multimedia presentation explaining the gravitational effects of the moon and sun on the earth. These interactions occur at predictable times and are responsible for creating the tidal effects experienced on Earth. There were 99 volunteer high school participants enrolled in science classes randomly assigned to one of four treatment conditions. The research was conducted to determine how motion and the principle of signaling, established in The Cognitive Theory of Multimedia Learning affected precollege learners. The experiment controlled for modality, segmenting, temporal contiguity, redundancy, and navigational control. Results of the RMANCOVA indicated statistical significance for the within subjects effect: over time for all participants, with time and knowledge retention measured from the multiple-choice results, and in the category quality of concepts represented in the concept map analysis. However, there were no significant differences in the between groups analysis for knowledge retention based on the multiple-choice assessment, or among groups over time in the concept map variables number of concepts, levels, and quality of concepts. Additionally, when measuring cognitive difficulty when learning from the animations, no significant differences were measured.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. The influence of project-based learning on the student conception about kinematics and critical thinking skills

    NASA Astrophysics Data System (ADS)

    Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

    2018-05-01

    This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

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

    ERIC Educational Resources Information Center

    Traub, Ross E.; Fisher, Charles W.

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

  9. Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?

    PubMed

    Hift, Richard J

    2014-11-28

    Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the multiple-choice format will have higher validity, a statement for which some empiric support exists. Given the superior reliability and cost-effectiveness of the multiple-choice format consideration should be given to phasing out open-ended format questions in summative assessment. Whether the same applies to non-exit-level assessment and formative assessment is a question which remains to be answered; particularly in terms of the educational effect of testing, an area which deserves intensive study.

  10. Comparison of paragraph comprehension test scores with reading versus listening-reading and multiple-choice versus nominal recall administration techniques: justification for the bypass approach.

    PubMed

    Weinberg, W A; McLean, A; Snider, R L; Rintelmann, J W; Brumback, R A

    1989-12-01

    Eight groups of learning disabled children (N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads each paragraph aloud and reads each of the five questions to the child to answer [listen/recall method]; and (4) the examiner reads each paragraph aloud and then for each question reads three multiple-choice answers from which the child selects the correct answer [listen/choice method]. The major difference in scores was between the groups tested by the recall versus the orally read multiple-choice methods. This study indicated that poor readers who listened to the material and were tested by orally read multiple-choice format could perform as well as good readers. The performance of good readers was not affected by listening or by the method of testing. The multiple-choice testing improved the performance of poor readers independent of the input method. This supports the arguments made previously that a "bypass approach" to education of poor readers in which testing is accomplished using an orally read multiple-choice format can enhance the child's school performance on reading-related tasks. Using a listening while reading input method may further enhance performance.

  11. Testing Collective Memory: Representing the Soviet Union on Multiple-Choice Questions

    ERIC Educational Resources Information Center

    Reich, Gabriel A.

    2011-01-01

    This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an "official" collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York…

  12. The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance

    ERIC Educational Resources Information Center

    Yonker, Julie E.

    2011-01-01

    With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined…

  13. Test-Taking Strategies of Arab EFL Learners on Multiple Choice Tests

    ERIC Educational Resources Information Center

    Al Fraidan, Abdullah; Al-Khalaf, Khadija

    2012-01-01

    Many studies have focused on the function of learners' strategies in a variety of EFL domains. However, research on test-taking strategies (TTSs) has been limited, even though such strategies might influence test scores and, as a result, test validity. Motivated by this fact and in light of our own experience as EFL test-makers, this article will…

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

    ERIC Educational Resources Information Center

    Drasgow, Fritz; And Others

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

  15. Facilitating informed choice in prenatal testing: how well are we doing?

    PubMed

    Marteau, T M; Dormandy, E

    2001-01-01

    There is a consensus that prenatal testing services need to provide the information and support necessary for women to make informed choices about prenatal testing. Informed choices are those based on relevant information that reflect the decision-maker's values. To date, most research has focused on the information provided to women deciding whether to undergo tests. This has highlighted the poor quality of information provided to many women. There is agreement on the need to provide information on three key aspects of any test: the condition for which testing is being offered, characteristics of the test, and the implications of testing. Very little research has been conducted on decisions after the diagnosis of a fetal abnormality and how information and emotional and decisional support are and should be provided. Research is now needed in four key areas: first, on the optimal ways of organizing services to facilitate choices that are not only based on relevant information, but also reflect the decision-maker's values; second, on the most effective ways of framing information needed for the different decisions involved in prenatal testing; third, on the most effective media in which to deliver information; and, fourth, to identify aspects of counseling that facilitate informed choices following diagnoses of fetal abnormality. If we value women's ability to make informed choices about prenatal tests as highly as we value reliable laboratory tests, evidence-based quality standards need to be developed for the information and support women are given at all stages of the process of prenatal testing.

  16. Construction of Valid and Reliable Test for Assessment of Students

    ERIC Educational Resources Information Center

    Osadebe, P. U.

    2015-01-01

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

  17. Construction of Economics Achievement Test for Assessment of Students

    ERIC Educational Resources Information Center

    Osadebe, P. U.

    2014-01-01

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

  18. Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

    NASA Astrophysics Data System (ADS)

    Guffey, S. K.; Slater, T. F.; Slater, S. J.

    2017-12-01

    Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

  19. A Diagnostic Study of Pre-Service Teachers' Competency in Multiple-Choice Item Development

    ERIC Educational Resources Information Center

    Asim, Alice E.; Ekuri, Emmanuel E.; Eni, Eni I.

    2013-01-01

    Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers' competency in constructing questions (IQT); direct questions (DQT); and best answer (BAT) varieties of multiple choice items. Subjects were 88…

  20. Senior high school students’ need analysis of Three-Tier Multiple Choice (3TMC) diagnostic test about acid-base and solubility equilibrium

    NASA Astrophysics Data System (ADS)

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

    2018-05-01

    Students’ conceptual understanding is the most important comprehension to obtain related comprehension. However, they held their own conception. With this need analysis, we will elicit student need of 3TMC diagnostic test to measure students’ conception about acid-base and solubility equilibrium. The research done by a mixed method using questionnaire analysis based on descriptive of quantitative and qualitative. The research subject was 96 students from 4 senior high schools and 4 chemistry teachers chosen by random sampling technique. Data gathering used a questionnaire with 10 questions for student and 28 questions for teachers. The results showed that 97% of students stated that the development this instrument is needed. In addition, there were several problems obtained in this questionnaire include learning activity, teacher’s test and guessing. In conclusion, this is necessary to develop the 3TMC instrument that can diagnose and measure the student’s conception in acid-base and solubility equilibrium.

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

    ERIC Educational Resources Information Center

    Yanagawa, Kozo; Green, Anthony

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Ting, Mu Yu

    2017-01-01

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

  3. The Australian Science Item Bank Project

    ERIC Educational Resources Information Center

    Kings, Clive B.; Cropley, Murray C.

    1974-01-01

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

  4. Tuning into YouTube in the Classroom: Improving Assessment Scores through Social Media

    ERIC Educational Resources Information Center

    Younger, Dylinda W.; Duncan, Jan E.; Hart, LaToya M.

    2013-01-01

    Despite the consistent tendencies of higher-education faculty to utilize single testing measures (i.e. essay or multiple choice), education research indicates effective assessment of student learning must incorporate multiple formats. With the surge of online courses, programs, and universities in the last 20 years, there is an increasing need to…

  5. Teaching and Evaluation Materials Utilizing Multiple Representations in Mechanics

    ERIC Educational Resources Information Center

    Savinainen, A.; Nieminen, P.; Makynen, A.; Viiri, J.

    2013-01-01

    In this paper, we present materials and teaching ideas utilizing multiple representations in the contexts of kinematics and the force concept. These ideas and materials are substantiated by evidence and can be readily used in teaching with no special training. In addition, we briefly discuss two multiple-choice tests based on physics education…

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

    NASA Astrophysics Data System (ADS)

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

    2014-02-01

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

  7. Medicine, methodology, and values: trade-offs in clinical science and practice.

    PubMed

    Ho, Vincent K Y

    2011-01-01

    The current guidelines of evidence-based medicine (EBM) presuppose that clinical research and clinical practice should advance from rigorous scientific tests as they generate reliable, value-free knowledge. Under this presupposition, hypotheses postulated by doctors and patients in the process of their decision making are preferably tested in randomized clinical trials (RCTs), and in systematic reviews and meta-analyses summarizing outcomes from multiple RCTs. Since testing under this scheme is predominantly focused on the criteria of generality and precision achieved through methodological rigor, at the cost of the criterion of realism, translating test results to clinical practice is often problematic. Choices concerning which methodological criteria should have priority are inevitable, however, as clinical trials, and scientific research in general, cannot meet all relevant criteria at the same time. Since these choices may be informed by considerations external to science, we must acknowledge that science cannot be value-free in a strict sense, and this invites a more prominent role for value-laden considerations in evaluating clinical research. The urgency for this becomes even more apparent when we consider the important yet implicit role of scientific theories in EBM, which may also be subjected to methodological evaluation and for which selectiveness in methodological focus is likewise inevitable.

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

    ERIC Educational Resources Information Center

    Oruç Ertürk, Nesrin; Mumford, Simon E.

    2017-01-01

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

  9. Wrong Answers on Multiple-Choice Achievement Tests: Blind Guesses or Systematic Choices?.

    ERIC Educational Resources Information Center

    Powell, J. C.

    A multi-faceted model for the selection of answers for multiple-choice tests was developed from the findings of a series of exploratory studies. This model implies that answer selection should be curvilinear. A series of models were tested for fit using the chi square procedure. Data were collected from 359 elementary school students ages 9-12.…

  10. E-Beam Capture Aid Drawing Based Modelling on Cell Biology

    NASA Astrophysics Data System (ADS)

    Hidayat, T.; Rahmat, A.; Redjeki, S.; Rahman, T.

    2017-09-01

    The objectives of this research are to find out how far Drawing-based Modeling assisted with E-Beam Capture could support student’s scientific reasoning skill using Drawing - based Modeling approach assisted with E-Beam Capture. The research design that is used for this research is the Pre-test and Post-test Design. The data collection of scientific reasoning skills is collected by giving multiple choice questions before and after the lesson. The data analysis of scientific reasoning skills is using scientific reasoning assessment rubric. The results show an improvement of student’s scientific reasoning in every indicator; an improvement in generativity which shows 2 students achieving high scores, 3 students in elaboration reasoning, 4 students in justification, 3 students in explanation, 3 students in logic coherency, 2 students in synthesis. The research result in student’s explanation reasoning has the highest number of students with high scores, which shows 20 students with high scores in the pre-test and 23 students in post-test and synthesis reasoning shows the lowest number, which shows 1 student in the pretest and 3 students in posttest. The research result gives the conclusion that Drawing-based Modeling approach assisted with E-Beam Capture could not yet support student’s scientific reasoning skills comprehensively.

  11. COMPUTER TECHNIQUES FOR WEEKLY MULTIPLE-CHOICE TESTING.

    ERIC Educational Resources Information Center

    BROYLES, DAVID

    TO ENCOURAGE POLITICAL SCIENCE STUDENTS TO READ PROPERLY AND CONTINUOUSLY, THE AUTHOR GIVES FREQUENT SHORT QUIZZES BASED ON THE ASSIGNED READINGS. FOR EASE IN ADMINISTRATION AND SCORING, HE USES MARK-SENSE CARDS, ON WHICH THE STUDENT MARKS DESIGNATED AREAS TO INDICATE HIS NUMBER AND HIS CHOICE OF ANSWERS. TO EMPHASIZE THE VALUE OF CONTINUED HIGH…

  12. Difficulty and Discriminability of Introductory Psychology Test Items.

    ERIC Educational Resources Information Center

    Scialfa, Charles; Legare, Connie; Wenger, Larry; Dingley, Louis

    2001-01-01

    Analyzes multiple-choice questions provided in test banks for introductory psychology textbooks. Study 1 offered a consistent picture of the objective difficulty of multiple-choice tests for introductory psychology students, while both studies 1 and 2 indicated that test items taken from commercial test banks have poor psychometric properties.…

  13. Android worksheet application based on discovery learning on students' achievement for vocational high school: Mechanical behavior of materials topics

    NASA Astrophysics Data System (ADS)

    Nanto, Dwi; Aini, Anisa Nurul; Mulhayatiah, Diah

    2017-05-01

    This research reports a study of student worksheet based on discovery learning on Mechanical Behavior of Materials topics under Android application (Android worksheet application) for vocational high school. The samples are Architecture class X students of SMKN 4 (a public vocational high school) in Tangerang Selatan City, province of Banten, Indonesia. We made 3 groups based on Intellectual Quotient (IQ). They are average IQ group, middle IQ group and high IQ group. The method of research is used as a quasi-experimental design with nonequivalent control group design. The technique of sampling is purposive sampling. Instruments used in this research are test instruments and non-test instruments. The test instruments are IQ test and test of student's achievement. For the test of student's achievement (pretest and posttest) we provide 25 multiple choice problems. The non-test instruments are questionnaire responses by the students and the teacher. Without IQ categorized, the result showed that there is an effect of Android worksheet application on student's achievement based on cognitive aspects of Revised Bloom's Taxonomy. However, from the IQ groups point of view, only the middle IQ group and the high IQ group showed a significant effect from the Android worksheet application on student's achievement meanwhile for the average IQ group there was no effect.

  14. [Working as a clinician-scientist in psychosomatic medicine: status, skills and research productivity].

    PubMed

    Hartmann, Mechthild; Wild, Beate; Herzog, Wolfgang; Nikendei, Christoph; Zipfel, Stephan; Henningsen, Peter; Löwe, Bernd

    2008-06-01

    Even though there is a high need of clinical research for the medical and psychotherapeutic practice in Germany, the interest in clinical research seems to be decreasing. The aim of this study was to assess the circumstances under which clinical research in psychosocial medicine is performed and to identify opportunities for improvement. n = 53 residents of the departments for Psychosomatic Medicine of the University Hospitals of Heidelberg and Tübingen and of the Technical University of Munich were asked about their research activities, their subjective research skills, and their productivity in clinical psychosocial research. In addition, objective research knowledge was investigated using a multiple-choice test. Both, subjective research skills and objective research knowledge were relatively low. The percentage of correct answers in the multiple choice test was 33 %. Subjective problems were predominately stated regarding "biostatistics" and "study design". In terms of research productivity, 33 % of residents had published as first authors of an original journal article, and 12 % had submitted a successful grant proposal. Altogether, there is a high need of training in the field of clinical psychosomatic research. We are presenting a training model that is adapted to the conditions of young clinicians and that addresses both general clinical research and specific psychosocial clinical research.

  15. Helping physics teacher-candidates develop questioning skills through innovative technology use

    NASA Astrophysics Data System (ADS)

    Milner-Bolotin, Marina

    2015-12-01

    Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program.

  16. Memory-Based Simple Heuristics as Attribute Substitution: Competitive Tests of Binary Choice Inference Models

    ERIC Educational Resources Information Center

    Honda, Hidehito; Matsuka, Toshihiko; Ueda, Kazuhiro

    2017-01-01

    Some researchers on binary choice inference have argued that people make inferences based on simple heuristics, such as recognition, fluency, or familiarity. Others have argued that people make inferences based on available knowledge. To examine the boundary between heuristic and knowledge usage, we examine binary choice inference processes in…

  17. Set of Criteria for Efficiency of the Process Forming the Answers to Multiple-Choice Test Items

    ERIC Educational Resources Information Center

    Rybanov, Alexander Aleksandrovich

    2013-01-01

    Is offered the set of criteria for assessing efficiency of the process forming the answers to multiple-choice test items. To increase accuracy of computer-assisted testing results, it is suggested to assess dynamics of the process of forming the final answer using the following factors: loss of time factor and correct choice factor. The model…

  18. Multiple-choice tests stabilize access to marginal knowledge.

    PubMed

    Cantor, Allison D; Eslick, Andrea N; Marsh, Elizabeth J; Bjork, Robert A; Bjork, Elizabeth Ligon

    2015-02-01

    Marginal knowledge refers to knowledge that is stored in memory, but is not accessible at a given moment. For example, one might struggle to remember who wrote The Call of the Wild, even if that knowledge is stored in memory. Knowing how best to stabilize access to marginal knowledge is important, given that new learning often requires accessing and building on prior knowledge. While even a single opportunity to restudy marginal knowledge boosts its later accessibility (Berger, Hall, & Bahrick, 1999), in many situations explicit relearning opportunities are not available. Our question is whether multiple-choice tests (which by definition expose the learner to the correct answers) can also serve this function and, if so, how testing compares to restudying given that tests can be particularly powerful learning devices (Roediger & Karpicke, 2006). In four experiments, we found that multiple-choice testing had the power to stabilize access to marginal knowledge, and to do so for at least up to a week. Importantly, such tests did not need to be paired with feedback, although testing was no more powerful than studying. Overall, the results support the idea that one's knowledge base is unstable, with individual pieces of information coming in and out of reach. The present findings have implications for a key educational challenge: ensuring that students have continuing access to information they have learned.

  19. Configural Frequency Analysis as a Statistical Tool for Developmental Research.

    ERIC Educational Resources Information Center

    Lienert, Gustav A.; Oeveste, Hans Zur

    1985-01-01

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

  20. The Influence of Distractor Strength and Response Order on MCQ Responding

    ERIC Educational Resources Information Center

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

    2018-01-01

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

  1. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    PubMed

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  2. Introducing Standardized EFL/ESL Exams

    ERIC Educational Resources Information Center

    Laborda, Jesus Garcia

    2007-01-01

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

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

    PubMed

    Sirota, Miroslav; Juanchich, Marie

    2018-03-27

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

  4. Dividing the Force Concept Inventory into Two Equivalent Half-Length Tests

    ERIC Educational Resources Information Center

    Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen

    2015-01-01

    The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…

  5. Measuring more than we know? An examination of the motivational and situational influences in science achievement

    NASA Astrophysics Data System (ADS)

    Haydel, Angela Michelle

    The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on average, who differed in terms of their teachers' ratings of their science ability, achievement goals, capability beliefs and experiences with science achievement tasks perceived, engaged in, and performed on multiple-choice items and performance assessments. Person-centered analyses provided information about the perceptions, engagement and performance of subgroups of individuals who had different motivational characteristics. Generally, students' personal goals and capability beliefs related more strongly to test perceptions, but not performance, while teacher ratings of ability and test-specific beliefs related to performance.

  6. "Making the Difficult Choice": Understanding Georgia's Test-Based Grade Retention Policy in Reading

    ERIC Educational Resources Information Center

    Huddleston, Andrew P.

    2015-01-01

    The author uses Bourdieu's concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia's test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth…

  7. [Blended-learning in psychosomatics and psychotherapy - Increasing the satisfaction and knowledge of students with a web-based e-learning tool].

    PubMed

    Ferber, Julia; Schneider, Gudrun; Havlik, Linda; Heuft, Gereon; Friederichs, Hendrik; Schrewe, Franz-Bernhard; Schulz-Steinel, Andrea; Burgmer, Markus

    2014-01-01

    To improve the synergy of established methods of teaching, the Department of Psychosomatics and Psychotherapy, University Hospital Münster, developed a web-based elearning tool using video clips of standardized patients. The effect of this blended-learning approach was evaluated. A multiple-choice test was performed by a naive (without the e-learning tool) and an experimental (with the tool) cohort of medical students to test the groups' expertise in psychosomatics. In addition, participants' satisfaction with the new tool was evaluated (numeric rating scale of 0-10). The experimental cohort was more satisfied with the curriculum and more interested in psychosomatics. Furthermore, the experimental cohort scored significantly better in the multiple-choice test. The new tool proved to be an important addition to the classical curriculum as a blended-learning approach which improves students' satisfaction and knowledge in psychosomatics.

  8. Format Effects of Empirically Derived Multiple-Choice versus Free-Response Instruments When Assessing Graphing Abilities

    ERIC Educational Resources Information Center

    Berg, Craig; Boote, Stacy

    2017-01-01

    Prior graphing research has demonstrated that clinical interviews and free-response instruments produce very different results than multiple-choice instruments, indicating potential validity problems when using multiple-choice instruments to assess graphing skills (Berg & Smith in "Science Education," 78(6), 527-554, 1994). Extending…

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

    ERIC Educational Resources Information Center

    Zhang, Xinxin; Gierl, Mark

    2016-01-01

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

  10. Multiple-Choice Test Bias Due to Answering Strategy Variation.

    ERIC Educational Resources Information Center

    Frary, Robert B.; Giles, Mary B.

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

  11. Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

    NASA Astrophysics Data System (ADS)

    Zavala, Genaro; Alarcón, Hugo; Benegas, Julio

    2007-08-01

    In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.

  12. Cognitive Diagnostic Models for Tests with Multiple-Choice and Constructed-Response Items

    ERIC Educational Resources Information Center

    Kuo, Bor-Chen; Chen, Chun-Hua; Yang, Chih-Wei; Mok, Magdalena Mo Ching

    2016-01-01

    Traditionally, teachers evaluate students' abilities via their total test scores. Recently, cognitive diagnostic models (CDMs) have begun to provide information about the presence or absence of students' skills or misconceptions. Nevertheless, CDMs are typically applied to tests with multiple-choice (MC) items, which provide less diagnostic…

  13. Samejima Items in Multiple-Choice Tests: Identification and Implications

    ERIC Educational Resources Information Center

    Rahman, Nazia

    2013-01-01

    Samejima hypothesized that non-monotonically increasing item response functions (IRFs) of ability might occur for multiple-choice items (referred to here as "Samejima items") if low ability test takers with some, though incomplete, knowledge or skill are drawn to a particularly attractive distractor, while very low ability test takers…

  14. Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

    NASA Astrophysics Data System (ADS)

    Marulcu, Ismail; Barnett, Michael

    2016-01-01

    Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.

  15. Students concept understanding of fluid static based on the types of teaching

    NASA Astrophysics Data System (ADS)

    Rahmawati, I. D.; Suparmi; Sunarno, W.

    2018-03-01

    This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

  16. The Test of Basic Mechanics Conceptual Understanding (bMCU): Using Rasch Analysis to Develop and Evaluate an Efficient Multiple Choice Test on Newton's Mechanics

    ERIC Educational Resources Information Center

    Hofer, Sarah I.; Schumacher, Ralph; Rubin, Herbert

    2017-01-01

    Background: Valid assessment of the understanding of Newton's mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly…

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

    ERIC Educational Resources Information Center

    Kahraman, Nilufer; Brown, Crystal B.

    2015-01-01

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

  18. Making the Most of Multiple Choice

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2015-01-01

    Multiple-choice questions draw criticism because many people perceive they test only recall or atomistic, surface-level objectives and do not require students to think. Although this can be the case, it does not have to be that way. Susan M. Brookhart suggests that multiple-choice questions are a useful part of any teacher's questioning repertoire…

  19. Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics

    ERIC Educational Resources Information Center

    Buckles, Stephen; Siegfried, John J.

    2006-01-01

    Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to…

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

    PubMed

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

    2016-01-01

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

  1. Comparison of Difficulties and Reliabilities of Math-Completion and Multiple-Choice Item Formats.

    ERIC Educational Resources Information Center

    Oosterhof, Albert C.; Coats, Pamela K.

    Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…

  2. Evidence-based medicine, the research-practice gap, and biases in medical and surgical decision making in dermatology.

    PubMed

    Eaglstein, William H

    2010-10-01

    The objectives of this article are to promote a better understanding of a group of biases that influence therapeutic decision making by physicians/dermatologists and to raise the awareness that these biases contribute to a research-practice gap that has an impact on physicians and treatment solutions. The literature included a wide range of peer-reviewed articles dealing with biases in decision making, evidence-based medicine, randomized controlled clinical trials, and the research-practice gap. Bias against new therapies, bias in favor of indirect harm or omission, and bias against change when multiple new choices are offered may unconsciously affect therapeutic decision making. Although there is no comprehensive understanding or theory as to how choices are made by physicians, recognition of certain cognition patterns and their associated biases will help narrow the research-practice gap and optimize decision making regarding therapeutic choices.

  3. Format of Options in Multiple Choice Test vis-a-vis Test Performance

    ERIC Educational Resources Information Center

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

    2017-01-01

    Testing or evaluation in an educational context is primarily used to measure or evaluate and authenticate the academic readiness, learning advancement, acquisition of skills, or instructional needs of learners. This study tried to determine whether the varied combinations of arrangements of options and letter cases in a Multiple-Choice Test (MCT)…

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

    ERIC Educational Resources Information Center

    Hodson, D.

    1984-01-01

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

  5. Sex Differences in the Tendency to Omit Items on Multiple-Choice Tests: 1980-2000

    ERIC Educational Resources Information Center

    von Schrader, Sarah; Ansley, Timothy

    2006-01-01

    Much has been written concerning the potential group differences in responding to multiple-choice achievement test items. This discussion has included references to possible disparities in tendency to omit such test items. When test scores are used for high-stakes decision making, even small differences in scores and rankings that arise from male…

  6. Equal Opportunity in the Classroom: Test Construction in a Diversity-Sensitive Environment.

    ERIC Educational Resources Information Center

    Ghorpade, Jai; Lackritz, James R.

    1998-01-01

    Two multiple-choice tests and one essay test were taken by 231 students (50/50 male/female, 192 White, 39 East Asian, Black, Mexican American, or Middle Eastern). Multiple-choice tests showed no significant differences in equal employment opportunity terms; women and men scored about the same on essays, but minority students had significantly…

  7. Measuring the Consistency in Change in Hepatitis B Knowledge among Three Different Types of Tests: True/False, Multiple Choice, and Fill in the Blanks Tests.

    ERIC Educational Resources Information Center

    Sahai, Vic; Demeyere, Petra; Poirier, Sheila; Piro, Felice

    1998-01-01

    The recall of information about Hepatitis B demonstrated by 180 seventh graders was tested with three test types: (1) short-answer; (2) true/false; and (3) multiple-choice. Short answer testing was the most reliable. Suggestions are made for the use of short-answer tests in evaluating student knowledge. (SLD)

  8. Web-Based Dynamic Assessment: Taking Assessment as Teaching and Learning Strategy for Improving Students e-Learning Effectiveness

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2010-01-01

    This research combines the idea of cake format dynamic assessment defined by Sternberg and Grigorenko (2001) and the "graduated prompt approach" proposed by (Campione and Brown, 1985) and (Campione and Brown, 1987) to develop a multiple-choice Web-based dynamic assessment system. This research adopts a quasi-experimental design to…

  9. The Design and Development of a Context-Rich, Photo-Based Online Testing to Assess Students' Science Learning

    ERIC Educational Resources Information Center

    Lin, Min-Jin; Guo, Chorng-Jee; Hsu, Chia-Er

    2011-01-01

    This study designed and developed a CP-MCT (content-rich, photo-based multiple choice online test) to assess whether college students can apply the basic light concept to interpret daily light phenomena. One hundred college students volunteered to take the CP-MCT, and the results were statistically analyzed by applying t-test or ANOVA (Analysis of…

  10. Combining food type(s) and food quantity choice in a new food choice paradigm based on vice-virtue bundles.

    PubMed

    Haws, Kelly L; Liu, Peggy J

    2016-08-01

    Given the prevalence and rising rates of obesity in many countries, including the United States, much food decision-making research ultimately aims at understanding how consumers can make healthier choices. The two predominant choice paradigms used in food decision-making research ask consumers to choose (a) between a "vice" (or unhealthy food) and a "virtue" (or healthy food) or (b) among varying portion sizes of "vice." We propose a new food choice paradigm that encourages consumers to jointly consider both food type(s) choice and food portion size at each decision point. The purpose of this paradigm is two-fold. First, it aims to allow examination of more comprehensive eating behavior (e.g., to examine the overall composition of a plate of food rather than choice of a single food). Second, it aims to shift consumers towards including large proportions of virtues and smaller proportions of vice in their overall consumption portfolios. For this paradigm, we draw upon a recently introduced food product innovation called "vice-virtue bundles" (Liu et al., 2015) that illustrates the basis of this new food choice paradigm, in which food type(s) and portion decisions are made simultaneously. Accordingly, we first discuss relevant findings on vice-virtue bundles as well as the differences between simultaneous and sequential choice of multiple products. Second, we examine the benefits for managing and controlling one's consumption that are provided by vice-virtue bundles and this joint food choice paradigm more generally. Third and finally, we point out opportunities for future research by discussing (a) multiple factors that influence food choices, (b) decision processes affected by food choice paradigms, and (c) issues of generalizability related to the presence of vice-virtue bundles. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks.

    ERIC Educational Resources Information Center

    Hansen, James D.; Dexter, Lee

    1997-01-01

    Analysis of test item banks in 10 auditing textbooks found that 75% of questions violated one or more guidelines for multiple-choice items. In comparison, 70% of a certified public accounting exam bank had no violations. (SK)

  12. Assessing Multiple Choice Question (MCQ) Tests--A Mathematical Perspective

    ERIC Educational Resources Information Center

    Scharf, Eric M.; Baldwin, Lynne P.

    2007-01-01

    The reasoning behind popular methods for analysing the raw data generated by multiple choice question (MCQ) tests is not always appreciated, occasionally with disastrous results. This article discusses and analyses three options for processing the raw data produced by MCQ tests. The article shows that one extreme option is not to penalize a…

  13. Piloting a Polychotomous Partial-Credit Scoring Procedure in a Multiple-Choice Test

    ERIC Educational Resources Information Center

    Tsopanoglou, Antonios; Ypsilandis, George S.; Mouti, Anna

    2014-01-01

    Multiple-choice (MC) tests are frequently used to measure language competence because they are quick, economical and straightforward to score. While degrees of correctness have been investigated for partially correct responses in combined-response MC tests, degrees of incorrectness in distractors and the role they play in determining the…

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

    ERIC Educational Resources Information Center

    Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

    2010-01-01

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

  15. Coupled Multiple-Response versus Free-Response Conceptual Assessment: An Example from Upper-Division Physics

    ERIC Educational Resources Information Center

    Wilcox, Bethany R.; Pollock, Steven J.

    2014-01-01

    Free-response research-based assessments, like the Colorado Upper-division Electrostatics Diagnostic (CUE), provide rich, fine-grained information about students' reasoning. However, because of the difficulties inherent in scoring these assessments, the majority of the large-scale conceptual assessments in physics are multiple choice. To increase…

  16. Fundamental Use of Surgical Energy (FUSE) certification: validation and predictors of success.

    PubMed

    Robinson, Thomas N; Olasky, Jaisa; Young, Patricia; Feldman, Liane S; Fuchshuber, Pascal R; Jones, Stephanie B; Madani, Amin; Brunt, Michael; Mikami, Dean; Jackson, Gretchen P; Mischna, Jessica; Schwaitzberg, Steven; Jones, Daniel B

    2016-03-01

    The Fundamental Use of Surgical Energy (FUSE) program includes a Web-based didactic curriculum and a high-stakes multiple-choice question examination with the goal to provide certification of knowledge on the safe use of surgical energy-based devices. The purpose of this study was (1) to set a passing score through a psychometrically sound process and (2) to determine what pretest factors predicted passing the FUSE examination. Beta-testing of multiple-choice questions on 62 topics of importance to the safe use of surgical energy-based devices was performed. Eligible test takers were physicians with a minimum of 1 year of surgical training who were recruited by FUSE task force members. A pretest survey collected baseline information. A total of 227 individuals completed the FUSE beta-test, and 208 completed the pretest survey. The passing/cut score for the first test form of the FUSE multiple-choice examination was determined using the modified Angoff methodology and for the second test form was determined using a linear equating methodology. The overall passing rate across the two examination forms was 81.5%. Self-reported time studying the FUSE Web-based curriculum for a minimum of >2 h was associated with a passing examination score (p < 0.001). Performance was not different based on increased years of surgical practice (p = 0.363), self-reported expertise on one or more types of energy-based devices (p = 0.683), participation in the FUSE postgraduate course (p = 0.426), or having reviewed the FUSE manual (p = 0.428). Logistic regression found that studying the FUSE didactics for >2 h predicted a passing score (OR 3.61; 95% CI 1.44-9.05; p = 0.006) independent of the other baseline characteristics recorded. The development of the FUSE examination, including the passing score, followed a psychometrically sound process. Self-reported time studying the FUSE curriculum predicted a passing score independent of other pretest characteristics such as years in practice and self-reported expertise.

  17. Retrieval practice with short-answer, multiple-choice, and hybrid tests.

    PubMed

    Smith, Megan A; Karpicke, Jeffrey D

    2014-01-01

    Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

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

    ERIC Educational Resources Information Center

    Smith, Clifton L.

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

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

    ERIC Educational Resources Information Center

    Roid, Gale; And Others

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

  20. Integrated Testlets: A New Form of Expert-Student Collaborative Testing

    ERIC Educational Resources Information Center

    Shiell, Ralph C.; Slepkov, Aaron D.

    2015-01-01

    Integrated testlets are a new assessment tool that encompass the procedural benefits of multiple-choice testing, the pedagogical advantages of free-response-based tests, and the collaborative aspects of a viva voce or defence examination format. The result is a robust assessment tool that provides a significant formative aspect for students.…

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

    ERIC Educational Resources Information Center

    Kahraman, Nilüfer

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

  3. Do Sequentially-Presented Answer Options Prevent the Use of Testwiseness Cues on Continuing Medical Education Tests?

    ERIC Educational Resources Information Center

    Willing, Sonja; Ostapczuk, Martin; Musch, Jochen

    2015-01-01

    Testwiseness--that is, the ability to find subtle cues towards the solution by the simultaneous comparison of the available answer options--threatens the validity of multiple-choice (MC) tests. Discrete-option multiple-choice (DOMC) has recently been proposed as a computerized alternative testing format for MC tests, and presumably allows for a…

  4. Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions

    ERIC Educational Resources Information Center

    Lee, Jia-Ying

    2011-01-01

    The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

  5. Contextual and social influences on valuation and choice.

    PubMed

    Engelmann, Jan B; Hein, Grit

    2013-01-01

    To survive in our complex environment, we have to adapt to changing contexts. Prior research that investigated how contextual changes are processed in the human brain has demonstrated important modulatory influences on multiple cognitive processes underlying decision-making, including perceptual judgments, working memory, as well as cognitive and attentional control. However, in everyday life, the importance of context is even more obvious during economic and social interactions, which often have implicit rule sets that need to be recognized by a decision-maker. Here, we review recent evidence from an increasing number of studies in the fields of Neuroeconomics and Social Neuroscience that investigate the neurobiological basis of contextual effects on valuation and social choice. Contrary to the assumptions of rational choice theory, multiple contextual factors, such as the availability of alternative choice options, shifts in reference point, and social context, have been shown to modulate behavior, as well as signals in task-relevant neural networks. A consistent picture that emerges from neurobiological results is that valuation-related activity in striatum and ventromedial prefrontal cortex is highly context dependent during both social and nonsocial choice. Alternative approaches to model and explain choice behavior, such as comparison-based choice models, as well as implications for future research are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

  6. Effect of differing PowerPoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course.

    PubMed

    Root Kustritz, Margaret V

    2014-01-01

    Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design.

  7. New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity

    ERIC Educational Resources Information Center

    Smith, Mark D.

    2018-01-01

    History education scholars have recognized the need for test validity research in recent years and have called for empirical studies that explore how to best measure historical thinking processes. The present study was designed to help answer this call and to provide a model that others can adapt to carry this line of research forward. It employed…

  8. 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…

  9. The Effects of Essay Placement and Prompt Type on Performance on the New SAT®. Research Report No. 2006-7. ETS RR-06-34

    ERIC Educational Resources Information Center

    Oh, Hyeon-Joo; Walker, Michael E.

    2007-01-01

    This study evaluated (1) whether essay placement (either at the beginning or at the end of the test battery) impacts test-takers' performance on the critical reading, mathematics, and writing multiple choice measures; and (2) whether essay prompt type (either a simple one-line prompt or a prompt including a short passage) affects test-takers'…

  10. Comparing Assessments of Students' Knowledge by Computerized Open-Ended and Multiple-Choice Tests.

    ERIC Educational Resources Information Center

    Anbar, Michael

    1991-01-01

    Interactive computerized tests accepting unrestricted natural-language input were used to assess knowledge of clinical biophysics at the State University of New York at Buffalo. Comparison of responses to open-ended sequential questions and multiple-choice questions on the same material found the two formats test different aspects of competence.…

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

    ERIC Educational Resources Information Center

    Gadalla, Tahany M.

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

  12. Developing Multiple Choice Tests: Tips & Techniques

    ERIC Educational Resources Information Center

    McCowan, Richard J.

    1999-01-01

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

  13. No Computer Left Behind

    ERIC Educational Resources Information Center

    Cohen, Daniel J.; Rosenzweig, Roy

    2006-01-01

    The combination of the Web and the cell phone forecasts the end of the inexpensive technologies of multiple-choice tests and grading machines. These technological developments are likely to bring the multiple-choice test to the verge of obsolescence, mounting a substantial challenge to the presentation of history and other disciplines.

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

    ERIC Educational Resources Information Center

    Bayrak, Beyza Karadeniz

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Huang, Sheng-Yun

    2011-01-01

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

  16. 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.

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

    ERIC Educational Resources Information Center

    Atalmis, Erkan Hasan

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Papenberg, Martin; Musch, Jochen

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Hohensinn, Christine; Baghaei, Purya

    2017-01-01

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

  20. Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

    NASA Astrophysics Data System (ADS)

    Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

    2018-01-01

    Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

  1. Students' Conceptual Difficulties in Quantum Mechanics: Potential Well Problems

    ERIC Educational Resources Information Center

    Ozcan, Ozgur; Didis, Nilufer; Tasar, Mehmet Fatih

    2009-01-01

    In this study, students' conceptual difficulties about some basic concepts in quantum mechanics like one-dimensional potential well problems and probability density of tunneling particles were identified. For this aim, a multiple choice instrument named Quantum Mechanics Conceptual Test has been developed by one of the researchers of this study…

  2. Government. Maryland High School Assessment.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore.

    This document is a mostly multiple choice test for content given to Maryland high school students enrolled in a government course. The test is divided into 2 sessions, with 25 questions in session 1 and 56 questions in session 2. The multiple choice questions are designated as selected response questions. Other constructed response questions…

  3. A Case Study on Multiple-Choice Testing in Anatomical Sciences

    ERIC Educational Resources Information Center

    Golda, Stephanie DuPont

    2011-01-01

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

  4. Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing

    ERIC Educational Resources Information Center

    Martin, Dona L.; Itter, Diane

    2014-01-01

    When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and…

  5. How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

    ERIC Educational Resources Information Center

    Butler, Susan M.; McColskey, Wendy; O'Sullivan, Rita

    2005-01-01

    Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work…

  6. Choice-Based Conjoint Analysis: Classification vs. Discrete Choice Models

    NASA Astrophysics Data System (ADS)

    Giesen, Joachim; Mueller, Klaus; Taneva, Bilyana; Zolliker, Peter

    Conjoint analysis is a family of techniques that originated in psychology and later became popular in market research. The main objective of conjoint analysis is to measure an individual's or a population's preferences on a class of options that can be described by parameters and their levels. We consider preference data obtained in choice-based conjoint analysis studies, where one observes test persons' choices on small subsets of the options. There are many ways to analyze choice-based conjoint analysis data. Here we discuss the intuition behind a classification based approach, and compare this approach to one based on statistical assumptions (discrete choice models) and to a regression approach. Our comparison on real and synthetic data indicates that the classification approach outperforms the discrete choice models.

  7. Education research: a case-based bioethics curriculum for neurology residents.

    PubMed

    Tolchin, Benjamin; Willey, Joshua Z; Prager, Kenneth

    2015-03-31

    In 2012, the American Academy of Neurology (AAN) updated and expanded its ethics curriculum into Practical Ethics in Clinical Neurology, a case-based ethics curriculum for neurologists. We piloted a case-based bioethics curriculum for neurology residents using the framework and topics recommended by the AAN, matched to clinical cases drawn from Columbia's neurologic services. Our primary outcome was residents' ability to analyze and manage ethically complex cases as measured on precurriculum and postcurriculum multiple-choice quizzes. Secondary outcomes included precurriculum and postcurriculum self-assessed comfort in discussing and managing ethically complex cases, as well as attendance at ethics discussion sessions as compared to attendance at other didactic sessions. Resident performance on quizzes improved from 75.8% to 86.7% (p = 0.02). Comfort in discussing ethically complex cases improved from 6.4 to 7.4 on a 10-point scale (p = 0.03). Comfort in managing such cases trended toward improvement but did not reach statistical significance. Attendance was significantly better at ethics discussions (73.5%) than at other didactic sessions (61.7%, p = 0.04). Our formal case-based ethics curriculum for neurology residents, based on core topics drawn from the AAN's published curricula, was successfully piloted. Our study showed a statistically significant improvement in residents' ability to analyze and manage ethically complex cases as measured by multiple-choice tests and self-assessments. © 2015 American Academy of Neurology.

  8. Assessment of representational competence in kinematics

    NASA Astrophysics Data System (ADS)

    Klein, P.; Müller, A.; Kuhn, J.

    2017-06-01

    A two-tier instrument for representational competence in the field of kinematics (KiRC) is presented, designed for a standard (1st year) calculus-based introductory mechanics course. It comprises 11 multiple choice (MC) and 7 multiple true-false (MTF) questions involving multiple representational formats, such as graphs, pictures, and formal (mathematical) expressions (1st tier). Furthermore, students express their answer confidence for selected items, providing additional information (2nd tier). Measurement characteristics of KiRC were assessed in a validation sample (pre- and post-test, N =83 and N =46 , respectively), including usefulness for measuring learning gain. Validity is checked by interviews and by benchmarking KiRC against related measures. Values for item difficulty, discrimination, and consistency are in the desired ranges; in particular, a good reliability was obtained (KR 20 =0.86 ). Confidence intervals were computed and a replication study yielded values within the latter. For practical and research purposes, KiRC as a diagnostic tool goes beyond related extant instruments both for the representational formats (e.g., mathematical expressions) and for the scope of content covered (e.g., choice of coordinate systems). Together with the satisfactory psychometric properties it appears a versatile and reliable tool for assessing students' representational competency in kinematics (and of its potential change). Confidence judgments add further information to the diagnostic potential of the test, in particular for representational misconceptions. Moreover, we present an analytic result for the question—arising from guessing correction or educational considerations—of how the total effect size (Cohen's d ) varies upon combination of two test components with known individual effect sizes, and then discuss the results in the case of KiRC (MC and MTF combination). The introduced method of test combination analysis can be applied to any test comprising two components for the purpose of finding effect size ranges.

  9. Navigating the feminine in massively multiplayer online games: gender in World of Warcraft.

    PubMed

    Brehm, Audrey L

    2013-01-01

    The objective of the study is to present and discuss attitudes, perceptions and opinions about sexism and gendered play in the massively multiplayer online roleplaying game (MMO), World of Warcraft. Through the use of an online survey which includes both multiple choice questions and open-ended questions, the research discusses the major themes and findings expressed by the World of Warcraft forum users (N = 294). The descriptive statistical findings presented are derived from the multiple choice questions. Within the sample, the results reveal that sexism is a contentious topic in the World of Warcraft community. 63.6% (n = 75) of female respondents reported experiencing sexism within the game. 27.5% (n = 44) of male respondents and 45.3% (n = 53) of female respondents believe that sexism is a problem in the game. Overall, 64.4% (n = 183) of the respondents reported sexism as a non-issue in the game. Themes surrounding the topic of sexism experienced within the game are presented based on frequency of homogenous responses. Based on the multiple choice questions and the open-ended questions, the research argues that sexism and gendered play in gaming should be studied more closely, as the results reveal that many MMO players are affected negatively by it.

  10. Navigating the feminine in massively multiplayer online games: gender in World of Warcraft

    PubMed Central

    Brehm, Audrey L.

    2013-01-01

    The objective of the study is to present and discuss attitudes, perceptions and opinions about sexism and gendered play in the massively multiplayer online roleplaying game (MMO), World of Warcraft. Through the use of an online survey which includes both multiple choice questions and open-ended questions, the research discusses the major themes and findings expressed by the World of Warcraft forum users (N = 294). The descriptive statistical findings presented are derived from the multiple choice questions. Within the sample, the results reveal that sexism is a contentious topic in the World of Warcraft community. 63.6% (n = 75) of female respondents reported experiencing sexism within the game. 27.5% (n = 44) of male respondents and 45.3% (n = 53) of female respondents believe that sexism is a problem in the game. Overall, 64.4% (n = 183) of the respondents reported sexism as a non-issue in the game. Themes surrounding the topic of sexism experienced within the game are presented based on frequency of homogenous responses. Based on the multiple choice questions and the open-ended questions, the research argues that sexism and gendered play in gaming should be studied more closely, as the results reveal that many MMO players are affected negatively by it. PMID:24363650

  11. Memory-Context Effects of Screen Color in Multiple-Choice and Fill-In Tests

    ERIC Educational Resources Information Center

    Prestera, Gustavo E.; Clariana, Roy; Peck, Andrew

    2005-01-01

    In this experimental study, 44 undergraduates completed five computer-based instructional lessons and either two multiplechoice tests or two fill-in-the-blank tests. Color-coded borders were displayed during the lesson, adjacent to the screen text and illustrations. In the experimental condition, corresponding border colors were shown at posttest.…

  12. Criterion Referenced Inventory. Grade 7 Skill Clusters, Objectives, and Illustrations.

    ERIC Educational Resources Information Center

    Montgomery County Public Schools, Rockville, MD.

    Part of a series of competency-based test materials for grades six through ten, this test booklet for seventh graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate booklet of illustrations which are to be used in conjunction with the questions, the test covers the…

  13. Comparability of Computer- and Paper-Administered Multiple-Choice Tests for K-12 Populations: A Synthesis

    ERIC Educational Resources Information Center

    Kingston, Neal M.

    2009-01-01

    There have been many studies of the comparability of computer-administered and paper-administered tests. Not surprisingly (given the variety of measurement and statistical sampling issues that can affect any one study) the results of such studies have not always been consistent. Moreover, the quality of computer-based test administration systems…

  14. New Contemporary Criterion-Referenced Assessment Instruments for Astronomy & Geology: TOAST & EGGS

    NASA Astrophysics Data System (ADS)

    Guffey, Sarah Katie; Slater, Stephanie J.; Slater, Timothy F.

    2015-08-01

    Considerable effort in the astronomy and Earth sciences education research over the past decade has focused on developing assessment tools in the form of multiple-choice conceptual diagnostics and content knowledge surveys. This has been critically important in advancing discipline-based education research allowing scholar to establish the initial, incoming knowledge state of students as well as to attempt to measure some of the impacts of innovative instructional interventions. Before now, few of the existing instruments were constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. Whereas first-generation assessment tools, such as the Astronomy Diagnostics Test ADT2) were based primarily upon further identifying documented astronomy misconceptions, scholars from the CAPER Center for Astronomy & Physics Education Research team are creating contemporary instruments based instead by developing items using modern test construction techniques and tightly aligned to the consensus learning goals identified by the American Association of the Advancement of Science’s Project 2061 Benchmarks, and the National Research Council’s National Science Education Standards, and the National Research Council’s Frameworks for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. These consensus learning goals are further enhanced guiding documents from the American Astronomical Society - Chair’s Conference on ASTRO 101 and the NSF-funded Earth Science Literacy Initiative. Two of the resulting criterion-referenced assessment tools widely used by researchers are the Test Of Astronomy STandards (TOAST) and the Exam of GeoloGy StandardS (EGGS). These easy-to-use and easy-to-score multiple-choice instruments have a high degree of reliability and validity for instructors and researchers needing information on students’ initial knowledge state at the beginning of a course and can be used, in aggregate, to help measure the impact teaching innovations with learning goals tightly aligned to consensus goals of the broader education community.

  15. The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery

    NASA Astrophysics Data System (ADS)

    Kaniawati, I.; Samsudin, A.; Hasopa, Y.; Sutrisno, A. D.; Suhendi, E.

    2016-08-01

    This research is based on students’ lack of mastery of physics abstract concepts. Thus, this study aims to improve senior high school students’ mastery of momentum and impulse concepts with the use of computer simulation. To achieve these objectives, the research method employed was pre experimental design with one group pre-test post-test. A total of 36 science students of grade 11 in one of public senior high school in Bandung became the sample in this study. The instruments utilized to determine the increase of students’ concept mastery were pretest and posttest in the form of multiple choices. After using computer simulations in physics learning, students’ mastery of momentum and impulse concept has increased as indicated by the normalized gain of 0.64 with the medium category.

  16. "I Don't Know" and Multiple Choice Analysis of Pre- and Post-Tests

    ERIC Educational Resources Information Center

    Spears, Karen; Wilson, Mary

    2010-01-01

    Evaluation is an essential component of any Extension education program. One tool, the pre- and post-test, provides measurable evaluation data. Yet often the answer "I don't know" or all possible answers to a multiple choice question are not included in the repeated measure analysis. Because more than two answers are offered, the test of marginal…

  17. Predictive Validity of a Multiple-Choice Test for Placement in a Community College

    ERIC Educational Resources Information Center

    Verbout, Mary F.

    2013-01-01

    Multiple-choice tests of punctuation and usage are used throughout the United States to assess the writing skills of new community college students in order to place them in either a basic writing course or first-year composition. To determine whether using the COMPASS Writing Test (CWT) is a valid placement at a community college, student test…

  18. Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing

    ERIC Educational Resources Information Center

    Campbell, Mark L.

    2015-01-01

    Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of…

  19. Assessing the Validity of Multiple-Choice Questions in Measuring Fourth Graders' Ability to Interpret Graphs about Motion and Temperature

    ERIC Educational Resources Information Center

    Dulger, Mehmet; Deniz, Hasan

    2017-01-01

    The purpose of this paper is to assess the validity of multiple-choice questions in measuring fourth grade students' ability to interpret graphs related to physical science topics such as motion and temperature. We administered a test including 6 multiple-choice questions to 28 fourth grade students. Students were asked to explain their thinking…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Swygert, Kimberly A.

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

  2. Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2008-01-01

    This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy".…

  3. Improvement of individual camouflage through background choice in ground-nesting birds.

    PubMed

    Stevens, Martin; Troscianko, Jolyon; Wilson-Aggarwal, Jared K; Spottiswoode, Claire N

    2017-09-01

    Animal camouflage is a longstanding example of adaptation. Much research has tested how camouflage prevents detection and recognition, largely focusing on changes to an animal's own appearance over evolution. However, animals could also substantially alter their camouflage by behaviourally choosing appropriate substrates. Recent studies suggest that individuals from several animal taxa could select backgrounds or positions to improve concealment. Here, we test whether individual wild animals choose backgrounds in complex environments, and whether this improves camouflage against predator vision. We studied nest site selection by nine species of ground-nesting birds (nightjars, plovers and coursers) in Zambia, and used image analysis and vision modeling to quantify egg and plumage camouflage to predator vision. Individual birds chose backgrounds that enhanced their camouflage, being better matched to their chosen backgrounds than to other potential backgrounds with respect to multiple aspects of camouflage. This occurred at all three spatial scales tested (a few cm and five meters from the nest, and compared to other sites chosen by conspecifics), and was the case for the eggs of all bird groups studied, and for adult nightjar plumage. Thus, individual wild animals improve their camouflage through active background choice, with choices highly refined across multiple spatial scales.

  4. Improvement of individual camouflage through background choice in ground-nesting birds

    PubMed Central

    Stevens, Martin; Troscianko, Jolyon; Wilson-Aggarwal, Jared K.; Spottiswoode, Claire N.

    2017-01-01

    Animal camouflage is a longstanding example of adaptation. Much research has tested how camouflage prevents detection and recognition, largely focusing on changes to an animal's own appearance over evolution. However, animals could also substantially alter their camouflage by behaviourally choosing appropriate substrates. Recent studies suggest that individuals from several animal taxa could select backgrounds or positions to improve concealment. Here, we test whether individual wild animals choose backgrounds in complex environments, and whether this improves camouflage against predator vision. We studied nest site selection by nine species of ground-nesting birds (nightjars, plovers and coursers) in Zambia, and used image analysis and vision modeling to quantify egg and plumage camouflage to predator vision. Individual birds chose backgrounds that enhanced their camouflage, being better matched to their chosen backgrounds than to other potential backgrounds with respect to multiple aspects of camouflage. This occurred at all three spatial scales tested (a few cm and five meters from the nest, and compared to other sites chosen by conspecifics), and was the case for the eggs of all bird groups studied, and for adult nightjar plumage. Thus, individual wild animals improve their camouflage through active background choice, with choices highly refined across multiple spatial scales. PMID:28890937

  5. Teaching habitat and animal classification to fourth graders using an engineering-design model

    NASA Astrophysics Data System (ADS)

    Marulcu, Ismail

    2014-05-01

    Background: The motivation for this work is built upon the premise that there is a need for research-based materials for design-based science instruction. In this paper, a small portion of our work investigating the impact of a LEGOTM engineering unit on fourth grade students' preconceptions and understanding of animals is presented. Purpose: The driving questions for our work are: (1) What is the impact of an engineering-design-based curricular module on students' understanding of habitat and animal classification? (2) What are students' misconceptions regarding animal classification and habitat? Sample: The study was conducted in an inner-city K-8 school in the northeastern region of the United States. There were two fourth grade classrooms in the school. The first classroom included seven girls and nine boys, whereas the other classroom included eight girls and eight boys. All fourth grade students participated in the study. Design and methods: In answering the research questions mixed-method approaches are used. Data collection methods included pre- and post-tests, pre- and post-interviews, student journals, and classroom observations. Identical pre- and post-tests were administered to measure students' understanding of animals. They included four multiple-choice and six open-ended questions. Identical pre- and post-interviews were administered to explore students' in-depth understanding of animals. Results: Our results show that students significantly increased their performance after instruction on both the multiple-choice questions (t = -3.586, p = .001) and the open-ended questions (t = -5.04, p = .000). They performed better on the post interviews as well. Also, it is found that design-based instruction helped students comprehend core concepts of a life science subject, animals. Conclusions: Based on these results, the main argument of the study is that engineering design is a useful framework for teaching not only physical science-related subjects, but also life science subjects in elementary science classrooms.

  6. Evaluation of Performance and Perceptions of Electronic vs. Paper Multiple-Choice Exams

    ERIC Educational Resources Information Center

    Washburn, Shannon; Herman, James; Stewart, Randolph

    2017-01-01

    In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized…

  7. A Multiple Choice Version of the Sentence Completion Method

    ERIC Educational Resources Information Center

    Shouval, Ron; And Others

    1975-01-01

    It was concluded that a multiple choice form corresponding to a sentence completion measure, test clearly defined personality areas (such as autonomy) could be a reasonable alternative for many purposes. (Author/DEP)

  8. Multiple-Choice Tests with Correction Allowed in Autism: An Excel Applet

    ERIC Educational Resources Information Center

    Martinez, Elisabetta Monari

    2010-01-01

    The valuation of academic achievements in students with severe language impairment is problematic if they also have difficulties in sustaining attention and in praxic skills. In severe autism all of these difficulties may occur together. Multiple-choice tests offer the advantage that simple praxic skills are required, allowing the tasks to be…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  10. Semantic Similarity Measures for the Generation of Science Tests in Basque

    ERIC Educational Resources Information Center

    Aldabe, Itziar; Maritxalar, Montse

    2014-01-01

    The work we present in this paper aims to help teachers create multiple-choice science tests. We focus on a scientific vocabulary-learning scenario taking place in a Basque-language educational environment. In this particular scenario, we explore the option of automatically generating Multiple-Choice Questions (MCQ) by means of Natural Language…

  11. A Practical Methodology for the Systematic Development of Multiple Choice Tests.

    ERIC Educational Resources Information Center

    Blumberg, Phyllis; Felner, Joel

    Using Guttman's facet design analysis, four parallel forms of a multiple-choice test were developed. A mapping sentence, logically representing the universe of content of a basic cardiology course, specified the facets of the course and the semantic structural units linking them. The facets were: cognitive processes, disease priority, specific…

  12. The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items.

    ERIC Educational Resources Information Center

    Bennett, Randy Elliot; And Others

    1990-01-01

    The relationship of an expert-system-scored constrained free-response item type to multiple-choice and free-response items was studied using data for 614 students on the College Board's Advanced Placement Computer Science (APCS) Examination. Implications for testing and the APCS test are discussed. (SLD)

  13. NEUROBIOLOGY OF ECONOMIC CHOICE: A GOOD-BASED MODEL

    PubMed Central

    Padoa-Schioppa, Camillo

    2012-01-01

    Traditionally the object of economic theory and experimental psychology, economic choice recently became a lively research focus in systems neuroscience. Here I summarize the emerging results and I propose a unifying model of how economic choice might function at the neural level. Economic choice entails comparing options that vary on multiple dimensions. Hence, while choosing, individuals integrate different determinants into a subjective value; decisions are then made by comparing values. According to the good-based model, the values of different goods are computed independently of one another, which implies transitivity. Values are not learned as such, but rather computed at the time of choice. Most importantly, values are compared within the space of goods, independent of the sensori-motor contingencies of choice. Evidence from neurophysiology, imaging and lesion studies indicates that abstract representations of value exist in the orbitofrontal and ventromedial prefrontal cortices. The computation and comparison of values may thus take place within these regions. PMID:21456961

  14. The Social Attribution Task - Multiple Choice (SAT-MC): Psychometric comparison with social cognitive measures for schizophrenia research.

    PubMed

    Johannesen, Jason K; Fiszdon, Joanna M; Weinstein, Andrea; Ciosek, David; Bell, Morris D

    2018-04-01

    The Social Attribution Task-Multiple Choice (SAT-MC) tests the ability to extract social themes from viewed object motion. This form of animacy perception is thought to aid the development of social inference, but appears impaired in schizophrenia. The current study was undertaken to examine psychometric equivalence of two forms of the SAT-MC and to compare their performance against social cognitive tests recommended for schizophrenia research. Thirty-two schizophrenia (SZ) and 30 substance use disorder (SUD) participants completed both SAT-MC forms, the Bell-Lysaker Emotion Recognition Task (BLERT), Hinting Task, The Awareness of Social Inference Test (TASIT), Ambiguous Intentions and Hostility Questionnaire (AIHQ) and questionnaire measures of interpersonal function. Test sensitivity, construct and external validity, test-retest reliability, and internal consistency were evaluated. SZ scored significantly lower than SUD on both SAT-MC forms, each classifying ~60% of SZ as impaired, compared with ~30% of SUD. SAT-MC forms demonstrated good test-retest and parallel form reliability, minimal practice effect, high internal consistency, and similar patterns of correlation with social cognitive and external validity measures. The SAT-MC compared favorably to recommended social cognitive tests across psychometric features and, with exception of TASIT, was most sensitive to impairment in schizophrenia when compared to a chronic substance use sample. Published by Elsevier B.V.

  15. Evidence-based point-of-care tests and device designs for disaster preparedness.

    PubMed

    Brock, T Keith; Mecozzi, Daniel M; Sumner, Stephanie; Kost, Gerald J

    2010-01-01

    To define pathogen tests and device specifications needed for emerging point-of-care (POC) technologies used in disasters. Surveys included multiple-choice and ranking questions. Multiple-choice questions were analyzed with the chi2 test for goodness-of-fit and the binomial distribution test. Rankings were scored and compared using analysis of variance and Tukey's multiple comparison test. Disaster care experts on the editorial boards of the American Journal of Disaster Medicine and the Disaster Medicine and Public Health Preparedness, and the readers of the POC Journal. Vibrio cholera and Staphylococcus aureus were top-ranked pathogens for testing in disaster settings. Respondents felt that disaster response teams should be equipped with pandemic infectious disease tests for novel 2009 H1N1 and avian H5N1 influenza (disaster care, p < 0.05; POC, p < 0.01). In disaster settings, respondents preferred self-contained test cassettes (disaster care, p < 0.05; POC, p < 0.001) for direct blood sampling (POC, p < 0.01) and disposal of biological waste (disaster care, p < 0.05; POC, p < 0.001). Multiplex testing performed at the POC was preferred in urgent care and emergency room settings. Evidence-based needs assessment identifies pathogen detection priorities in disaster care scenarios, in which Vibrio cholera, methicillin-sensitive and methicillin-resistant Staphylococcus aureus, and Escherichia coli ranked the highest. POC testing should incorporate setting-specific design criteria such as safe disposable cassettes and direct blood sampling at the site of care.

  16. Duchenne Muscular Dystrophy: a Survey of Perspectives on Carrier Testing and Communication Within the Family.

    PubMed

    Hayes, Brenna; Hassed, Susan; Chaloner, Jae Lindsay; Aston, Christopher E; Guy, Carrie

    2016-06-01

    Carrier testing is widely available for multiple genetic conditions, and several professional organizations have created practice guidelines regarding appropriate clinical application and the testing of minors. Previous research has focused on carrier screening, predictive testing, and testing for X-linked conditions. However, family perspectives on carrier testing for X-linked lethal diseases have yet to be described. In this study, we explored communication within the family about carrier testing and the perspectives of mothers of sons with an X-linked lethal disease, Duchenne muscular dystrophy (DMD). Twenty-five mothers of sons with DMD participated in an anonymous online survey. Survey questions included multiple choice, Likert scale, and open ended, short answer questions. Analysis of the multiple choice and Likert scale questions revealed that most mothers preferred a gradual style of communication with their daughters regarding risk status. In addition, most participants reported having consulted with a genetic counselor and found it helpful. Comparisons between groups, analyzed using Fisher's exact tests, found no differences in preferred style due to mother's carrier status or having a daughter. Thematic analysis was conducted on responses to open ended questions. Themes identified included the impact of family implications, age and maturity, and a desire for autonomy regarding the decision to discuss and undergo carrier testing with at-risk daughters, particularly timing of these discussions. Implications for genetic counseling practice are discussed.

  17. Single-Word Intelligibility in Speakers with Repaired Cleft Palate

    ERIC Educational Resources Information Center

    Whitehill, Tara; Chau, Cynthia

    2004-01-01

    Many speakers with repaired cleft palate have reduced intelligibility, but there are limitations with current procedures for assessing intelligibility. The aim of this study was to construct a single-word intelligibility test for speakers with cleft palate. The test used a multiple-choice identification format, and was based on phonetic contrasts…

  18. Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format

    ERIC Educational Resources Information Center

    Slepkov, Aaron D.; Vreugdenhil, Andrew J.; Shiell, Ralph C.

    2016-01-01

    There are numerous benefits to answer-until-correct (AUC) approaches to multiple-choice testing, not the least of which is the straightforward allotment of partial credit. However, the benefits of granting partial credit can be tempered by the inevitable increase in test scores and by fears that such increases are further contaminated by a large…

  19. How Well Do Engineering Students Retain Core Mathematical Knowledge after a Series of High Threshold Online Mathematics Tests?

    ERIC Educational Resources Information Center

    Carr, Michael; Prendergast, Mark; Breen, Cormac; Faulkner, Fiona

    2017-01-01

    In the Dublin Institute of Technology, high threshold core skills assessments are run in mathematics for third-year engineering students. Such tests require students to reach a threshold of 90% on a multiple choice test based on a randomized question bank. The material covered by the test consists of the more important aspects of undergraduate…

  20. Performance of Dental Hygiene Students in Mass Fatality Training and Radiographic Imaging of Dental Remains.

    PubMed

    Newcomb, Tara L; Bruhn, Ann M; Ulmer, Loreta H; Diawara, Norou

    2015-10-01

    Mass fatality incidents can overwhelm local, state and national resources quickly. Dental hygienists are widely distributed and have the potential to increase response teams' capacity. However, appropriate training is required. The literature is void of addressing this type of training for dental hygienists and scant in dentistry. Hence, the purpose of this study was to assess one facet of such training: Whether the use of multimedia is likely to enhance educational outcomes related to mass fatality training. A randomized, double-blind, pre- and post-test design was used to evaluate the effectiveness of comparable educational modules for 2 groups: a control group (n=19) that received low media training and a treatment group (n=20) that received multimedia training. Participants were second-year, baccalaureate dental hygiene students. Study instruments included a multiple-choice examination, a clinical competency-based radiology lab scored via a standardized rubric, and an assessment of interest in mass fatality education as a specialty. ANOVA was used to analyze results. Participants' pre- and post-test scores and clinical competency-based radiology lab scores increased following both educational approaches. Interest in mass fatality training also increased significantly for all participants (p=0.45). There was no significant difference in pre- and post-test multiple choice scores (p=0.6455), interest (p=0.9133) or overall competency-based radiology lab scores (p=0.997) between groups. Various educational technique may be effective for mass fatality training. However, mass fatality training that incorporates multimedia is an appropriate avenue for training instruction. Continued research about multimedia's role in this specialty area is encouraged. Copyright © 2015 The American Dental Hygienists’ Association.

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

    ERIC Educational Resources Information Center

    Barniol, Pablo; Zavala, Genaro

    2014-01-01

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

  2. A Computer-Based Approach for Deriving and Measuring Individual and Team Knowledge Structure from Essay Questions

    ERIC Educational Resources Information Center

    Clariana, Roy B.; Wallace, Patricia

    2007-01-01

    This proof-of-concept investigation describes a computer-based approach for deriving the knowledge structure of individuals and of groups from their written essays, and considers the convergent criterion-related validity of the computer-based scores relative to human rater essay scores and multiple-choice test scores. After completing a…

  3. Dimensionality Analysis of "CBAL"™ Writing Tests. Research Report. ETS RR-13-10

    ERIC Educational Resources Information Center

    Fu, Jianbin; Chung, Seunghee; Wise, Maxwell

    2013-01-01

    The Cognitively Based Assessment of, for, and as Learning ("CBAL"™) research initiative is aimed at developing an innovative approach to K-12 assessment based on cognitive competency models. Because the choice of scoring and equating approaches depends on test dimensionality, the dimensional structure of CBAL tests must be understood.…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

  6. The Effect of the Multiple-Choice Item Format on the Measurement of Knowledge of Language Structure

    ERIC Educational Resources Information Center

    Currie, Michael; Chiramanee, Thanyapa

    2010-01-01

    Noting the widespread use of multiple-choice items in tests in English language education in Thailand, this study compared their effect against that of constructed-response items. One hundred and fifty-two university undergraduates took a test of English structure first in constructed-response format, and later in three, stem-equivalent…

  7. Towards a Better Understanding of the Legibility Bias in Performance Assessments: The Case of Gender-Based Inferences

    ERIC Educational Resources Information Center

    Greifeneder, Rainer; Zelt, Sarah; Seele, Tim; Bottenberg, Konstantin; Alt, Alexander

    2012-01-01

    Background: Handwriting legibility systematically biases evaluations in that highly legible handwriting results in more positive evaluations than less legible handwriting. Because performance assessments in educational contexts are not only based on computerized or multiple choice tests but often include the evaluation of handwritten work samples,…

  8. First Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

    NASA Astrophysics Data System (ADS)

    Slater, Stephanie

    2009-01-01

    Considerable effort in the astronomy education research over the past several years has focused on developing assessment tools in the form of multiple-choice conceptual diagnostics and content knowledge surveys. This has been critically important in advancing astronomy as a sub-discipline of physics education research, allowing researchers to establish the initial knowledge state of students as well as to attempt to measure some of the impacts of innovative instructional interventions. Before now, few of the existing instruments were constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. Moving beyond the 10-year old Astronomy Diagnostics Test, we have developed and validated a new assessment instrument that is tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) designed a criterion-referenced assessment tool, called the Test Of Astronomy STandards (TOAST). Through iterative development, this multiple-choice instrument has a high degree of reliability and validity for instructors and researchers needing information on students’ initial knowledge state at the beginning of a course and can be used, in aggregate, to help measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

  9. Exploring Secondary Students' Understanding of Chemical Kinetics through Inquiry-Based Learning Activities

    ERIC Educational Resources Information Center

    Chairam, Sanoe; Klahan, Nutsuda; Coll, Richard K.

    2015-01-01

    This research is trying to evaluate the feedback of Thai secondary school students to inquiry-based teaching and learning methods, exemplified by the study of chemical kinetics. This work used the multiple-choice questions, scientifically practical diagram and questionnaire to assess students' understanding of chemical kinetics. The findings…

  10. Characterization of Antixenosis in Soybean Genotypes to Bemisia tabaci (Hemiptera: Aleyrodidae) Biotype B.

    PubMed

    Baldin, E L L; Cruz, P L; Morando, R; Silva, I F; Bentivenha, J P F; Tozin, L R S; Rodrigues, T M

    2017-08-01

    Bemisia tabaci biotype B (Gennadius) is one of the most important soybean pest worldwide. Herein, 15 soybean genotypes were evaluated, to characterize the occurrence of antixenosis to B. tabaci biotype B. Initially, a multiple-choice test with all genotypes was carried out, evaluating the settling and oviposition preference at 3 d after infestation, and the colonization by nymphs after 48 d of infestation. Subsequently, a no-choice test, using 14 genotypes, was conducted with infested plants individually, and the number of eggs was counted after 72 h. Then, 10 genotypes were selected (indicative of resistance and susceptibility), which were evaluated for whitefly settling 24, 48, and 72 h after infestation and for oviposition 72 h after infestation. The trichomes of the leaflets were characterized for density, size, and inclination to establish possible correlations with the settling and oviposition in the genotypes. In the first multiple-choice test, involving 15 genotypes, 'IAC-17,' 'IAC-19,' and UX-2569-159 expressed antixenosis against B. tabaci. 'Jackson,' 'P98Y11,' and PI-229358 exhibited the same behavior in the no-choice test. In the multiple-choice test, 'Jackson,' 'P98Y11,' and 'TMG1176 RR' were the least attractive and least used for oviposition. The antixenosis shown by 'Jackson,' 'P98Y11,' and PI-229358 may be related to the characteristics of the trichomes (lower density and inclined). Based on the experiments carried out, 'IAC-17,' 'IAC-19,' 'Jackson,' 'P98Y11,' PI-229358, TMG1176 RR, and UX-2569-159 are considered promising for resistance to B. tabaci biotype B and may be exploited in soybean breeding programs for resistance to insects. © The Authors 2017. Published by Oxford University Press on behalf of Entomological Society of America. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  11. Can a Two-Question Test Be Reliable and Valid for Predicting Academic Outcomes?

    ERIC Educational Resources Information Center

    Bridgeman, Brent

    2016-01-01

    Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…

  12. On the Optimality of Answer-Copying Indices: Theory and Practice

    ERIC Educational Resources Information Center

    Romero, Mauricio; Riascos, Álvaro; Jara, Diego

    2015-01-01

    Multiple-choice exams are frequently used as an efficient and objective method to assess learning, but they are more vulnerable to answer copying than tests based on open questions. Several statistical tests (known as indices in the literature) have been proposed to detect cheating; however, to the best of our knowledge, they all lack mathematical…

  13. Theory-based interventions for contraception.

    PubMed

    Lopez, Laureen M; Tolley, Elizabeth E; Grimes, David A; Chen-Mok, Mario

    2011-03-16

    The explicit use of theory in research helps expand the knowledge base. Theories and models have been used extensively in HIV-prevention research and in interventions for preventing sexually transmitted infections (STIs). The health behavior field uses many theories or models of change. However, educational interventions addressing contraception often have no stated theoretical base. Review randomized controlled trials (RCTs) that tested a theoretical approach to inform contraceptive choice; encourage contraceptive use; or promote adherence to, or continuation of, a contraceptive regimen. We searched computerized databases for trials that tested a theory-based intervention for improving contraceptive use (MEDLINE, POPLINE, CENTRAL, PsycINFO, EMBASE, ClinicalTrials.gov, and ICTRP). We also wrote to researchers to find other trials. Trials tested a theory-based intervention for improving contraceptive use. We excluded trials focused on high-risk groups and preventing sexually transmitted infections or HIV. Interventions addressed the use of one or more contraceptive methods for contraception. The reports provided evidence that the intervention was based on a specific theory or model. The primary outcomes were pregnancy, contraceptive choice, initiating or changing contraceptive use, contraceptive regimen adherence, and contraception continuation. The primary author evaluated abstracts for eligibility. Two authors extracted data from included studies. We calculated the odds ratio for dichotomous outcomes. No meta-analysis was conducted due to intervention differences. Fourteen RCTs met our inclusion criteria. In 2 of 10 trials with pregnancy or birth data, a theory-based group showed better results. Four of 10 trials with contraceptive use data (other than condoms) showed better outcomes in an experimental group. For condom use, a theory-based group had favorable results in three of eight trials. Social Cognitive Theory was the main theoretical basis for five trials, of which three showed positive results. Two based on other social cognition models had favorable results, as did two of four focused on motivational interviewing. Thirteen trials provided multiple sessions or contacts. Of seven effective interventions, five targeted adolescents, including four with group sessions. Three effective trials had individual sessions. Seven trials were rated as having high or moderate quality; three of those had favorable results. Family planning researchers and practitioners could adapt the effective interventions. Reproductive health needs high-quality research on behavior change, especially for clinical and low-resource settings. More thorough use of single theories would help, as would better reporting on research design and intervention implementation.

  14. Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

    ERIC Educational Resources Information Center

    Merrel, Jeremy D.; Cirillo, Pier F.; Schwartz, Pauline M.; Webb, Jeffrey A.

    2015-01-01

    Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an…

  15. PubMed Central

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

    2015-01-01

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

  16. Assessment and the Learning Brain: What the Research Tells Us

    ERIC Educational Resources Information Center

    Hardiman, Mariale; Whitman, Glenn

    2014-01-01

    If you really want to see how innovative a school is, inquire about its thinking and practices regarding assessment. For the students, does the mere thought of assessment trigger stress? Do the teachers rely heavily on high-stakes, multiple-choice, Bell Curve-generating tests? Or do the students seem relaxed and engaged as teachers experiment with…

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

    ERIC Educational Resources Information Center

    Ozmen, Haluk

    2008-01-01

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

  18. Accommodations for Multiple Choice Tests

    ERIC Educational Resources Information Center

    Trammell, Jack

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Sadoski, Mark C.

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

  20. Anonymity and Electronics: Adapting Preparation for Radiology Resident Examination.

    PubMed

    Chapman, Teresa; Reid, Janet R; O'Conner, Erin E

    2017-06-01

    Diagnostic radiology resident assessment has evolved from a traditional oral examination to computerized testing. Teaching faculty struggle to reconcile the differences between traditional teaching methods and residents' new preferences for computerized testing models generated by new examination styles. We aim to summarize the collective experiences of senior residents at three different teaching hospitals who participated in case review sessions using a computer-based, interactive, anonymous teaching tool, rather than the Socratic method. Feedback was collected from radiology residents following participation in a senior resident case review session using Nearpod, which allows residents to anonymously respond to the teaching material. Subjective resident feedback was uniformly enthusiastic. Ninety percent of residents favor a case-based board review incorporating multiple-choice questions, and 94% favor an anonymous response system. Nearpod allows for inclusion of multiple-choice questions while also providing direct feedback to the teaching faculty, helping to direct the instruction and clarify residents' gaps in knowledge before the Core Examination. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  1. Sequential effects in pigeon delayed matching-to-sample performance.

    PubMed

    Roitblat, H L; Scopatz, R A

    1983-04-01

    Pigeons were tested in a three-alternative delayed matching-to-sample task in which second-choices were permitted following first-choice errors. Sequences of responses both within and between trials were examined in three experiments. The first experiment demonstrates that the sample information contained in first-choice errors is not sufficient to account for the observed pattern of second choices. This result implies that second-choices following first-choice errors are based on a second examination of the contents of working memory. Proactive interference was found in the second experiment in the form of a dependency, beyond that expected on the basis of trial independent response bias, of first-choices from one trial on the first-choice emitted on the previous trial. Samples from the previous trial were not found to exert a significant influence on later trials. The magnitude of the intertrial association (Experiment 3) did not depend on the duration of the intertrial interval. In contrast, longer intertrial intervals and longer sample durations did facilitate choice accuracy, by strengthening the association between current samples and choices. These results are incompatible with a trace-decay and competition model; they suggest strongly that multiple influences act simultaneously and independently to control delayed matching-to-sample responding. These multiple influences include memory for the choice occurring on the previous trial, memory for the sample, and general effects of trial spacing.

  2. Using a Classroom Response System to Improve Multiple-Choice Performance in AP® Physics

    NASA Astrophysics Data System (ADS)

    Bertrand, Peggy

    2009-04-01

    Participation in rigorous high school courses such as Advanced Placement (AP®) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and on the Force Concept Inventory,2 are particularly good at rooting out common and persisting student misconceptions. Additionally, there are barriers to multiple-choice performance that have little to do with content mastery. For example, a student might fail to read the question thoroughly, forget to apply a reasonableness test to the answer, or simply work too slowly.

  3. Decision making and preferences for acoustic signals in choice situations by female crickets.

    PubMed

    Gabel, Eileen; Kuntze, Janine; Hennig, R Matthias

    2015-08-01

    Multiple attributes usually have to be assessed when choosing a mate. Efficient choice of the best mate is complicated if the available cues are not positively correlated, as is often the case during acoustic communication. Because of varying distances of signalers, a female may be confronted with signals of diverse quality at different intensities. Here, we examined how available cues are weighted for a decision by female crickets. Two songs with different temporal patterns and/or sound intensities were presented in a choice paradigm and compared with female responses from a no-choice test. When both patterns were presented at equal intensity, preference functions became wider in choice situations compared with a no-choice paradigm. When the stimuli in two-choice tests were presented at different intensities, this effect was counteracted as preference functions became narrower compared with choice tests using stimuli of equal intensity. The weighting of intensity differences depended on pattern quality and was therefore non-linear. A simple computational model based on pattern and intensity cues reliably predicted female decisions. A comparison of processing schemes suggested that the computations for pattern recognition and directionality are performed in a network with parallel topology. However, the computational flow of information corresponded to serial processing. © 2015. Published by The Company of Biologists Ltd.

  4. Concept Mapping and Misconceptions: A Study of High-School Students' Understandings of Acids and Bases.

    ERIC Educational Resources Information Center

    Ross, Bertram; And Others

    1991-01-01

    An investigation of students understandings of acids and bases using concept maps, multiple-choice tests, and clinical interviews is described. The methodology and resulting analysis are illustrated with two abbreviated case studies selected from the study. Discussion of concept mapping points to how it starkly represents gaps in the understanding…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  6. Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds: Multiple-Choice versus Constructed-Response Training Items

    ERIC Educational Resources Information Center

    Stevenson, Claire E.; Heiser, Willem J.; Resing, Wilma C. M.

    2016-01-01

    Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC items leads to differences in the strategy…

  7. A Framework for Instrument Development of a Choice Experiment: An Application to Type 2 Diabetes.

    PubMed

    Janssen, Ellen M; Segal, Jodi B; Bridges, John F P

    2016-10-01

    Choice experiments are increasingly used to obtain patient preference information for regulatory benefit-risk assessments. Despite the importance of instrument design, there remains a paucity of literature applying good research principles. We applied a novel framework for instrument development of a choice experiment to measure type 2 diabetes mellitus treatment preferences. Applying the framework, we used evidence synthesis, expert consultation, stakeholder engagement, pretest interviews, and pilot testing to develop a best-worst scaling (BWS) and discrete choice experiment (DCE). We synthesized attributes from published DCEs for type 2 diabetes, consulted clinical experts, engaged a national advisory board, conducted local cognitive interviews, and pilot tested a national survey. From published DCEs (n = 17), ten attribute categories were extracted with cost (n = 11) having the highest relative attribute importance (RAI) (range 6-10). Clinical consultation and stakeholder engagement identified six attributes for inclusion. Cognitive pretesting with local diabetes patients (n = 25) ensured comprehension of the choice experiment. Pilot testing with patients from a national sample (n = 50) identified nausea as most important (RAI for DCE: 10 [95 % CI 8.5-11.5]; RAI for BWS: 10 [95 % CI 8.9-11.1]). The developed choice experiment contained five attributes (A1c decrease, blood glucose stability, low blood glucose, nausea, additional medicine, and cost). The framework for instrument development of a choice experiment included five stages of development and incorporated multiple stakeholder perspectives. Further comparisons of instrument development approaches are needed to identify best practices. To facilitate comparisons, researchers need to be encouraged to publish or discuss their instrument development strategies and findings.

  8. The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

    ERIC Educational Resources Information Center

    Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

    2014-01-01

    In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

  9. Management of hypothermia: impact of lecture-based interactive workshops on training of pediatric nurses.

    PubMed

    Altun, Insaf; Karakoç, Ali

    2012-05-01

    This study aimed to determine the efficacy of interactive workshop on the management of hypothermia and its impact on pediatric nurses' training. This is a pretest-to-posttest quasi-experimental descriptive study. Thirty pediatric nurses attended an interactive lecture-based interactive workshop on the management of hypothermia. Participants had to accept an invitation to the presentation before the training event. They completed the lecture, and a multiple-choice question test before and after the lecture was given. There was a significant improvement in mean test scores after the lecture when compared with those before the lecture (mean [SD], 15.5 [1.3] vs 5.0 [1.7], P < 0.001). The information gained in this study will be valuable as a baseline for further research and help guide improvements in the management of hypothermia with the ultimate goal of enhancing safe and quality patient care.

  10. Do Students Know What They Know and What They Don't Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students' Alternative Conceptions

    ERIC Educational Resources Information Center

    Caleon, Imelda S.; Subramaniam, R.

    2010-01-01

    This study reports on the development and application of a four-tier multiple-choice (4TMC) diagnostic instrument, which has not been reported in the literature. It is an enhanced version of the two-tier multiple-choice (2TMC) test. As in 2TMC tests, its answer and reason tiers measure students' content knowledge and explanatory knowledge,…

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

    PubMed Central

    Palmer, Edward J; Devitt, Peter G

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  13. Criterion Referenced Assessment Bank. Grade 6 Skill Clusters, Objectives, and Illustrations.

    ERIC Educational Resources Information Center

    Montgomery County Public Schools, Rockville, MD.

    Part of a series of competency-based test materials for grades six through ten, this set of nine test booklets for sixth graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate, tenth booklet of illustrations which are to be used in conjunction with the questions, the…

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

    ERIC Educational Resources Information Center

    Kalender, Ilker

    2012-01-01

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

  15. 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.

  16. Non-Hierarchical Clustering as a Method to Analyse an Open-Ended Questionnaire on Algebraic Thinking

    ERIC Educational Resources Information Center

    Di Paola, Benedetto; Battaglia, Onofrio Rosario; Fazio, Claudio

    2016-01-01

    The problem of taking a data set and separating it into subgroups, where the members of each subgroup are more similar to each other than they are to members outside the subgroup, has been extensively studied in science and mathematics education research. Student responses to written questions and multiple-choice tests have been characterised and…

  17. Pre-Service Elementary School and Secondary Mathematics Teachers' Van Hiele Levels and Gender Differences

    ERIC Educational Resources Information Center

    Halat, Erdogan

    2008-01-01

    The aim of this study was to find and compare the pre-service elementary school and secondary mathematic teachers' reasoning stages in geometry. There were a total of 281 pre-service teachers, 125 elementary school teachers and 156 secondary mathematics teachers, involved in the study. The researcher employed a multiple-choice geometry test. This…

  18. Costly Cell Phones: The Impact of Cell Phone Rings on Academic Performance

    ERIC Educational Resources Information Center

    End, Christian M.; Worthman, Shaye; Mathews, Mary Bridget; Wetterau, Katharina

    2010-01-01

    College students participated in a study on the "psychology of note taking" during which they took notes on video content and later completed a multiple-choice test on the material. Researchers assigned 71 participants to either the ringing condition (the video was disrupted by a ringing cell phone) or the control condition (no cell phone rings…

  19. Systemic Ecological Illiteracy? Shedding Light on Meaning as an Act of Thought in Higher Learning

    ERIC Educational Resources Information Center

    Puk, Thomas G.; Stibbards, Adam

    2012-01-01

    Research on ecological literacy often takes for granted that participants understand, and can construct the meaning within, the complex concepts involved, simply because they are able to use the appropriate terminology in a "fluent" manner and/or can select the correct option on multiple choice tests. In this study, and in the larger…

  20. Gender and Ethnicity Differences in Multiple-Choice Testing. Effects of Self-Assessment and Risk-Taking Propensity

    DTIC Science & Technology

    1993-05-01

    correctness of the response provides I some advantages. They are: i 1. Increased reliability of the test; 2. Examinees pay more attention to the multiple...their choice 3 of test date. Each sign up sheet was divided into four cells: Non-Hispanic males and females and Hispanic males and females. 3 I I I...certain prestige and financial rewards; or entering a conservatory of music for advanced training with a well-known pianist . Mr. H realizes that even

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  2. Thai Grade 11 students' alternative conceptions for acid-base chemistry

    NASA Astrophysics Data System (ADS)

    Artdej, Romklao; Ratanaroutai, Thasaneeya; Coll, Richard Kevin; Thongpanchang, Tienthong

    2010-07-01

    This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of students' responses from this study followed the methodology outlined by Çalik and Ayas. The research findings suggest that the ABDT, the multiple choice diagnostic instrument, enables researchers and teachers to classify students' understanding at different levels. Most students exhibited alternative conceptions for several concepts: acid-base theory, dissociation of strong acids or bases, and dissociation of weak acids/bases. Interestingly, one of the concepts that students appeared to find most difficult, and for which they exhibited the most alternative conceptions, was acid-base theory. Some alternative conceptions revealed in this study differ from earlier reports, such as the concept of electrolyte and non-electrolyte solutions as well as the concentration changes of H3O+and OH- in water. These research findings present valuable information for facilitating better understanding of acid-base chemistry by providing insight into the preventable and correctable alternative conceptions exhibited by students.

  3. Memory-Based Simple Heuristics as Attribute Substitution: Competitive Tests of Binary Choice Inference Models.

    PubMed

    Honda, Hidehito; Matsuka, Toshihiko; Ueda, Kazuhiro

    2017-05-01

    Some researchers on binary choice inference have argued that people make inferences based on simple heuristics, such as recognition, fluency, or familiarity. Others have argued that people make inferences based on available knowledge. To examine the boundary between heuristic and knowledge usage, we examine binary choice inference processes in terms of attribute substitution in heuristic use (Kahneman & Frederick, 2005). In this framework, it is predicted that people will rely on heuristic or knowledge-based inference depending on the subjective difficulty of the inference task. We conducted competitive tests of binary choice inference models representing simple heuristics (fluency and familiarity heuristics) and knowledge-based inference models. We found that a simple heuristic model (especially a familiarity heuristic model) explained inference patterns for subjectively difficult inference tasks, and that a knowledge-based inference model explained subjectively easy inference tasks. These results were consistent with the predictions of the attribute substitution framework. Issues on usage of simple heuristics and psychological processes are discussed. Copyright © 2016 Cognitive Science Society, Inc.

  4. Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test

    NASA Astrophysics Data System (ADS)

    Barniol, Pablo; Zavala, Genaro

    2016-06-01

    In this article we present several modifications of the mechanical waves conceptual survey, the most important test to date that has been designed to evaluate university students' understanding of four main topics in mechanical waves: propagation, superposition, reflection, and standing waves. The most significant changes are (i) modification of several test questions that had some problems in their original design, (ii) standardization of the number of options for each question to five, (iii) conversion of the two-tier questions to multiple-choice questions, and (iv) modification of some questions to make them independent of others. To obtain a final version of the test, we administered both the original and modified versions several times to students at a large private university in Mexico. These students were completing a course that covers the topics tested by the survey. The final modified version of the test was administered to 234 students. In this study we present the modifications for each question, and discuss the reasons behind them. We also analyze the results obtained by the final modified version and offer a comparison between the original and modified versions. In the Supplemental Material we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of, and learning about, mechanical waves.

  5. E-Assessment as a Service

    ERIC Educational Resources Information Center

    Amelung, M.; Krieger, K.; Rosner, D.

    2011-01-01

    Assessment is an essential element in learning processes. It is therefore not unsurprising that almost all learning management systems (LMSs) offer support for assessment, e.g., for the creation, execution, and evaluation of multiple choice tests. We have designed and implemented generic support for assessment that is based on assignments that…

  6. A practical method to test the validity of the standard Gumbel distribution in logit-based multinomial choice models of travel behavior

    DOE PAGES

    Ye, Xin; Garikapati, Venu M.; You, Daehyun; ...

    2017-11-08

    Most multinomial choice models (e.g., the multinomial logit model) adopted in practice assume an extreme-value Gumbel distribution for the random components (error terms) of utility functions. This distributional assumption offers a closed-form likelihood expression when the utility maximization principle is applied to model choice behaviors. As a result, model coefficients can be easily estimated using the standard maximum likelihood estimation method. However, maximum likelihood estimators are consistent and efficient only if distributional assumptions on the random error terms are valid. It is therefore critical to test the validity of underlying distributional assumptions on the error terms that form the basismore » of parameter estimation and policy evaluation. In this paper, a practical yet statistically rigorous method is proposed to test the validity of the distributional assumption on the random components of utility functions in both the multinomial logit (MNL) model and multiple discrete-continuous extreme value (MDCEV) model. Based on a semi-nonparametric approach, a closed-form likelihood function that nests the MNL or MDCEV model being tested is derived. The proposed method allows traditional likelihood ratio tests to be used to test violations of the standard Gumbel distribution assumption. Simulation experiments are conducted to demonstrate that the proposed test yields acceptable Type-I and Type-II error probabilities at commonly available sample sizes. The test is then applied to three real-world discrete and discrete-continuous choice models. For all three models, the proposed test rejects the validity of the standard Gumbel distribution in most utility functions, calling for the development of robust choice models that overcome adverse effects of violations of distributional assumptions on the error terms in random utility functions.« less

  7. A practical method to test the validity of the standard Gumbel distribution in logit-based multinomial choice models of travel behavior

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

    Ye, Xin; Garikapati, Venu M.; You, Daehyun

    Most multinomial choice models (e.g., the multinomial logit model) adopted in practice assume an extreme-value Gumbel distribution for the random components (error terms) of utility functions. This distributional assumption offers a closed-form likelihood expression when the utility maximization principle is applied to model choice behaviors. As a result, model coefficients can be easily estimated using the standard maximum likelihood estimation method. However, maximum likelihood estimators are consistent and efficient only if distributional assumptions on the random error terms are valid. It is therefore critical to test the validity of underlying distributional assumptions on the error terms that form the basismore » of parameter estimation and policy evaluation. In this paper, a practical yet statistically rigorous method is proposed to test the validity of the distributional assumption on the random components of utility functions in both the multinomial logit (MNL) model and multiple discrete-continuous extreme value (MDCEV) model. Based on a semi-nonparametric approach, a closed-form likelihood function that nests the MNL or MDCEV model being tested is derived. The proposed method allows traditional likelihood ratio tests to be used to test violations of the standard Gumbel distribution assumption. Simulation experiments are conducted to demonstrate that the proposed test yields acceptable Type-I and Type-II error probabilities at commonly available sample sizes. The test is then applied to three real-world discrete and discrete-continuous choice models. For all three models, the proposed test rejects the validity of the standard Gumbel distribution in most utility functions, calling for the development of robust choice models that overcome adverse effects of violations of distributional assumptions on the error terms in random utility functions.« less

  8. Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

    ERIC Educational Resources Information Center

    McPadden, Daryl; Brewe, Eric

    2017-01-01

    Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

  9. The Multiple-Choice Concept Map (MCCM): An Interactive Computer-Based Assessment Method

    ERIC Educational Resources Information Center

    Sas, Ioan Ciprian

    2010-01-01

    This research attempted to bridge the gap between cognitive psychology and educational measurement (Mislevy, 2008; Leighton & Gierl, 2007; Nichols, 1994; Messick, 1989; Snow & Lohman, 1989) by using cognitive theories from working memory (Baddeley, 1986; Miyake & Shah, 1999; Grimley & Banner, 2008), multimedia learning (Mayer, 2001), and cognitive…

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

    ERIC Educational Resources Information Center

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

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

  11. Preference index supported by motivation tests in Nile tilapia

    PubMed Central

    2017-01-01

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

  12. Preference index supported by motivation tests in Nile tilapia.

    PubMed

    Maia, Caroline Marques; Volpato, Gilson Luiz

    2017-01-01

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

  13. Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning.

    PubMed

    Stein, Marjorie W; Frank, Susan J; Roberts, Jeffrey H; Finkelstein, Malka; Heo, Moonseong

    2016-05-01

    The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. On the posttest, the didactic group gained 12.5 points (P < .0001), and the group-based learning students gained 16.3 points (P < .0001). On the delayed test, the didactic group gained 14.4 points (P < .0001), and the group-based learning students gained 11.8 points (P < .001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  14. Assessment of change in knowledge about research methods among delegates attending research methodology workshop.

    PubMed

    Shrivastava, Manisha; Shah, Nehal; Navaid, Seema

    2018-01-01

    In an era of evidence based medicine research is an essential part of medical profession whether clinical or academic. A research methodology workshop intends to help participants, those who are newer to research field or those who are already doing empirical research. The present study was conducted to assess the changes in knowledge of the participants of a research methodology workshop through a structured questionnaire. With administrative and ethical approval, a four day research methodology workshop was planned. The participants were subjected to a structured questionnaire (pre-test) containing 20 multiple choice questions (Q1-Q 20) related to the topics to be covered in research methodology workshop before the commencement of the workshop and then subjected to similar posttest questionnaire after the completion of workshop. The mean values of pre and post-test scores were calculated and the results were analyzed and compared. Out of the total 153 delegates, 45(29 %) were males and 108 were (71 %) females. 92 (60%) participants consented to fill the pre-test questionnaire and 68 (44%) filled the post-test questionnaire. The mean Pre-test and post-test scores at 95% Confidence Interval were 07.62 (SD ±3.220) and 09.66 (SD ±2.477) respectively. The differences were found to be significant using Paired Sample T test ( P <0.003). There was increase in knowledge of the delegates after attending research methodology workshops. Participatory research methodology workshops are good methods of imparting knowledge, also the long term effects needs to be evaluated.

  15. Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

    ERIC Educational Resources Information Center

    Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y.

    2010-01-01

    The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…

  16. Guide to Developing High-Quality, Reliable, and Valid Multiple-Choice Assessments

    ERIC Educational Resources Information Center

    Towns, Marcy H.

    2014-01-01

    Chemistry faculty members are highly skilled in obtaining, analyzing, and interpreting physical measurements, but often they are less skilled in measuring student learning. This work provides guidance for chemistry faculty from the research literature on multiple-choice item development in chemistry. Areas covered include content, stem, and…

  17. Evidence integration in model-based tree search

    PubMed Central

    Solway, Alec; Botvinick, Matthew M.

    2015-01-01

    Research on the dynamics of reward-based, goal-directed decision making has largely focused on simple choice, where participants decide among a set of unitary, mutually exclusive options. Recent work suggests that the deliberation process underlying simple choice can be understood in terms of evidence integration: Noisy evidence in favor of each option accrues over time, until the evidence in favor of one option is significantly greater than the rest. However, real-life decisions often involve not one, but several steps of action, requiring a consideration of cumulative rewards and a sensitivity to recursive decision structure. We present results from two experiments that leveraged techniques previously applied to simple choice to shed light on the deliberation process underlying multistep choice. We interpret the results from these experiments in terms of a new computational model, which extends the evidence accumulation perspective to multiple steps of action. PMID:26324932

  18. The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

    NASA Astrophysics Data System (ADS)

    Markus, Doron J.

    Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

  19. Comparing comprehension measured by multiple-choice and open-ended questions.

    PubMed

    Ozuru, Yasuhiro; Briner, Stephen; Kurby, Christopher A; McNamara, Danielle S

    2013-09-01

    This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension. PsycINFO Database Record (c) 2013 APA, all rights reserved

  20. Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

    PubMed

    Sinha, Neha; Glass, Arnold Lewis

    2015-01-01

    Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

  1. Acoustic Features Influence Musical Choices Across Multiple Genres.

    PubMed

    Barone, Michael D; Bansal, Jotthi; Woolhouse, Matthew H

    2017-01-01

    Based on a large behavioral dataset of music downloads, two analyses investigate whether the acoustic features of listeners' preferred musical genres influence their choice of tracks within non-preferred, secondary musical styles. Analysis 1 identifies feature distributions for pairs of genre-defined subgroups that are distinct. Using correlation analysis, these distributions are used to test the degree of similarity between subgroups' main genres and the other music within their download collections. Analysis 2 explores the issue of main-to-secondary genre influence through the production of 10 feature-influence matrices, one per acoustic feature, in which cell values indicate the percentage change in features for genres and subgroups compared to overall population averages. In total, 10 acoustic features and 10 genre-defined subgroups are explored within the two analyses. Results strongly indicate that the acoustic features of people's main genres influence the tracks they download within non-preferred, secondary musical styles. The nature of this influence and its possible actuating mechanisms are discussed with respect to research on musical preference, personality, and statistical learning.

  2. Demand Characteristics of Multiple-Choice Items.

    ERIC Educational Resources Information Center

    Diamond, James J.; Williams, David V.

    Thirteen graduate students were asked to indicate for each of 24 multiple-choice items whether the item tested "recall of specific information," a "higher order skill," or "don't know." The students were also asked to state their general basis for judging the items. The 24 items had been previously classified according to Bloom's cognitive-skills…

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

    ERIC Educational Resources Information Center

    Smith, Mark D.

    2017-01-01

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

  4. Using the Multiple Choice Procedure to Measure College Student Gambling

    ERIC Educational Resources Information Center

    Butler, Leon Harvey

    2010-01-01

    Research suggests that gambling is similar to addictive behaviors such as substance use. In the current study, gambling was investigated from a behavioral economics perspective. The Multiple Choice Procedure (MCP) with gambling as the target behavior was used to assess for relative reinforcing value, the effect of alternative reinforcers, and…

  5. Instrument Formatting with Computer Data Entry in Mind.

    ERIC Educational Resources Information Center

    Boser, Judith A.; And Others

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

  6. Students’ conceptions analysis on several electricity concepts

    NASA Astrophysics Data System (ADS)

    Saputro, D. E.; Sarwanto, S.; Sukarmin, S.; Ratnasari, D.

    2018-05-01

    This research is aimed to analyse students’ conceptions on several electricity concept. This is a descriptive research with the subjects of new students of Sebelas Maret University. The numbers of the subject were 279 students that consisted of several departments such as science education, physics education, chemistry education, biology education and mathematics education in the academic year of 2017/2018. The instrument used in this research was the multiple-choice test with arguments. Based on the result of the research and analysis, it can be concluded that most of the students still find misconceptions and do not understand electricity concept on sub-topics such as electric current characteristic in the series and parallel arrangement, the value of capacitor capacitance, the influence of the capacitor charge and discharge towards the loads, and the amount of capacitor series arrangement. For the future research, it is suggested to improve students’ conceptual understanding with appropriate learning method and assessment instrument because electricity is one of physics material that closely related with students’ daily life.

  7. A Handbook for Alcohol and Drug Control Officers. Volume II. Appendices.

    DTIC Science & Technology

    1975-02-01

    informed respondent is regarding drug/alcohol side - effects , what respondent has learned from a given program or experience, etc.). There are a number...appearance, can list side effects of each and can score Z% on a multiple-choice test concerning federal and state laws and Armed Services Regulations...at least X% on a multiple- choice test regarding the major side effects of substance abuse. * The number of enlisted men found unfit for duty because

  8. Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning

    ERIC Educational Resources Information Center

    Code, Jillianne; Zap, Nick

    2017-01-01

    The key to education reform lies in exploring alternative forms of assessment. Alternative performance assessments provide a more valid measure than multiple-choice tests of students' conceptual understanding and higher-level skills such as problem solving and inquiry. Advances in game-based and virtual environment technologies are creating new…

  9. A New Internet Tool for Automatic Evaluation in Control Systems and Programming

    ERIC Educational Resources Information Center

    Munoz de la Pena, D.; Gomez-Estern, F.; Dormido, S.

    2012-01-01

    In this paper we present a web-based innovative education tool designed for automating the collection, evaluation and error detection in practical exercises assigned to computer programming and control engineering students. By using a student/instructor code-fusion architecture, the conceptual limits of multiple-choice tests are overcome by far.…

  10. Intuitive Judgments Govern Students' Answering Patterns in Multiple-Choice Exercises in Organic Chemistry

    ERIC Educational Resources Information Center

    Graulich, Nicole

    2015-01-01

    Research in chemistry education has revealed that students going through their undergraduate and graduate studies in organic chemistry have a fragmented conceptual knowledge of the subject. Rote memorization, rule-based reasoning, and heuristic strategies seem to strongly influence students' performances. There appears to be a gap between what we…

  11. Developing Young Adults' Representational Competence through Infographic-Based Science News Reporting

    ERIC Educational Resources Information Center

    Gebre, Engida H.; Polman, Joseph L.

    2016-01-01

    This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and…

  12. Regulatory Fit and Systematic Exploration in a Dynamic Decision-Making Environment

    ERIC Educational Resources Information Center

    Otto, A. Ross; Markman, Arthur B.; Gureckis, Todd M.; Love, Bradley C.

    2010-01-01

    This work explores the influence of motivation on choice behavior in a dynamic decision-making environment, where the payoffs from each choice depend on one's recent choice history. Previous research reveals that participants in a regulatory fit exhibit increased levels of exploratory choice and flexible use of multiple strategies over the course…

  13. What influences participation in genetic carrier testing? Results from a discrete choice experiment.

    PubMed

    Hall, Jane; Fiebig, Denzil G; King, Madeleine T; Hossain, Ishrat; Louviere, Jordan J

    2006-05-01

    This study explores factors that influence participation in genetic testing programs and the acceptance of multiple tests. Tay Sachs and cystic fibrosis are both genetically determined recessive disorders with differing severity, treatment availability, and prevalence in different population groups. We used a discrete choice experiment with a general community and an Ashkenazi Jewish sample; data were analysed using multinomial logit with random coefficients. Although Jewish respondents were more likely to be tested, both groups seem to be making very similar tradeoffs across attributes when they make genetic testing choices.

  14. The Different Paths in the Franchising Entrepreneurship Choice

    NASA Astrophysics Data System (ADS)

    Tomaras, Petros; Konstantopoulos, Nikolaos; Zondiros, Dimitris

    2007-12-01

    This study aims to testify the scientific veracity of the question: is the franchisees' choice on entrepreneurial start-up univocal or many-valued? Two variables are examined by registering daily activities of the entrepreneurial franchisees, as they appear by the answers given to a closed-ended questionnaire. We proceeded with a multiple variable statistical analysis (principal component analysis) of survey data collected from franchisees of a Greece-based franchise system. The results of the research indicate that among different value standards, the entrepreneurs conclude in choosing the franchising.

  15. Assessment of High-school Students Engaged in the EarthLabs Climate Modules using the Climate Concept Inventory

    NASA Astrophysics Data System (ADS)

    McNeal, K.; Libarkin, J. C.; Ledley, T. S.; Gold, A. U.; Lynds, S. E.; Haddad, N.; Ellins, K.; Dunlap, C.; Bardar, E. W.; Youngman, E.

    2015-12-01

    Instructors must have on hand appropriate assessments that align with their teaching and learning goals in order to provide evidence of student learning. We have worked with curriculum developers and scientists to develop the Climate Concept Inventory (CCI), which meets goals of the EarthLabs Climate on-line curriculum. The developed concept inventory includes 19 content-driven multiple choice questions, six affective-based multiple choice questions, one confidence question, three open-ended questions, and eight demographic questions. Our analysis of the instrument applies item response theory and uses item characteristic curves. We have assessed over 500 students in nearly twenty high school classrooms in Mississippi and Texas that have engaged in the implementation of the EarthLabs curriculum and completed the CCI. Results indicate that students had pre-post gains on 9 out of 10 of the content-based multiple choice questions with positive gains in answer choice selection ranging from 1.72% to 42%. Students significantly reported increased confidence with 15% more students reporting that they were either very or fairly confident with their answers. Of the six affective questions posed, 5 out of 6 showed significant shifts towards gains in knowledge, awareness, and information about Earth's climate system. The research has resulted in a robust and validated climate concept inventory for use with advanced high school students, where we have been able to apply its use within the EarthLabs project.

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

    PubMed

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

    2016-01-01

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

  17. A Cognitive Diagnosis Model for Cognitively Based Multiple-Choice Options

    ERIC Educational Resources Information Center

    de la Torre, Jimmy

    2009-01-01

    Cognitive or skills diagnosis models are discrete latent variable models developed specifically for the purpose of identifying the presence or absence of multiple fine-grained skills. However, applications of these models typically involve dichotomous or dichotomized data, including data from multiple-choice (MC) assessments that are scored as…

  18. Spike Neuromorphic VLSI-Based Bat Echolocation for Micro-Aerial Vehicle Guidance

    DTIC Science & Technology

    2007-03-31

    IFinal 03/01/04 - 02/28/07 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Neuromorphic VLSI-based Bat Echolocation for Micro-aerial 5b.GRANTNUMBER Vehicle...uncovered interesting new issues in our choice for representing the intensity of signals. We have just finished testing the first chip version of an echo...timing-based algorithm (’openspace’) for sonar-guided navigation amidst multiple obstacles. 15. SUBJECT TERMS Neuromorphic VLSI, bat echolocation

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

    PubMed

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

    2016-01-01

    The American Sign Language Comprehension Test (ASL-CT) is a 30-item multiple-choice test that measures ASL receptive skills and is administered through a website. This article describes the development and psychometric properties of the test based on a sample of 80 college students including deaf native signers, hearing native signers, deaf non-native signers, and hearing ASL students. The results revealed that the ASL-CT has good internal reliability (α = 0.834). Discriminant validity was established by demonstrating that deaf native signers performed significantly better than deaf non-native signers and hearing native signers. Concurrent validity was established by demonstrating that test results positively correlated with another measure of ASL ability (r = .715) and that hearing ASL students' performance positively correlated with the level of ASL courses they were taking (r = .726). Researchers can use the ASL-CT to characterize an individual's ASL comprehension skills, to establish a minimal skill level as an inclusion criterion for a study, to group study participants by ASL skill (e.g., proficient vs. nonproficient), or to provide a measure of ASL skill as a dependent variable. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  20. The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

    NASA Astrophysics Data System (ADS)

    Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

    2018-05-01

    This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

  1. The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

    NASA Astrophysics Data System (ADS)

    Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

    2017-05-01

    This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

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

    NASA Astrophysics Data System (ADS)

    Marulcu, Ismail; Barnett, Mike

    2013-10-01

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

  3. Development of Reasoning Test Instruments Based on TIMSS Framework for Measuring Reasoning Ability of Senior High School Student on the Physics Concept

    NASA Astrophysics Data System (ADS)

    Muslim; Suhandi, A.; Nugraha, M. G.

    2017-02-01

    The purposes of this study are to determine the quality of reasoning test instruments that follow the framework of Trends in International Mathematics and Science Study (TIMSS) as a development results and to analyse the profile of reasoning skill of senior high school students on physics materials. This research used research and development method (R&D), furthermore the subject were 104 students at three senior high schools in Bandung selected by random sampling technique. Reasoning test instruments are constructed following the TIMSS framework in multiple choice forms in 30 questions that cover five subject matters i.e. parabolic motion and circular motion, Newton’s law of gravity, work and energy, harmonic oscillation, as well as the momentum and impulse. The quality of reasoning tests were analysed using the Content Validity Ratio (CVR) and classic test analysis include the validity of item, level of difficulty, discriminating power, reliability and Ferguson’s delta. As for the students’ reasoning skills profiles were analysed by the average score of achievements on eight aspects of the reasoning TIMSS framework. The results showed that reasoning test have a good quality as instruments to measure reasoning skills of senior high school students on five matters physics which developed and able to explore the reasoning of students on all aspects of reasoning based on TIMSS framework.

  4. The Influence of a Response Format Test Accommodation for College Students with and without Disabilities

    ERIC Educational Resources Information Center

    Potter, Kyle; Lewandowski, Lawrence; Spenceley, Laura

    2016-01-01

    Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. "bubble" or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style.…

  5. Multiple Choice Test Bias Uncovered by Use of an "I Don't Know" Alternative.

    ERIC Educational Resources Information Center

    Sherman, Susan W.

    The multiple-choice science exercises used by the National Assessment of Educational Progress include an "I Don't Know" (IDK) alternative to estimate more accurately knowledge of groups of respondents. Group percentages of IDK responses were examined and compared with correct responses to see if the IDK introduces bias. Variance common…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. Fast Assessments with Digital Tools Using Multiple-Choice Questions

    ERIC Educational Resources Information Center

    Howell, Dusti D.; Tseng, Daphne ChingYu; Colorado-Resa, Jozenia T.

    2017-01-01

    Multiple Choice Questions (MCQs) have come a long way since they were used in "The Kansas Silent Reading Test" in 1915. After over 100 years of MCQs, new innovative digital tools using this form of assessment can help foster interactivity in today's classrooms. This article describes three free online MCQ tools that are relatively quick…

  8. Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

    ERIC Educational Resources Information Center

    Carnegie, Jacqueline A.

    2017-01-01

    Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ) exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when…

  9. A Participatory Learning Approach to Biochemistry Using Student Authored and Evaluated Multiple-Choice Questions

    ERIC Educational Resources Information Center

    Bottomley, Steven; Denny, Paul

    2011-01-01

    A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs…

  10. The Display of Multiple Choice Question Bank on Microfilm

    ERIC Educational Resources Information Center

    Stevens, J. M.; Harris, F. T. C.

    1977-01-01

    An automated question bank maintained by the Department of Research and Services in Education at the Middlesex Hospital Medical School provides a printed copy of each of 25,000 multiple choice questions (95 percent relating to the whole spectrum of the medical curriculum). Problems with this procedure led to experimental work storing the data on…

  11. An Expanded Conceptual Framework of Medical Students' Primary Care Career Choice.

    PubMed

    Pfarrwaller, Eva; Audétat, Marie-Claude; Sommer, Johanna; Maisonneuve, Hubert; Bischoff, Thomas; Nendaz, Mathieu; Baroffio, Anne; Junod Perron, Noëlle; Haller, Dagmar M

    2017-11-01

    In many countries, the number of graduating medical students pursuing a primary care career does not meet demand. These countries face primary care physician shortages. Students' career choices have been widely studied, yet many aspects of this process remain unclear. Conceptual models are useful to plan research and educational interventions in such complex systems.The authors developed a framework of primary care career choice in undergraduate medical education, which expands on previously published models. They used a group-based, iterative approach to find the best way to represent the vast array of influences identified in previous studies, including in a recent systematic review of the literature on interventions to increase the proportion of students choosing a primary care career. In their framework, students enter medical school with their personal characteristics and initial interest in primary care. They complete a process of career decision making, which is subject to multiple interacting influences, both within and outside medical school, throughout their medical education. These influences are stratified into four systems-microsystem, mesosystem, exosystem, and macrosystem-which represent different levels of interaction with students' career choices.This expanded framework provides an updated model to help understand the multiple factors that influence medical students' career choices. It offers a guide for the development of new interventions to increase the proportion of students choosing primary care careers and for further research to better understand the variety of processes involved in this decision.

  12. Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

    NASA Astrophysics Data System (ADS)

    Ucar, Sedat; Trundle, Kathy Cabe; Krissek, Lawrence

    2011-03-01

    This mixed methods study described preservice teachers' conceptions of tides and explored the efficacy of integrating online data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of 79 participants in secondary, middle, and early childhood teacher education programs completed the multiple-choice assessment of their baseline knowledge of tides-related concepts. A sub-group of 29 participants also was interviewed to explore their understanding of tides in more detail before instruction. Eighteen of those 29 teachers participated in the instruction, were interviewed again after the instruction, and completed the multiple-choice assessment as a posttest. The interview data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of tides. Additional quantitative analysis consisted of a paired-sample t-test, which investigated the changes in scores before and after the instructional intervention. Before instruction, all participants held alternative or alternative fragments as their conceptual understandings of tides. After completing the inquiry-based instruction that integrated online tidal data, participants were more likely to hold a scientific conceptual understanding. After instruction, some preservice teachers continued to hold on to the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The quantitative results, however, indicated that pre- to post-instruction gains were significant. The findings of this study provide evidence that integrating Web-based archived data into inquiry-based instruction can be used to effectively promote conceptual change among preservice teachers.

  13. Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

    PubMed

    Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

    2011-06-01

    It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.

  14. Development of a research ethics knowledge and analytical skills assessment tool.

    PubMed

    Taylor, Holly A; Kass, Nancy E; Ali, Joseph; Sisson, Stephen; Bertram, Amanda; Bhan, Anant

    2012-04-01

    The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. These assessment tools were administered as a pre-test and post-test to a cohort of 58 Indian junior health research investigators before and after exposure to a new course on research ethics. Half of the investigators were exposed to the course online, the other half in person. Item discrimination was calculated for each question and Cronbach's α for each assessment tool. A final version of the assessment tool that incorporated the best questions from the pre-/post-test phase was used to assess retention of research ethics knowledge and skills 3 months after course delivery. The final version of the REKASA includes 41 items and had a Cronbach's α of 0.837. The results illustrate, in one sample of learners, the successful, systematic development and use of a knowledge and skills assessment tool in research ethics capable of not only measuring basic knowledge in research ethics and oversight but also assessing learners' ability to apply ethics knowledge to the analytical task of reasoning through research ethics cases, without reliance on essay or discussion-based examination. These promising preliminary findings should be confirmed with additional groups of learners.

  15. The Development of the Planet Formation Concept Inventory: A Preliminary Analysis of Version 1

    NASA Astrophysics Data System (ADS)

    Simon, Molly; Impey, Chris David; Buxner, Sanlyn

    2018-01-01

    The topic of planet formation is poorly represented in the educational literature, especially at the college level. As recently as 2014, when developing the Test of Astronomy Standards (TOAST), Slater (2014) noted that for two topics (formation of the Solar System and cosmology), “high quality test items that reflect our current understanding of students’ conceptions were not available [in the literature]” (Slater,2014, p. 8). Furthermore, nearly half of ASTR 101 enrollments are at 2 year/community colleges where both instructors and students have little access to current research and models of planet formation. In response, we administered six student replied response (SSR) short answer questions on the topic of planet formation to n = 1,050 students enrolled in introductory astronomy and planetary science courses at The University of Arizona in the Fall 2016 and Spring 2017 semesters. After analyzing and coding the data from the SSR questions, we developed a preliminary version of the Planet Formation Concept Inventory (PFCI). The PFCI is a multiple-choice instrument with 20 planet formation-related questions, and 4 demographic-related questions. We administered version 1 of the PFCI to six introductory astronomy and planetary science courses (n ~ 700 students) during the Fall 2017 semester. We provided students with 7-8 multiple-choice with explanation of reasoning (MCER) questions from the PFCI. Students selected an answer (similar to a traditional multiple-choice test), and then briefly explained why they chose the answer they did. We also conducted interviews with ~15 students to receive feedback on the quality of the questions and clarity of the instrument. We will present an analysis of the MCER responses and student interviews, and discuss any modifications that will be made to the instrument as a result.

  16. Nurses' knowledge of evidence-based guidelines for prevention of ventilator-associated pneumonia in critical care areas: a pre and post test design.

    PubMed

    Meherali, Salima Moez; Parpio, Yasmin; Ali, Tazeen S; Javed, Fawad

    2011-01-01

    Ventilator associated pneumonia (VAP) is a common hospital acquired pneumonia in ventilated patients. VAP is associated with increased morbidity, mortality duration of hospitalization and cost of treatment. Critical care nurses are usually unaware of evidence based preventive guidelines for VAP, resulting in negative impact on all aspects of patient care. This study investigated the impact of a 5-hour teaching module on nurses' knowledge to practice evidence based guidelines for the prevention of VAP. This study was conducted at a private tertiary care teaching hospital in Karachi, Pakistan. Single group pre-test design was used. Forty nurses were included in the study. The knowledge of nurses was assessed before, immediately after and 4 weeks after the intervention. The final sample (n=40) was selected on the basis of the set inclusion criteria. The demographic data sheet was used to collect relevant information about the participants. Knowledge was assessed through a self-developed validated tool, consisting of multiple choice questions. The difference in knowledge was analysed through repeated measures of analysis of variance. The mean scores at 3 time points were compared using the Tukey's multiple comparison procedure. Knowledge scores of participants increased significantly after the educational intervention in the first post-test; however, there was a decline in the score in post-test 2. the 5-hour teaching module significantly enhanced nurses' knowledge towards evidence based guidelines for the prevention of VAP. Further research is needed to assess the impact of training on nursing practice and to explore factors affecting attitudinal change.

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

    PubMed

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

    2016-01-01

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

  18. Measuring Up: Online Technology Assessment Tools Ease the Teacher's Burden and Help Students Learn

    ERIC Educational Resources Information Center

    Roland, Jennifer

    2006-01-01

    Standards are a reality in all academic disciplines, and they can be hard to measure using conventional methods. Technology skills in particular are hard to assess using multiple-choice, paper-based tests. A new generation of online assessments of student technology skills allows students to prove proficiency by completing tasks in their natural…

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

    PubMed

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

    2004-11-05

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

  20. [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain].

    PubMed

    Montecinos, P; Rodewald, A M

    1994-06-01

    The aim this work was to assess and compare the achievements of medical students, subjected to problem based learning methodology. The information and comprehension categories of Bloom were tested in 17 medical students in four different occasions during the physiopathology course, using a multiple choice knowledge test. There was a significant improvement in the number of correct answers towards the end of the course. It is concluded that these medical students obtained adequate learning achievements in the information subcategory of Bloom using problem based learning methodology, during the physiopathology course.

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

    ERIC Educational Resources Information Center

    Kane, Michael T.; Moloney, James M.

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

  2. Improving Measures via Examining the Behavior of Distractors in Multiple-Choice Tests: Assessment and Remediation

    ERIC Educational Resources Information Center

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

    2017-01-01

    The purpose of the present article was to illustrate, using an example from a national assessment, the value from analyzing the behavior of distractors in measures that engage the multiple-choice format. A secondary purpose of the present article was to illustrate four remedial actions that can potentially improve the measurement of the…

  3. A Systematic Assessment of "None of the Above" on Multiple Choice Tests in a First Year Psychology Classroom

    ERIC Educational Resources Information Center

    Pachai, Matthew V.; DiBattista, David; Kim, Joseph A.

    2015-01-01

    Multiple choice writing guidelines are decidedly split on the use of "none of the above" (NOTA), with some authors discouraging and others advocating its use. Moreover, empirical studies of NOTA have produced mixed results. Generally, these studies have utilized NOTA as either the correct response or a distractor and assessed its effect…

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

    ERIC Educational Resources Information Center

    Sangwin, Christopher J.; Jones, Ian

    2017-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Domyancich, John M.

    2014-01-01

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

  7. Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

    NASA Astrophysics Data System (ADS)

    Pillsbury, Ralph T.

    This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

  8. Instructional Innovation, School Choice, and Student Achievement

    ERIC Educational Resources Information Center

    Berends, Mark; Penaloza, Roberto V.; Cannata, Marisa; Goldring, Ellen

    2009-01-01

    There is limited empirical research about innovation in various types of schools of choice, although viable choice policies tend to assume clear differentiation amongst schools. Innovation can be conceptualized in many ways and takes place at multiple levels of the school organization. Schools can innovate in terms of the roles and responsibility…

  9. Integrating Behavioral Economics into Nutrition Education Research and Practice.

    PubMed

    Guthrie, Joanne F

    2017-09-01

    Nutrition education has a long history of being informed by economic thinking, with the earliest nutrition education guides incorporating household food budgeting into nutrition advice. Behavioral economics research goes beyond that traditional role to provide new insights into how consumers make choices. These insights have numerous potential applications for nutrition interventions to promote healthy food choices consistent with the US Dietary Guidelines for Americans. Research to test the value of such applications can contribute to the development of evidence-based nutrition education practice called for in federal nutrition education programs. Published by Elsevier Inc.

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

    PubMed

    Gettig, Jacob P

    2006-04-01

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

  11. Genetic and Modeling Approaches Reveal Distinct Components of Impulsive Behavior

    PubMed Central

    Nautiyal, Katherine M; Wall, Melanie M; Wang, Shuai; Magalong, Valerie M; Ahmari, Susanne E; Balsam, Peter D; Blanco, Carlos; Hen, René

    2017-01-01

    Impulsivity is an endophenotype found in many psychiatric disorders including substance use disorders, pathological gambling, and attention deficit hyperactivity disorder. Two behavioral features often considered in impulsive behavior are behavioral inhibition (impulsive action) and delayed gratification (impulsive choice). However, the extent to which these behavioral constructs represent distinct facets of behavior with discrete biological bases is unclear. To test the hypothesis that impulsive action and impulsive choice represent statistically independent behavioral constructs in mice, we collected behavioral measures of impulsivity in a single cohort of mice using well-validated operant behavioral paradigms. Mice with manipulation of serotonin 1B receptor (5-HT1BR) expression were included as a model of disordered impulsivity. A factor analysis was used to characterize correlations between the measures of impulsivity and to identify covariates. Using two approaches, we dissociated impulsive action from impulsive choice. First, the absence of 5-HT1BRs caused increased impulsive action, but not impulsive choice. Second, based on an exploratory factor analysis, a two-factor model described the data well, with measures of impulsive action and choice separating into two independent factors. A multiple-indicator multiple-causes analysis showed that 5-HT1BR expression and sex were significant covariates of impulsivity. Males displayed increased impulsivity in both dimensions, whereas 5-HT1BR expression was a predictor of increased impulsive action only. These data support the conclusion that impulsive action and impulsive choice are distinct behavioral phenotypes with dissociable biological influences that can be modeled in mice. Our work may help inform better classification, diagnosis, and treatment of psychiatric disorders, which present with disordered impulsivity. PMID:27976680

  12. Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

    NASA Astrophysics Data System (ADS)

    Ucar, Sedat

    The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual understanding. Also, after completion of the inquiry-based and technology-enhanced instruction, some preservice teachers were likely to continue to hold the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The findings of the study provide evidence that inquiry-based and technology-enhanced instruction utilizing Web-based archived data sources can be used to promoting conceptual change among preservice teachers.

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

    PubMed Central

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

    2013-01-01

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

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

    PubMed

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

    2013-01-01

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

  15. Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

    NASA Astrophysics Data System (ADS)

    Steer, D. N.; Iverson, E. A.; Manduca, C. A.

    2013-12-01

    This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was also collected from a larger bank of test questions. Discrimination indices across the full bank showed variation and additional work is underway to refine and field test in other settings these questions in the absence of InTeGrate curricula. When complete, faculty will be able to assemble sets of questions to track progress toward meeting literacy goals. In addition to covering geoscience content knowledge and understanding, a complementary attitudinal pre/post survey was also developed with the intent to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. The final instruments will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning and attitudinal gains across the major.

  16. Team-based learning to improve learning outcomes in a therapeutics course sequence.

    PubMed

    Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

    2014-02-12

    To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

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

    PubMed

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

    2015-01-01

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

  18. Patients' perception of risk: informed choice in prenatal testing for foetal aneuploidy.

    PubMed

    Choolani, Mahesh; Biswas, Arijit

    2012-10-01

    Each of us perceives risk differently, and so do our patients. This perception of risk gets even more complex when multiple individuals and interactions are involved: the doctor, the patient-pregnant mother, the spouse-father and the foetus-unborn child. In this review, we address the relationship between different levels of information gathering, from clinical data to experiential knowledge - data, information, knowledge, perception, attitude, wisdom - and how these would impact the perception of risk and informed consent. We discuss how patients might interpret the risks of the same event differently based upon past experiences, and suggest how risk data could be presented more meaningfully for patients and family to assimilate for informed decision making. Finally, we demonstrate how patients' expectations and risk management can impact scientific research and clinical progress by way of the most topical subject of risk screening in pregnancy - non-invasive prenatal testing using cell-free DNA in maternal plasma.

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

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

    Cline, K; Stanley, D; Defoor, D

    2015-06-15

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

  20. Estimating the Effect on Grades of Using Multiple-Choice versus Constructive-Response Questions: Data from the Classroom

    ERIC Educational Resources Information Center

    Hickson, Stephen; Reed, W. Robert; Sander, Nicholas

    2012-01-01

    This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on…

  1. Web-based curriculum improves residents' knowledge of health care business.

    PubMed

    Hauge, Linnea S; Frischknecht, Adam C; Gauger, Paul G; Hirshfield, Laura E; Harkins, Deborah; Butz, David A; Taheri, Paul A

    2010-12-01

    Curricular options for teaching and evaluating surgery residents' outcomes in systems-based practice are limited. A Web-based curriculum, MDContent, developed collaboratively by experts in business and surgery, provides learning experiences in the business of health care. The purpose of this study is to describe surgery residents' experience and learning outcomes associated with the curriculum. Twenty-eight PGY3 to 6 general and plastic surgery residents were enrolled in the Web-based curriculum. Twenty-two residents (79%) completed the pretest, 11 modules, the post-test, and the course evaluation by the end of 1 year. The pretest and the post-test were 30-item multiple-choice exams based on a blueprint of the curricular objectives. Descriptive statistics were calculated on course evaluation and module completion data. Paired t-tests were used to compare pre- and post-test performance. Content analysis was performed on course evaluation written responses. Residents' performance on the multiple choice exam improved significantly (p = 0.0001) from the pre-test (mean 59%, SD 12.1) to the post-test (mean 78%, SD 9.4), with an average gain of 19 percentage points. Participants rated their Web-based learning experience as very positive, with a majority of residents agreeing that the content was well organized, relevant, and an excellent learning experience around content not taught elsewhere in medical school or residency. Participation in a Web-based curriculum on health care business improves surgery residents' knowledge about health care business concepts and principles. Residents with varying levels of interest in health care business provide positive ratings about their learning experience and indications that lessons learned would be applied in their clinical practice. MDContent is a feasible and effective method for teaching and assessing systems-based practice concepts. Copyright © 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

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

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

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

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

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

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

  4. Validation and structural analysis of the kinematics concept test

    NASA Astrophysics Data System (ADS)

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

    2017-06-01

    The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.

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

    PubMed

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

    2009-07-07

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

  6. The Influence of Choice Theory Anger Management Program (CTAMP) on the Ability of Prospective Psychological Counselors for Anger Management

    ERIC Educational Resources Information Center

    Gündogdu, Rezzan

    2018-01-01

    This research is a quasi-experimental study with pretest-posttest-fallow up test and experiment-control group to investigate the influence of Choice Theory-based Anger Management Psychoeducation Program (CTAMP) on the ability of students of Department of Psychological Counseling and Guidance (PCG) for anger management. The Trait Anger-Anger Style…

  7. Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

    NASA Astrophysics Data System (ADS)

    Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

    2004-05-01

    Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

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

    ERIC Educational Resources Information Center

    Klinger, Don A.; Rogers, W. Todd

    2003-01-01

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

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

    DTIC Science & Technology

    1982-06-30

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

  10. Making School Choice Work

    ERIC Educational Resources Information Center

    DeArmond, Michael; Jochim, Ashley; Lake, Robin

    2014-01-01

    School choice is increasingly the new normal in urban education. But in cities with multiple public school options, how can civic leaders create a choice system that works for all families, whether they choose a charter or district public school? To answer this question, the Center on Reinventing Public Education (CRPE) researchers surveyed 4,000…

  11. Automatic Generation of Analogy Questions for Student Assessment: An Ontology-Based Approach

    ERIC Educational Resources Information Center

    Alsubait, Tahani; Parsia, Bijan; Sattler, Uli

    2012-01-01

    Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…

  12. Emotion and decision making: multiple modulatory neural circuits.

    PubMed

    Phelps, Elizabeth A; Lempert, Karolina M; Sokol-Hessner, Peter

    2014-01-01

    Although the prevalent view of emotion and decision making is derived from the notion that there are dual systems of emotion and reason, a modulatory relationship more accurately reflects the current research in affective neuroscience and neuroeconomics. Studies show two potential mechanisms for affect's modulation of the computation of subjective value and decisions. Incidental affective states may carry over to the assessment of subjective value and the decision, and emotional reactions to the choice may be incorporated into the value calculation. In addition, this modulatory relationship is reciprocal: Changing emotion can change choices. This research suggests that the neural mechanisms mediating the relation between affect and choice vary depending on which affective component is engaged and which decision variables are assessed. We suggest that a detailed and nuanced understanding of emotion and decision making requires characterizing the multiple modulatory neural circuits underlying the different means by which emotion and affect can influence choices.

  13. Developing Science Virtual Test to Measure Students’ Critical Thinking on Living Things and Environmental Sustainability Theme

    NASA Astrophysics Data System (ADS)

    Akbar, M. N.; Firman, H.; Rusyati, L.

    2017-02-01

    Critical thinking is skill and ability to use of risk taking creativity to make a decision and knowledge as a result, analysis and synthesis that, evaluation, to acquire, information search, to develop thinking, as an individual aware of his or her own thinking. The aim of this study is to develop the science virtual test to measure students’ critical thinking on living things and environmental sustainability theme. The research method that is used in this research was descriptive research. The development of science virtual test item consist of five steps: (1) content analysis; (2) constructing the instrument (multiple choice) based on the elements of critical thinking by Inch; (3) validity judgment of the instrument by the expert; (4) legibility test of the instrument; (5) conducting the large field test. On the large field test was gained the results of validity and reliability of the test, difficulty index, discriminating power, and quality of distractor. The subjects of research were 8th grade students at International Junior High School in Bandung with 125 total of respondents. The coefficient alpha (α) was 0.747, the reliability of the test was categorized as ‘high’ and value of RXY correlation was 0.63 which mean that the validity of the test was categorized as ‘high’. These means that science virtual test can be used to measure student’s critical thinking with a good consistency. It is expected for other researcher to take this description as one of the basic information to be considered in developing science virtual test for improving students’ critical thinking by various kind of topic.

  14. Evaluation of a preschool nutrition education program based on the theory of multiple intelligences.

    PubMed

    Cason, K L

    2001-01-01

    This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.

  15. A labelled discrete choice experiment adds realism to the choices presented: preferences for surveillance tests for Barrett esophagus

    PubMed Central

    2009-01-01

    Background Discrete choice experiments (DCEs) allow systematic assessment of preferences by asking respondents to choose between scenarios. We conducted a labelled discrete choice experiment with realistic choices to investigate patients' trade-offs between the expected health gains and the burden of testing in surveillance of Barrett esophagus (BE). Methods Fifteen choice scenarios were selected based on 2 attributes: 1) type of test (endoscopy and two less burdensome fictitious tests), 2) frequency of surveillance. Each test-frequency combination was associated with its own realistic decrease in risk of dying from esophageal adenocarcinoma. A conditional logit model was fitted. Results Of 297 eligible patients (155 BE and 142 with non-specific upper GI symptoms), 247 completed the questionnaire (84%). Patients preferred surveillance to no surveillance. Current surveillance schemes of once every 1–2 years were amongst the most preferred alternatives. Higher health gains were preferred over those with lower health gains, except when test frequencies exceeded once a year. For similar health gains, patients preferred video-capsule over saliva swab and least preferred endoscopy. Conclusion This first example of a labelled DCE using realistic scenarios in a healthcare context shows that such experiments are feasible. A comparison of labelled and unlabelled designs taking into account setting and research question is recommended. PMID:19454022

  16. Cost analysis for computer supported multiple-choice paper examinations

    PubMed Central

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

    2011-01-01

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

  17. Cost analysis for computer supported multiple-choice paper examinations.

    PubMed

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

    2011-01-01

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

  18. Resistance of Collard Green Genotypes to Bemisia tabaci Biotype B: Characterization of Antixenosis.

    PubMed

    Domingos, G M; Baldin, E L L; Canassa, V F; Silva, I F; Lourenção, A L

    2018-08-01

    Bemisia tabaci (Genn.) biotype B (Hemiptera: Aleyrodidae) is an important pest of vegetable crops, including collard greens Brassica oleracea var. acephala (Brassicaceae). The use of resistant genotypes is an interesting option to reduce insect populations and can be used as an important tool for integrated pest management (IPM). This study evaluated 32 genotypes of collard greens against the attack of silver leaf whitefly, with the aim to characterize antixenosis. Initially, a multiple-choice trial was conducted using all genotypes, in which the adult attractiveness was assessed on two leaves per genotype at 24 and 48 h after infestation. After 48 h, one leaf of each genotype was randomly selected for the determination of the number of eggs per square centimeter. From the results of the multiple-choice trial, 13 genotypes were selected for a no-choice oviposition test, following the same method of the previous test. Colorimetric analyses were also performed to establish possible correlations between leaf color and insect colonization. Genotypes HS-20, OE, and VA were less attractive, demonstrating antixenosis. Genotypes LG, VE, J, MG, MOP, HS-20, VA, and MT had less oviposition in the multiple-choice test, which indicated expression of antixenosis. In the no-choice test, genotypes VE, P1C, CCB, RI-919, H, and J had less oviposition, which also characterized antixenosis. Therefore, genotypes VE and J showed the highest resistance stability because both had less oviposition in both test modalities. Thus, the resistance to B. tabaci biotype B indicates the genotypes HS-20, OE, VA, VE, and J are promising for use in breeding programs to develop resistance to whitefly.

  19. "It Makes You Rethink Your Choice of the Pill": Theory-Based Formative Research to Design a Contraceptive Choice Campaign.

    PubMed

    Sundstrom, Beth; DeMaria, Andrea L; Meier, Stephanie; Jones, Annabel; Moxley, Grace E

    2015-01-01

    Half of all pregnancies in the United States remain unplanned despite improved access to highly effective long-acting reversible contraception, including the intrauterine device and the implant. This study conducted theory-based formative research to develop a contraceptive choice campaign aimed at increasing long-acting reversible contraception uptake by women ages 18-44 years in Charleston, South Carolina, an urban area in the southeastern United States. Researchers developed and tested message concepts and designs. Six focus groups and 18 interviews were conducted among reproductive-age women (n = 79). Qualitative data analysis revealed messages and designs that resonated with these women. Emphasizing long-acting reversible contraception as the healthy option, highlighting long-acting reversible contraception effectiveness, including relatable and trustworthy characters, and using language of control emerged as themes. Women reported a preference for statistics illustrating effectiveness combined with empowering messages of control over contraceptive decision making. Findings from this study offer practical recommendations for developing contraceptive choice campaigns targeting long-acting reversible contraception use and further the goal of reducing unintended pregnancy among women.

  20. Multiple hypotheses testing based on ordered p values--a historical survey with applications to medical research.

    PubMed

    Hommel, Gerhard; Bretz, Frank; Maurer, Willi

    2011-07-01

    Global tests and multiple test procedures are often based on ordered p values. Such procedures are available for arbitrary dependence structures as well as for specific dependence assumptions of the test statistics. Most of these procedures have been considered as global tests. Multiple test procedures can be obtained by applying the closure principle in order to control the familywise error rate, or by using the false discovery rate as a criterion for type I error rate control. We provide an overview and present examples showing the importance of these procedures in medical research. Finally, we discuss modifications when different weights for the hypotheses of interest are chosen.

  1. Acoustic Features Influence Musical Choices Across Multiple Genres

    PubMed Central

    Barone, Michael D.; Bansal, Jotthi; Woolhouse, Matthew H.

    2017-01-01

    Based on a large behavioral dataset of music downloads, two analyses investigate whether the acoustic features of listeners' preferred musical genres influence their choice of tracks within non-preferred, secondary musical styles. Analysis 1 identifies feature distributions for pairs of genre-defined subgroups that are distinct. Using correlation analysis, these distributions are used to test the degree of similarity between subgroups' main genres and the other music within their download collections. Analysis 2 explores the issue of main-to-secondary genre influence through the production of 10 feature-influence matrices, one per acoustic feature, in which cell values indicate the percentage change in features for genres and subgroups compared to overall population averages. In total, 10 acoustic features and 10 genre-defined subgroups are explored within the two analyses. Results strongly indicate that the acoustic features of people's main genres influence the tracks they download within non-preferred, secondary musical styles. The nature of this influence and its possible actuating mechanisms are discussed with respect to research on musical preference, personality, and statistical learning. PMID:28725200

  2. Kernel Machine SNP-set Testing under Multiple Candidate Kernels

    PubMed Central

    Wu, Michael C.; Maity, Arnab; Lee, Seunggeun; Simmons, Elizabeth M.; Harmon, Quaker E.; Lin, Xinyi; Engel, Stephanie M.; Molldrem, Jeffrey J.; Armistead, Paul M.

    2013-01-01

    Joint testing for the cumulative effect of multiple single nucleotide polymorphisms grouped on the basis of prior biological knowledge has become a popular and powerful strategy for the analysis of large scale genetic association studies. The kernel machine (KM) testing framework is a useful approach that has been proposed for testing associations between multiple genetic variants and many different types of complex traits by comparing pairwise similarity in phenotype between subjects to pairwise similarity in genotype, with similarity in genotype defined via a kernel function. An advantage of the KM framework is its flexibility: choosing different kernel functions allows for different assumptions concerning the underlying model and can allow for improved power. In practice, it is difficult to know which kernel to use a priori since this depends on the unknown underlying trait architecture and selecting the kernel which gives the lowest p-value can lead to inflated type I error. Therefore, we propose practical strategies for KM testing when multiple candidate kernels are present based on constructing composite kernels and based on efficient perturbation procedures. We demonstrate through simulations and real data applications that the procedures protect the type I error rate and can lead to substantially improved power over poor choices of kernels and only modest differences in power versus using the best candidate kernel. PMID:23471868

  3. Managing Disease Risks from Trade: Strategic Behavior with Many Choices and Price Effects.

    PubMed

    Chitchumnong, Piyayut; Horan, Richard D

    2018-03-16

    An individual's infectious disease risks, and hence the individual's incentives for risk mitigation, may be influenced by others' risk management choices. If so, then there will be strategic interactions among individuals, whereby each makes his or her own risk management decisions based, at least in part, on the expected decisions of others. Prior work has shown that multiple equilibria could arise in this setting, with one equilibrium being a coordination failure in which individuals make too few investments in protection. However, these results are largely based on simplified models involving a single management choice and fixed prices that may influence risk management incentives. Relaxing these assumptions, we find strategic interactions influence, and are influenced by, choices involving multiple management options and market price effects. In particular, we find these features can reduce or eliminate concerns about multiple equilibria and coordination failure. This has important policy implications relative to simpler models.

  4. Parental Choice of School, Class Strategies, and Educational Inequality: An Essay Review of "School Choice in China--A Different Tale?" (X. Wu, New York, NY: Routledge, 2014, 168 pp. ISBN 978-0-415-81769-1)

    ERIC Educational Resources Information Center

    Liu, Shuning; Apple, Michael W.

    2016-01-01

    Given the increasingly global nature of marketized school choice policies, this makes it even more crucial to investigate how the multiple scales, forms, and emphases of school choice in different countries are influenced by particular political, economic, and cultural conditions. While much of the critical research on school choice policies has…

  5. A before and after study of medical students' and house staff members' knowledge of ACOVE quality of pharmacologic care standards on an acute care for elders unit.

    PubMed

    Jellinek, Samantha P; Cohen, Victor; Nelson, Marcia; Likourezos, Antonios; Goldman, William; Paris, Barbara

    2008-06-01

    The Assessing Care of Vulnerable Elders (ACOVE) comprehensive set of quality assessment tools for ill older persons is a standard designed to measure overall care delivered to vulnerable elders (ie, those aged > or =65 years) at the level of a health care system or plan. The goal of this research was to quantify the pretest and posttest results of medical students and house staff participating in a pharmacotherapist-led educational intervention that focused on the ACOVE quality of pharmacologic care standards. This was a before and after study assessing the knowledge ofACOVE standards following exposure to an educational intervention led by a pharmacotherapist. It was conducted at the 29-bed Acute Care for Elders (ACE) unit of Maimonides Medical Center, a 705-bed, independent teaching hospital located in Brooklyn, New York. Participants included all medical students and house staff completing a rotation on the ACE unit from August 2004 through May 2005 who completed both the pre-and posttests. A pharmacotherapist provided a 1-hour active learning session reviewing the evidence supporting the quality indicators and reviewed case-based questions with the medical students and house staff. Educational interventions also occurred daily through pharmacotherapeutic consultations and during work rounds. Medical students and house staff were administered the same 15-question, patient-specific, case-based, multiple-choice pre-and posttest to assess knowledge of the standards before and after receiving the intervention. A total of 54 medical students and house staff (median age, 28.58 years; 40 men, 14 women) completed the study. Significantly higher median scores were achieved on the multiple-choice test after the intervention than before (median scores, 14/15 [93.3%] vs 12/15 [80.0%], respectively; P = 0.001). A pharmacotherapist-led educational intervention improved the scores of medical students and house staff on a test evaluating knowledge of evidence-based recommendations for pharmacotherapy in the elderly.

  6. Solving Geometric Problems by Using Algebraic Representation for Junior High School Level 3 in Van Hiele at Geometric Thinking Level

    ERIC Educational Resources Information Center

    Suwito, Abi; Yuwono, Ipung; Parta, I. Nengah; Irawati, Santi; Oktavianingtyas, Ervin

    2016-01-01

    This study aims to determine the ability of algebra students who have 3 levels van Hiele levels. Follow its framework Dindyal framework (2007). Students are required to do 10 algebra shaped multiple choice, then students work 15 about the geometry of the van Hiele level in the form of multiple choice questions. The question has been tested levels…

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

    PubMed

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

    2013-01-01

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

  8. Nurse-led immunotreatment DEcision Coaching In people with Multiple Sclerosis (DECIMS) - Feasibility testing, pilot randomised controlled trial and mixed methods process evaluation.

    PubMed

    Rahn, A C; Köpke, S; Backhus, I; Kasper, J; Anger, K; Untiedt, B; Alegiani, A; Kleiter, I; Mühlhauser, I; Heesen, C

    2018-02-01

    Treatment decision-making is complex for people with multiple sclerosis. Profound information on available options is virtually not possible in regular neurologist encounters. The "nurse decision coach model" was developed to redistribute health professionals' tasks in supporting immunotreatment decision-making following the principles of informed shared decision-making. To test the feasibility of a decision coaching programme and recruitment strategies to inform the main trial. Feasibility testing and parallel pilot randomised controlled trial, accompanied by a mixed methods process evaluation. Two German multiple sclerosis university centres. People with suspected or relapsing-remitting multiple sclerosis facing immunotreatment decisions on first line drugs were recruited. Randomisation to the intervention (n = 38) or control group (n = 35) was performed on a daily basis. Quantitative and qualitative process data were collected from people with multiple sclerosis, nurses and physicians. We report on the development and piloting of the decision coaching programme. It comprises a training course for multiple sclerosis nurses and the coaching intervention. The intervention consists of up to three structured nurse-led decision coaching sessions, access to an evidence-based online information platform (DECIMS-Wiki) and a final physician consultation. After feasibility testing, a pilot randomised controlled trial was performed. People with multiple sclerosis were randomised to the intervention or control group. The latter had also access to the DECIMS-Wiki, but received otherwise care as usual. Nurses were not blinded to group assignment, while people with multiple sclerosis and physicians were. The primary outcome was 'informed choice' after six months including the sub-dimensions' risk knowledge (after 14 days), attitude concerning immunotreatment (after physician consultation), and treatment uptake (after six months). Quantitative process evaluation data were collected via questionnaires. Qualitative interviews were performed with all nurses and a convenience sample of nine people with multiple sclerosis. 116 people with multiple sclerosis fulfilled the inclusion criteria and 73 (63%) were included. Groups were comparable at baseline. Data of 51 people with multiple sclerosis (70%) were available for the primary endpoint. In the intervention group 15 of 31 (48%) people with multiple sclerosis achieved an informed choice after six months and 6 of 20 (30%) in the control group. Process evaluation data illustrated a positive response towards the coaching programme as well as good acceptance. The pilot-phase showed promising results concerning acceptability and feasibility of the intervention, which was well perceived by people with multiple sclerosis, most nurses and physicians. Delegating parts of the immunotreatment decision-making process to trained nurses has the potential to increase informed choice and participation as well as effectiveness of patient-physician consultations. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Multiple objective optimization in reliability demonstration test

    DOE PAGES

    Lu, Lu; Anderson-Cook, Christine Michaela; Li, Mingyang

    2016-10-01

    Reliability demonstration tests are usually performed in product design or validation processes to demonstrate whether a product meets specified requirements on reliability. For binomial demonstration tests, the zero-failure test has been most commonly used due to its simplicity and use of minimum sample size to achieve an acceptable consumer’s risk level. However, this test can often result in unacceptably high risk for producers as well as a low probability of passing the test even when the product has good reliability. This paper explicitly explores the interrelationship between multiple objectives that are commonly of interest when planning a demonstration test andmore » proposes structured decision-making procedures using a Pareto front approach for selecting an optimal test plan based on simultaneously balancing multiple criteria. Different strategies are suggested for scenarios with different user priorities and graphical tools are developed to help quantify the trade-offs between choices and to facilitate informed decision making. As a result, potential impacts of some subjective user inputs on the final decision are studied to offer insights and useful guidance for general applications.« less

  10. Freeze-frame fruit selection by birds

    USGS Publications Warehouse

    Foster, Mercedes S.

    2008-01-01

    The choice of fruits by an avian frugivore is affected by choices it makes at multiple hierarchical levels (e.g., species of fruit, individual tree, individual fruit). Factors that influence those choices vary among levels in the hierarchy and include characteristics of the environment, the tree, and the fruit itself. Feeding experiments with wild-caught birds were conducted at El Tirol, Departamento de Itapua, Paraguay to test whether birds were selecting among individual fruits based on fruit size. Feeding on larger fruits, which have proportionally more pulp, is generally more efficient than feeding on small fruits. In trials (n = 56) with seven species of birds in four families, birds selected larger fruits 86% of the time. However, in only six instances were size differences significant, which is likely a reflection of small sample sizes.

  11. Teaching Individuals with Profound Multiple Disabilities to Access Preferred Stimuli with Multiple Microswitches

    ERIC Educational Resources Information Center

    Tam, Gee May; Phillips, Katrina J.; Mudford, Oliver C.

    2011-01-01

    We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate…

  12. Preference as a Function of Active Interresponse Times: A Test of the Active Time Model

    ERIC Educational Resources Information Center

    Misak, Paul; Cleaveland, J. Mark

    2011-01-01

    In this article, we describe a test of the active time model for concurrent variable interval (VI) choice. The active time model (ATM) suggests that the time since the most recent response is one of the variables controlling choice in concurrent VI VI schedules of reinforcement. In our experiment, pigeons were trained in a multiple concurrent…

  13. 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.

  14. "iBIM"--internet-based interactive modules: an easy and interesting learning tool for general surgery residents.

    PubMed

    Azer, Nader; Shi, Xinzhe; de Gara, Chris; Karmali, Shahzeer; Birch, Daniel W

    2014-04-01

    The increased use of information technology supports a resident- centred educational approach that promotes autonomy, flexibility and time management and helps residents to assess their competence, promoting self-awareness. We established a web-based e-learning tool to introduce general surgery residents to bariatric surgery and evaluate them to determine the most appropriate implementation strategy for Internet-based interactive modules (iBIM) in surgical teaching. Usernames and passwords were assigned to general surgery residents at the University of Alberta. They were directed to the Obesity101 website and prompted to complete a multiple-choice precourse test. Afterwards, they were able to access the interactive modules. Residents could review the course material as often as they wanted before completing a multiple-choice postcourse test and exit survey. We used paired t tests to assess the difference between pre- and postcourse scores. Out of 34 residents who agreed to participate in the project, 12 completed the project (35.3%). For these 12 residents, the precourse mean score was 50 ± 17.3 and the postcourse mean score was 67 ± 14 (p = 0.020). Most residents who participated in this study recommended using the iBIMs as a study tool for bariatric surgery. Course evaluation scores suggest this novel approach was successful in transferring knowledge to surgical trainees. Further development of this tool and assessment of implementation strategies will determine how iBIM in bariatric surgery may be integrated into the curriculum.

  15. Dimensionality effects in chalcogenide-based devices

    NASA Astrophysics Data System (ADS)

    Kostylev, S. A.

    2013-06-01

    The multiplicity of fundamental bulk effects with small characteristic dimensions and short times and diversity of their combinations attracts a lot of researcher and industrialist attention in nanoelectronics and photonics to chalcogenide materials. Experimental data presented on dimensional effects of electrical chalcogenide switching (threshold voltage and threshold current dependence on device area and the film thickness), and in phase-change memory (switching, programming and read parameters), are analyzed from the point of view of choice of low dimensional materials with S-NDC and participation of electrical instabilities - high current density filaments. New ways of improving parameters of phase-change devices are proposed together with new criteria of material choice.

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

    PubMed

    Ernst, Benjamin; Steinhauser, Marco

    2012-06-01

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

  17. Predicting Dissertation Methodology Choice among Doctoral Candidates at a Faith-Based University

    ERIC Educational Resources Information Center

    Lunde, Rebecca

    2017-01-01

    Limited research has investigated dissertation methodology choice and the factors that contribute to this choice. Quantitative research is based in mathematics and scientific positivism, and qualitative research is based in constructivism. These underlying philosophical differences posit the question if certain factors predict dissertation…

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

    ERIC Educational Resources Information Center

    Wang, Wei

    2013-01-01

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

  19. Written Justifications to Multiple-Choice Concept Questions during Active Learning in Class

    ERIC Educational Resources Information Center

    Koretsky, Milo D.; Brooks, Bill J.; Higgins, Adam Z.

    2016-01-01

    Increasingly, instructors of large, introductory STEM courses are having students actively engage during class by answering multiple-choice concept questions individually and in groups. This study investigates the use of a technology-based tool that allows students to answer such questions during class. The tool also allows the instructor to…

  20. Comprehension of confidence intervals - development and piloting of patient information materials for people with multiple sclerosis: qualitative study and pilot randomised controlled trial.

    PubMed

    Rahn, Anne C; Backhus, Imke; Fuest, Franz; Riemann-Lorenz, Karin; Köpke, Sascha; van de Roemer, Adrianus; Mühlhauser, Ingrid; Heesen, Christoph

    2016-09-20

    Presentation of confidence intervals alongside information about treatment effects can support informed treatment choices in people with multiple sclerosis. We aimed to develop and pilot-test different written patient information materials explaining confidence intervals in people with relapsing-remitting multiple sclerosis. Further, a questionnaire on comprehension of confidence intervals was developed and piloted. We developed different patient information versions aiming to explain confidence intervals. We used an illustrative example to test three different approaches: (1) short version, (2) "average weight" version and (3) "worm prophylaxis" version. Interviews were conducted using think-aloud and teach-back approaches to test feasibility and analysed using qualitative content analysis. To assess comprehension of confidence intervals, a six-item multiple choice questionnaire was developed and tested in a pilot randomised controlled trial using the online survey software UNIPARK. Here, the average weight version (intervention group) was tested against a standard patient information version on confidence intervals (control group). People with multiple sclerosis were invited to take part using existing mailing-lists of people with multiple sclerosis in Germany and were randomised using the UNIPARK algorithm. Participants were blinded towards group allocation. Primary endpoint was comprehension of confidence intervals, assessed with the six-item multiple choice questionnaire with six points representing perfect knowledge. Feasibility of the patient information versions was tested with 16 people with multiple sclerosis. For the pilot randomised controlled trial, 64 people with multiple sclerosis were randomised (intervention group: n = 36; control group: n = 28). More questions were answered correctly in the intervention group compared to the control group (mean 4.8 vs 3.8, mean difference 1.1 (95 % CI 0.42-1.69), p = 0.002). The questionnaire's internal consistency was moderate (Cronbach's alpha = 0.56). The pilot-phase shows promising results concerning acceptability and feasibility. Pilot randomised controlled trial results indicate that the patient information is well understood and that knowledge gain on confidence intervals can be assessed with a set of six questions. German Clinical Trials Register: DRKS00008561 . Registered 8th of June 2015.

  1. Low-cost and high-speed optical mark reader based on an intelligent line camera

    NASA Astrophysics Data System (ADS)

    Hussmann, Stephan; Chan, Leona; Fung, Celine; Albrecht, Martin

    2003-08-01

    Optical Mark Recognition (OMR) is thoroughly reliable and highly efficient provided that high standards are maintained at both the planning and implementation stages. It is necessary to ensure that OMR forms are designed with due attention to data integrity checks, the best use is made of features built into the OMR, used data integrity is checked before the data is processed and data is validated before it is processed. This paper describes the design and implementation of an OMR prototype system for marking multiple-choice tests automatically. Parameter testing is carried out before the platform and the multiple-choice answer sheet has been designed. Position recognition and position verification methods have been developed and implemented in an intelligent line scan camera. The position recognition process is implemented into a Field Programmable Gate Array (FPGA), whereas the verification process is implemented into a micro-controller. The verified results are then sent to the Graphical User Interface (GUI) for answers checking and statistical analysis. At the end of the paper the proposed OMR system will be compared with commercially available system on the market.

  2. Adhesive Defect Monitoring of Glass Fiber Epoxy Plate Using an Impedance-Based Non-Destructive Testing Method for Multiple Structures

    PubMed Central

    Na, Wongi S.; Baek, Jongdae

    2017-01-01

    The emergence of composite materials has revolutionized the approach to building engineering structures. With the number of applications for composites increasing every day, maintaining structural integrity is of utmost importance. For composites, adhesive bonding is usually the preferred choice over the mechanical fastening method, and monitoring for delamination is an essential factor in the field of composite materials. In this study, a non-destructive method known as the electromechanical impedance method is used with an approach of monitoring multiple areas by specifying certain frequency ranges to correspond to a certain test specimen. Experiments are conducted using various numbers of stacks created by attaching glass fiber epoxy composite plates onto one another, and two different debonding damage types are introduced to evaluate the performance of the multiple monitoring electromechanical impedance method. PMID:28629194

  3. The Picmonic(®) Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform.

    PubMed

    Yang, Adeel; Goel, Hersh; Bryan, Matthew; Robertson, Ron; Lim, Jane; Islam, Shehran; Speicher, Mark R

    2014-01-01

    Medical students are required to retain vast amounts of medical knowledge on the path to becoming physicians. To address this challenge, multimedia Web-based learning resources have been developed to supplement traditional text-based materials. The Picmonic(®) Learning System (PLS; Picmonic, Phoenix, AZ, USA) is a novel multimedia Web-based learning platform that delivers audiovisual mnemonics designed to improve memory retention of medical sciences. A single-center, randomized, subject-blinded, controlled study was conducted to compare the PLS with traditional text-based material for retention of medical science topics. Subjects were randomly assigned to use two different types of study materials covering several diseases. Subjects randomly assigned to the PLS group were given audiovisual mnemonics along with text-based materials, whereas subjects in the control group were given the same text-based materials with key terms highlighted. The primary endpoints were the differences in performance on immediate, 1 week, and 1 month delayed free-recall and paired-matching tests. The secondary endpoints were the difference in performance on a 1 week delayed multiple-choice test and self-reported satisfaction with the study materials. Differences were calculated using unpaired two-tailed t-tests. PLS group subjects demonstrated improvements of 65%, 161%, and 208% compared with control group subjects on free-recall tests conducted immediately, 1 week, and 1 month after study of materials, respectively. The results of performance on paired-matching tests showed an improvement of up to 331% for PLS group subjects. PLS group subjects also performed 55% greater than control group subjects on a 1 week delayed multiple choice test requiring higher-order thinking. The differences in test performance between the PLS group subjects and the control group subjects were statistically significant (P<0.001), and the PLS group subjects reported higher overall satisfaction with the material. The data of this pilot site demonstrate marked improvements in the retention of disease topics when using the PLS compared with traditional text-based materials. The use of the PLS in medical education is supported.

  4. Confidence-Based Learning in Investment Analysis

    NASA Astrophysics Data System (ADS)

    Serradell-Lopez, Enric; Lara-Navarra, Pablo; Castillo-Merino, David; González-González, Inés

    The aim of this study is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end we used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The tests were performed in a group of 200 students at the bachelor's degree in Business Administration and Management. The analysis made have been implemented in one subject of the scope of investment analysis and measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the course. The measurements have been taken into account different levels of difficulty in the questions asked and the time spent by students to complete the test. The results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence in the answers. It is confirmed as the difficulty level of the questions set a priori by the heads of the subjects are related to levels of security and confidence in the answers. It is estimated that the improvement in the skills learned is viewed favourably by businesses and are especially important for job placement of students.

  5. Test analysis and research on static choice reaction ability of commercial vehicle drivers

    NASA Astrophysics Data System (ADS)

    Zhang, Lingchao; Wei, Lang; Qiao, Jie; Tian, Shun; Wang, Shengchang

    2017-03-01

    Drivers' choice reaction ability has a certain relation with safe driving. It has important significance to research its influence on traffic safety. Firstly, the paper uses a choice reaction detector developed by research group to detect drivers' choice reaction ability of commercial vehicles, and gets 2641 effective samples. Then by using mathematical statistics method, the paper founds that average reaction time from accident group has no difference with non-accident group, and then introduces a variance rate of reaction time as a new index to replace it. The result shows that the test index choice reaction errors and variance rate of reaction time have positive correlations with accidents. Finally, according to testing results of the detector, the paper formulates a detection threshold with four levels for helping transportation companies to assess commercial vehicles drivers.

  6. A learning progression based teaching module on the causes of seasons

    NASA Astrophysics Data System (ADS)

    Galano, S.

    2016-03-01

    In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

  7. Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

    NASA Astrophysics Data System (ADS)

    Sugiharti, Gulmah

    2018-03-01

    This study aims to see the improvement of student learning outcomes by independent learning using computer-based learning media in the course of STBM (Teaching and Learning Strategy) Chemistry. Population in this research all student of class of 2014 which take subject STBM Chemistry as many as 4 class. While the sample is taken by purposive as many as 2 classes, each 32 students, as control class and expriment class. The instrument used is the test of learning outcomes in the form of multiple choice with the number of questions as many as 20 questions that have been declared valid, and reliable. Data analysis techniques used one-sided t test and improved learning outcomes using a normalized gain test. Based on the learning result data, the average of normalized gain values for the experimental class is 0,530 and for the control class is 0,224. The result of the experimental student learning result is 53% and the control class is 22,4%. Hypothesis testing results obtained t count> ttable is 9.02> 1.6723 at the level of significance α = 0.05 and db = 58. This means that the acceptance of Ha is the use of computer-based learning media (CAI Computer) can improve student learning outcomes in the course Learning Teaching Strategy (STBM) Chemistry academic year 2017/2018.

  8. Is Amateur Astronomers’ Astronomy Knowledge a Barrier to Successful Outreach?

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.; Slater, S. J.; Price, C. A.; CenterAstronomy, CAPER; Education Research, Physics

    2012-01-01

    Considerable effort in astronomy education research has focused on developing assessment tools in the form of multiple-choice conceptual diagnostics and content knowledge surveys. This has been critically important for establishing the initial knowledge state of students and measure impacts of innovative instructional interventions over a universe of topics. Unfortunately, few of the existing instruments were constructed upon a solid list of clearly articulated and widely agreed upon learning objectives that span an entire introductory survey course. Moving beyond the 10-year old Astronomy Diagnostics Test, scholars at the CAPER Center for Astronomy & Physics Education Research developed and validated criterion referenced assessment tool, which is tightly aligned to the consensus learning goals stated by the AAS Chair's Conference on ASTRO 101, the AAAS Project 2061 Benchmarks, and the NRC National Science Education Standards, called the Test Of Astronomy STandards (TOAST). This multiple-choice instrument has a high degree of reliability and validity and is being deployed in a number of formal and informal learning environments. A collaborative research endeavor between the CAPER Team and the American Association of Variable Star Observers measured the astronomy content knowledge amateur astronomers, relative to widely agreed upon learning targets. We uncovered that our sample of 300 amateurs have higher than expected scores on the TOAST, significantly higher than students leaving our top-tier ASTRO 101 survey courses. Given recent learning sciences research demonstrating the potential of highly specialized languages that exist within some communities and rapidly declining membership rolls of formal amateur organizations, these scores could be interpreted as a potential communication barrier existing for engaging novices who are potential future club members. These results suggest that organizations may need to strategically clarify the nature of educational experiences they provide than can serve transformative in order to nurture a more robust pipeline of members.

  9. Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

    NASA Astrophysics Data System (ADS)

    Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

    2015-06-01

    Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

  10. A study of primary school teachers’ conceptual understanding on states of matter and their changes based on their job locations (case study at Ambon island in Moluccas-Indonesia)

    NASA Astrophysics Data System (ADS)

    Banawi, A.; Sopandi, W.; Kadarohman, A.; Solehuddin, M.

    2018-05-01

    The research aims to describe primary school teachers’ conceptual understandings about states of matter and their changes. The method was descriptive which involved 15 primary school teachers from three different school locations. They were from urban school (CS1), sub-urban school (CS2), and rular school (CS3) at Ambon Island on 2016/2017 academic year. The research instrument was a multiple-choice test combined with both essay and confidence level of their answers. The test was used to measure teachers’ understanding levels about states of matter and their changes. They were macroscopic, sub-microscopic and symbolic levels. Teachers’ understanding levels were classified into following categorization, they were understand, partly understand, misconception, and do not understand. The results show that primary school teachers’ conceptual understanding is varied based on their job locations and primary school teachers’ level understanding. Generally, primary school teachers’ conceptual understandings at sub-urban location (CS2) are better than those of both of urban (CS1) and rular locations (CS3). The results suggest that teachers need improvement to make better primary school teachers’ conceptual understanding. It can be on the job training and in service training activities. We also need a further research in order to investigate the program effectiveness.

  11. Order of Presentation of Dimensions Does Not Systematically Bias Utility Weights from a Discrete Choice Experiment.

    PubMed

    Norman, Richard; Kemmler, Georg; Viney, Rosalie; Pickard, A Simon; Gamper, Eva; Holzner, Bernhard; Nerich, Virginie; King, Madeleine

    2016-12-01

    Discrete choice experiments (DCEs) are increasingly used to value aspects of health. An issue with their adoption is that results may be sensitive to the order in which dimensions of health are presented in the valuation task. Findings in the literature regarding order effects are discordant at present. To quantify the magnitude of order effect of quality-of-life (QOL) dimensions within the context of a DCE designed to produce country-specific value sets for the EORTC Quality of Life Utility Measure-Core 10 dimensions (QLU-C10D), a new utility instrument derived from the widely used cancer-specific QOL questionnaire, the European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire-Core 30. The DCE comprised 960 choice sets, divided into 60 versions of 16 choice sets, with each respondent assigned to a version. Within each version, the order of QLU-C10D QOL dimensions was randomized, followed by life duration in the last position. The DCE was completed online by 2053 individuals in France and Germany. We analyzed the data with a series of conditional logit models, adjusted for repeated choices within respondent. We used F tests to assess order effects, correcting for multiple hypothesis testing. Each F test failed to reject the null hypothesis of no position effect: 1) all QOL order positions considered jointly; 2) last QOL position only; 3) first QOL position only. Furthermore, the order coefficients were small relative to those of the QLU-C10D QOL dimension levels. The order of presentation of QOL dimensions within a DCE designed to provide utility weights for the QLU-C10D had little effect on level coefficients of those QOL dimensions. Copyright © 2016 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

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

    NASA Astrophysics Data System (ADS)

    Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

    2010-07-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2018-01-01

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

  14. Mate choice screening in captive solitary carnivores: The role of male behavior and cues on mate preference and paternity in females of a model species, American mink (Neovison vison).

    PubMed

    Noer, Christina Lehmkuhl; Balsby, Thorsten Johannes Skovbjerg; Anistoroaei, Razvan; Stelvig, Mikkel; Dabelsteen, Torben

    2017-12-01

    Mate choice studies suggest that choosy females benefit from increased fecundity, litter size, and offspring survival. Thus, providing females with the opportunity to choose among potential mates, deemed genetically suitable based on studbook data, might improve breeding management in production and zoo animals and thereby the sustainability of captive populations. Investigating mate preference via odor from potential mates before animal transfer is a proposed strategy for incorporating mate choice into breeding management. In this study, we test whether olfactory cues and signals from males can be used to assess and measure female mate preference in American mink. Eighteen females were subjected to a 4-day stimulus test in which females showed a preference for one of two males' urine and feces. Subsequently, each female was subjected to a 10-day mate preference test involving the same two males of the first test. Paternity tests revealed that 13 females had offspring, which could be assigned to only one male, suggesting that these females performed a mate choice. In nine of these females preference during the stimulus test was directed toward the male that fathered their offspring. Our results suggest that even though there was a preference difference in scent stimulus trials from potential mates this preference was not predictive of eventual mate preference or paternity. Other factors such as aspects of male behavior seem to play a role, when the mates are introduced. Our study supports that mate preference and mate choice are complex matters influenced by multiple cues and signals. © 2017 Wiley Periodicals, Inc.

  15. Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

    PubMed

    Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

    2017-09-01

    To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions.

  16. The effect of content delivery style on student performance in anatomy.

    PubMed

    White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

    2018-04-12

    The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  17. Note on simultaneous inferences about non-inferiority and superiority for a primary and a secondary endpoint.

    PubMed

    Guilbaud, Olivier

    2011-11-01

    In their review of challenges to multiple testing in clinical trials, Hung and Wang (2010) considered the situation where a treatment is to be compared with an active comparator and the aim is to show non-inferiority and (if possible) superiority with respect to a primary and a secondary endpoint. This note extends their discussion of this particular situation, taking the sequentially rejective procedure they used for illustration as a starting point. Some alternative multiple testing procedures (MTPs) are considered, and corresponding simultaneous confidence regions are discussed that provide additional information "for free". The choice may then be based on the properties of these MTPs and corresponding confidence regions. 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  18. Coy Males and Seductive Females in the Sexually Cannibalistic Colonial Spider, Cyrtophora citricola.

    PubMed

    Yip, Eric C; Berner-Aharon, Na'ama; Smith, Deborah R; Lubin, Yael

    2016-01-01

    The abundance of sperm relative to eggs selects for males that maximize their number of mates and for females that choose high quality males. However, in many species, males exercise mate choice, even when they invest little in their offspring. Sexual cannibalism may promote male choosiness by limiting the number of females a male can inseminate and by biasing the sex ratio toward females because, while females can reenter the mating pool, cannibalized males cannot. These effects may be insufficient for male choosiness to evolve, however, if males face low sequential encounter rates with females. We hypothesized that sexual cannibalism should facilitate the evolution of male choosiness in group living species because a male is likely to encounter multiple receptive females simultaneously. We tested this hypothesis in a colonial orb-weaving spider, Cyrtophora citricola, with a high rate of sexual cannibalism. We tested whether mated females would mate with multiple males, and thereby shift the operational sex ratio toward females. We also investigated whether either sex chooses mates based on nutritional state and age, and whether males choose females based on reproductive state. We found that females are readily polyandrous and exhibit no mate choice related to male feeding or age. Males courted more often when the male was older and the female was younger, and males copulated more often with well-fed females. The data show that males are choosier than females for the traits we measured, supporting our hypothesis that group living and sexual cannibalism may together promote the evolution of male mate choice.

  19. Coy Males and Seductive Females in the Sexually Cannibalistic Colonial Spider, Cyrtophora citricola

    PubMed Central

    Yip, Eric C.; Berner-Aharon, Na’ama; Smith, Deborah R.; Lubin, Yael

    2016-01-01

    The abundance of sperm relative to eggs selects for males that maximize their number of mates and for females that choose high quality males. However, in many species, males exercise mate choice, even when they invest little in their offspring. Sexual cannibalism may promote male choosiness by limiting the number of females a male can inseminate and by biasing the sex ratio toward females because, while females can reenter the mating pool, cannibalized males cannot. These effects may be insufficient for male choosiness to evolve, however, if males face low sequential encounter rates with females. We hypothesized that sexual cannibalism should facilitate the evolution of male choosiness in group living species because a male is likely to encounter multiple receptive females simultaneously. We tested this hypothesis in a colonial orb-weaving spider, Cyrtophora citricola, with a high rate of sexual cannibalism. We tested whether mated females would mate with multiple males, and thereby shift the operational sex ratio toward females. We also investigated whether either sex chooses mates based on nutritional state and age, and whether males choose females based on reproductive state. We found that females are readily polyandrous and exhibit no mate choice related to male feeding or age. Males courted more often when the male was older and the female was younger, and males copulated more often with well-fed females. The data show that males are choosier than females for the traits we measured, supporting our hypothesis that group living and sexual cannibalism may together promote the evolution of male mate choice. PMID:27249787

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

    ERIC Educational Resources Information Center

    Lazor, Kathleen; Chapman, Nancy; Levine, Elyse

    2010-01-01

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

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

    PubMed

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

    2016-01-01

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

  2. The effects of computer simulation versus hands-on dissection and the placement of computer simulation within the learning cycle on student achievement and attitude

    NASA Astrophysics Data System (ADS)

    Hopkins, Kathryn Susan

    The value of dissection as an instructional strategy has been debated, but not evidenced in research literature. The purpose of this study was to examine the efficacy of using computer simulated frog dissection as a substitute for traditional hands-on frog dissection and to examine the possible enhancement of achievement by combining the two strategies in a specific sequence. In this study, 134 biology students at two Central Texas schools were divided into the five following treatment groups: computer simulation of frog dissection, computer simulation before dissection, traditional hands-on frog dissection, dissection before computer simulation, and textual worksheet materials. The effects on achievement were evaluated by labeling 10 structures on three diagrams, identifying 11 pinned structures on a prosected frog, and answering 9 multiple-choice questions over the dissection process. Attitude was evaluated using a thirty item survey with a five-point Likert scale. The quasi-experimental design was pretest/post-test/post-test nonequivalent group for both control and experimental groups, a 2 x 2 x 5 completely randomized factorial design (gender, school, five treatments). The pretest/post-test design was incorporated to control for prior knowledge using analysis of covariance. The dissection only group evidenced a significantly higher performance than all other treatments except dissection-then-computer on the post-test segment requiring students to label pinned anatomical parts on a prosected frog. Interactions between treatment and school in addition to interaction between treatment and gender were found to be significant. The diagram and attitude post-tests evidenced no significant difference. Results on the nine multiple-choice questions about dissection procedures indicated a significant difference between schools. The interaction between treatment and school was also found to be significant. On a delayed post-test, a significant difference in gender was found on the diagram labeling segment of the post-test. Males were reported to have the higher score. Since existing research conflicts with this study's results, additional research using authentic assessment is recommended. Instruction should be aligned with dissection content and process objectives for each treatment group, and the teacher variable should be controlled.

  3. A gatekeeping procedure to test a primary and a secondary endpoint in a group sequential design with multiple interim looks.

    PubMed

    Tamhane, Ajit C; Gou, Jiangtao; Jennison, Christopher; Mehta, Cyrus R; Curto, Teresa

    2018-03-01

    Glimm et al. (2010) and Tamhane et al. (2010) studied the problem of testing a primary and a secondary endpoint, subject to a gatekeeping constraint, using a group sequential design (GSD) with K=2 looks. In this article, we greatly extend the previous results to multiple (K>2) looks. If the familywise error rate (FWER) is to be controlled at a preassigned α level then it is clear that the primary boundary must be of level α. We show under what conditions one α-level primary boundary is uniformly more powerful than another. Based on this result, we recommend the choice of the O'Brien and Fleming (1979) boundary over the Pocock (1977) boundary for the primary endpoint. For the secondary endpoint the choice of the boundary is more complicated since under certain conditions the secondary boundary can be refined to have a nominal level α'>α, while still controlling the FWER at level α, thus boosting the secondary power. We carry out secondary power comparisons via simulation between different choices of primary-secondary boundary combinations. The methodology is applied to the data from the RALES study (Pitt et al., 1999; Wittes et al., 2001). An R library package gsrsb to implement the proposed methodology is made available on CRAN. © 2017, The International Biometric Society.

  4. Proverb comprehension in individuals with agenesis of the corpus callosum.

    PubMed

    Rehmel, Jamie L; Brown, Warren S; Paul, Lynn K

    2016-09-01

    Comprehension of non-literal language involves multiple neural systems likely involving callosal connections. We describe proverb comprehension impairments in individuals with isolated agenesis of the corpus callosum (AgCC) and normal-range general intelligence. Experiment 1 compared Gorham Proverb Test (Gorham, 1956) performance in 19 adults with AgCC and 33 neurotypical control participants of similar age, sex, and intelligence. Experiment 2 used the Proverbs subtest of the Delis-Kaplan Executive Function System (D-KEFS, 2001) to compare 19 adults with AgCC and 17 control participants with similar age, sex, and intelligence. Gorham Proverbs performance was impaired in the AgCC group for both the free-response and multiple-choice tasks. On the D-KEFS proverbs test, the AgCC group performed significantly worse on the free-response task (and all derivative scores) despite normal levels of performance on the multiple-choice task. Covarying verbal intelligence did not alter these outcomes. However, covarying a measure of non-literal language comprehension considerably reduced group differences in proverb comprehension on the Gorham test, but had little effect on the D-KEFS group differences. The difference between groups seemed to be greatest when participants had to generate their own interpretation (free response), or in the multiple choice format when the test included many proverbs that were likely to be less familiar. Taken together, the results of this study clearly show that proverb comprehension is diminished in individuals with AgCC compared to their peers. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Accelerating Research Impact in a Learning Health Care System

    PubMed Central

    Elwy, A. Rani; Sales, Anne E.; Atkins, David

    2017-01-01

    Background: Since 1998, the Veterans Health Administration (VHA) Quality Enhancement Research Initiative (QUERI) has supported more rapid implementation of research into clinical practice. Objectives: With the passage of the Veterans Access, Choice and Accountability Act of 2014 (Choice Act), QUERI further evolved to support VHA’s transformation into a Learning Health Care System by aligning science with clinical priority goals based on a strategic planning process and alignment of funding priorities with updated VHA priority goals in response to the Choice Act. Design: QUERI updated its strategic goals in response to independent assessments mandated by the Choice Act that recommended VHA reduce variation in care by providing a clear path to implement best practices. Specifically, QUERI updated its application process to ensure its centers (Programs) focus on cross-cutting VHA priorities and specify roadmaps for implementation of research-informed practices across different settings. QUERI also increased funding for scientific evaluations of the Choice Act and other policies in response to Commission on Care recommendations. Results: QUERI’s national network of Programs deploys effective practices using implementation strategies across different settings. QUERI Choice Act evaluations informed the law’s further implementation, setting the stage for additional rigorous national evaluations of other VHA programs and policies including community provider networks. Conclusions: Grounded in implementation science and evidence-based policy, QUERI serves as an example of how to operationalize core components of a Learning Health Care System, notably through rigorous evaluation and scientific testing of implementation strategies to ultimately reduce variation in quality and improve overall population health. PMID:27997456

  6. Dividing the Force Concept Inventory into two equivalent half-length tests

    NASA Astrophysics Data System (ADS)

    Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen

    2015-06-01

    The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the primary variable, it would be useful then to have different shorter tests that can produce FCI-equivalent scores while providing the benefits of being quicker to administer and overcoming the test-retest effects. In this study, we divide the 1995 version of the FCI into two half-length tests; each contains a different subset of the original FCI questions. The two new tests are shorter, still cover the same set of concepts, and produce mean scores equivalent to those of the FCI. Using a large quantitative data set collected at a large midwestern university, we statistically compare the assessment features of the two half-length tests and the full-length FCI. The results show that the mean error of equivalent scores between any two of the three tests is within 3%. Scores from all tests are well correlated. Based on the analysis, it appears that the two half-length tests can be a viable option for score based assessment that need to administer tests quickly or need to measure short-term gains where using identical pre- and post-test questions is a concern.

  7. Design and Testing of Novel Lethal Ovitrap to Reduce Populations of Aedes Mosquitoes: Community-Based Participatory Research between Industry, Academia and Communities in Peru and Thailand.

    PubMed

    Paz-Soldan, Valerie A; Yukich, Josh; Soonthorndhada, Amara; Giron, Maziel; Apperson, Charles S; Ponnusamy, Loganathan; Schal, Coby; Morrison, Amy C; Keating, Joseph; Wesson, Dawn M

    2016-01-01

    Dengue virus (and Chikungunya and Zika viruses) is transmitted by Aedes aegypti and Aedes albopictus mosquitoes and causes considerable human morbidity and mortality. As there is currently no vaccine or chemoprophylaxis to protect people from dengue virus infection, vector control is the only viable option for disease prevention. The purpose of this paper is to illustrate the design and placement process for an attractive lethal ovitrap to reduce vector populations and to describe lessons learned in the development of the trap. This study was conducted in 2010 in Iquitos, Peru and Lopburi Province, Thailand and used an iterative community-based participatory approach to adjust design specifications of the trap, based on community members' perceptions and feedback, entomological findings in the lab, and design and research team observations. Multiple focus group discussions (FGD) were held over a 6 month period, stratified by age, sex and motherhood status, to inform the design process. Trap testing transitioned from the lab to within households. Through an iterative process of working with specifications from the research team, findings from the laboratory testing, and feedback from FGD, the design team narrowed trap design options from 22 to 6. Comments from the FGD centered on safety for children and pets interacting with traps, durability, maintenance issues, and aesthetics. Testing in the laboratory involved releasing groups of 50 gravid Ae. aegypti in walk-in rooms and assessing what percentage were caught in traps of different colors, with different trap cover sizes, and placed under lighter or darker locations. Two final trap models were mocked up and tested in homes for a week; one model was the top choice in both Iquitos and Lopburi. The community-based participatory process was essential for the development of novel traps that provided effective vector control, but also met the needs and concerns of community members.

  8. Design and Testing of Novel Lethal Ovitrap to Reduce Populations of Aedes Mosquitoes: Community-Based Participatory Research between Industry, Academia and Communities in Peru and Thailand

    PubMed Central

    Yukich, Josh; Soonthorndhada, Amara; Giron, Maziel; Apperson, Charles S.; Ponnusamy, Loganathan; Schal, Coby; Morrison, Amy C.; Keating, Joseph; Wesson, Dawn M.

    2016-01-01

    Background Dengue virus (and Chikungunya and Zika viruses) is transmitted by Aedes aegypti and Aedes albopictus mosquitoes and causes considerable human morbidity and mortality. As there is currently no vaccine or chemoprophylaxis to protect people from dengue virus infection, vector control is the only viable option for disease prevention. The purpose of this paper is to illustrate the design and placement process for an attractive lethal ovitrap to reduce vector populations and to describe lessons learned in the development of the trap. Methods This study was conducted in 2010 in Iquitos, Peru and Lopburi Province, Thailand and used an iterative community-based participatory approach to adjust design specifications of the trap, based on community members’ perceptions and feedback, entomological findings in the lab, and design and research team observations. Multiple focus group discussions (FGD) were held over a 6 month period, stratified by age, sex and motherhood status, to inform the design process. Trap testing transitioned from the lab to within households. Results Through an iterative process of working with specifications from the research team, findings from the laboratory testing, and feedback from FGD, the design team narrowed trap design options from 22 to 6. Comments from the FGD centered on safety for children and pets interacting with traps, durability, maintenance issues, and aesthetics. Testing in the laboratory involved releasing groups of 50 gravid Ae. aegypti in walk-in rooms and assessing what percentage were caught in traps of different colors, with different trap cover sizes, and placed under lighter or darker locations. Two final trap models were mocked up and tested in homes for a week; one model was the top choice in both Iquitos and Lopburi. Discussion The community-based participatory process was essential for the development of novel traps that provided effective vector control, but also met the needs and concerns of community members. PMID:27532497

  9. Insights into Students' Conceptual Understanding Using Textual Analysis: A Case Study in Signal Processing

    ERIC Educational Resources Information Center

    Goncher, Andrea M.; Jayalath, Dhammika; Boles, Wageeh

    2016-01-01

    Concept inventory tests are one method to evaluate conceptual understanding and identify possible misconceptions. The multiple-choice question format, offering a choice between a correct selection and common misconceptions, can provide an assessment of students' conceptual understanding in various dimensions. Misconceptions of some engineering…

  10. Choice as an engine of analytic thought.

    PubMed

    Savani, Krishna; Stephens, Nicole M; Markus, Hazel Rose

    2017-09-01

    Choice is a behavioral act that has a variety of well-documented motivational consequences-it fosters independence by allowing people to simultaneously express themselves and influence the environment. Given the link between independence and analytic thinking, the current research tested whether choice also leads people to think in a more analytic rather than holistic manner. Four experiments demonstrate that making choices, recalling choices, and viewing others make choices leads people to think more analytically, as indicated by their attitudes, perceptual judgments, categorization, and patterns of attention allocation. People who made choices scored higher on a subjective self-report measure of analytic cognition compared to whose did not make a choice (pilot study). Using an objective task-based measure, people who recalled choices rather than actions were less influenced by changes in the background when making judgments about focal objects (Experiment 1). People who thought of others' behaviors as choices rather than actions were more likely to group objects based on categories rather than relationships (Experiment 2). People who recalled choices rather than actions subsequently allocated more visual attention to focal objects in a scene (Experiment 3). Together, these experiments demonstrate that choice has important yet previously unexamined consequences for basic psychological processes such as attention and cognition. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    PubMed Central

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

    2015-01-01

    Recent research has shown how the statistical bias in Rasch model difficulty estimates induced by guessing in multiple-choice items can be eliminated. Using vertical scaling of a high-profile national reading test, it is shown that the dominant effect of removing such bias is a nonlinear change in the unit of scale across the continuum. The consequence is that the proficiencies of the more proficient students are increased relative to those of the less proficient. Not controlling the guessing bias underestimates the progress of students across 7 years of schooling with important educational implications. PMID:29795871

  12. Pairwise Multiple Comparisons in Single Group Repeated Measures Analysis.

    ERIC Educational Resources Information Center

    Barcikowski, Robert S.; Elliott, Ronald S.

    Research was conducted to provide educational researchers with a choice of pairwise multiple comparison procedures (P-MCPs) to use with single group repeated measures designs. The following were studied through two Monte Carlo (MC) simulations: (1) The T procedure of J. W. Tukey (1953); (2) a modification of Tukey's T (G. Keppel, 1973); (3) the…

  13. Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?

    PubMed

    Pan, Steven C; Rickard, Timothy C

    2017-09-01

    In many pedagogical contexts, term-definition facts that link a concept term (e.g., "vision") with its corresponding definition (e.g., "the ability to see") are learned. Does retrieval practice involving retrieval of the term (given the definition) or the definition (given the term) enhance subsequent recall, relative to restudy of the entire fact? Moreover, does any benefit of retrieval practice for the term transfer to later recall of the definition, or vice versa? We addressed those questions in 4 experiments. In each, subjects first studied term-definition facts and then trained on two thirds of the facts using multiple-choice tests with feedback. Half of the test questions involved recalling terms; the other half involved recalling definitions. The remaining facts were either not trained (Experiment 1) or restudied (Experiments 2-4). A 48-hr delayed multiple-choice (Experiments 1-2) or short answer (Experiments 3a-4) final test assessed recall of all terms or all definitions. Replicating and extending prior research, retrieval practice yielded improved recall and positive transfer relative to no training. Relative to restudy, however, retrieval practice consistently enhanced subsequent term retrieval, enhanced subsequent definition retrieval only after repeated practice, and consistently yielded at best minimal positive transfer in either direction. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    ERIC Educational Resources Information Center

    Andrich, David; Styles, Irene

    2011-01-01

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

  15. Using a Fine-Grained Multiple-Choice Response Format in Educational Drill-and-Practice Video Games

    ERIC Educational Resources Information Center

    Beserra, Vagner; Nussbaum, Miguel; Grass, Antonio

    2017-01-01

    When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental…

  16. Towards a better understanding of the legibility bias in performance assessments: the case of gender-based inferences.

    PubMed

    Greifeneder, Rainer; Zelt, Sarah; Seele, Tim; Bottenberg, Konstantin; Alt, Alexander

    2012-09-01

    Handwriting legibility systematically biases evaluations in that highly legible handwriting results in more positive evaluations than less legible handwriting. Because performance assessments in educational contexts are not only based on computerized or multiple choice tests but often include the evaluation of handwritten work samples, understanding the causes of this bias is critical. This research was designed to replicate and extend the legibility bias in two tightly controlled experiments and to explore whether gender-based inferences contribute to its occurrence. A total of 132 students from a German university participated in one pre-test and two independent experiments. Participants were asked to read and evaluate several handwritten essays varying in content quality. Each essay was presented to some participants in highly legible handwriting and to other participants in less legible handwriting. In addition, the assignment of legibility to participant group was reversed from essay to essay, resulting in a mixed-factor design. The legibility bias was replicated in both experiments. Results suggest that gender-based inferences do not account for its occurrence. Rather it appears that fluency from legibility exerts a biasing impact on evaluations of content and author abilities. The legibility bias was shown to be genuine and strong. By refuting a series of alternative explanations, this research contributes to a better understanding of what underlies the legibility bias. The present research may inform those who grade on what to focus and thus help to better allocate cognitive resources when trying to reduce this important source of error. ©2011 The British Psychological Society.

  17. Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

    PubMed Central

    Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

    2013-01-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

  18. Research on high-speed railway's vibration analysis checking based on intelligent mobile terminal

    NASA Astrophysics Data System (ADS)

    Li, Peigang; Xie, Shulin; Zhao, Xuefeng

    2017-04-01

    Recently, the development of high-speed railway meets the requirement of society booming and it has gradually become the first choice for long-length journey. Since ensuring the safety and stable operation are of great importance to high-speed trains owing to its unique features, vibration analysis checking is one of main means to be adopted. Due to the popularization of Smartphone, in this research, a novel public-participating method to achieve high-speed railway's vibration analysis checking based on smartphone and an inspection application of high-speed railway line built in the intelligent mobile terminal were proposed. Utilizing the accelerometer, gyroscope, GPS and other high-performance sensors which were integrated in smartphone, the application can obtain multiple parameters like acceleration, angle, etc and pinpoint the location. Therefore, through analyzing the acceleration data in time domain and frequency domain using fast Fourier transform, the research compared much of data from monitoring tests under different measure conditions and measuring points. Furthermore, an idea of establishing a system about analysis checking was outlined in paper. It has been validated that the smartphone-based high-speed railway line inspection system is reliable and feasible on the high-speed railway lines. And it has more advantages, such as convenience, low cost and being widely used. Obviously, the research has important practical significance and broad application prospects.

  19. Teaching and evaluating point of care learning with an Internet-based clinical-question portfolio.

    PubMed

    Green, Michael L; Reddy, Siddharta G; Holmboe, Eric

    2009-01-01

    Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates' practices. We developed and evaluated an Internet-based point of care (POC) learning portfolio to serve as an alternative. Participants enter information about their clinical questions, including characteristics, information pursuit, application, and practice change. After documenting 20 questions, they reflect upon a summary report and write commitment-to-change statements about their learning strategies. They can link to help screens and medical information resources. We report on the beta test evaluation of the module, completed by 23 internists and 4 internal medicine residents. Participants found the instructions clear and navigated the module without difficulty. The majority preferred the POC portfolio to multiple-choice examinations, citing greater relevance to their practice, guidance in expanding their palette of information resources, opportunity to reflect on their learning needs, and "credit" for self-directed learning related to their patients. Participants entered a total of 543 clinical questions, of which 250 (46%) resulted in a planned practice change. After completing the module, 14 of 27 (52%) participants committed to at least 1 change in their POC learning strategies. Internists found the portfolio valuable, preferred it to multiple-choice examinations, often changed their practice after pursuing clinical questions, and productively reflected on their learning strategies. The ABIM will offer this portfolio as an elective option in MOC.

  20. Bursts and heavy tails in temporal and sequential dynamics of foraging decisions.

    PubMed

    Jung, Kanghoon; Jang, Hyeran; Kralik, Jerald D; Jeong, Jaeseung

    2014-08-01

    A fundamental understanding of behavior requires predicting when and what an individual will choose. However, the actual temporal and sequential dynamics of successive choices made among multiple alternatives remain unclear. In the current study, we tested the hypothesis that there is a general bursting property in both the timing and sequential patterns of foraging decisions. We conducted a foraging experiment in which rats chose among four different foods over a continuous two-week time period. Regarding when choices were made, we found bursts of rapidly occurring actions, separated by time-varying inactive periods, partially based on a circadian rhythm. Regarding what was chosen, we found sequential dynamics in affective choices characterized by two key features: (a) a highly biased choice distribution; and (b) preferential attachment, in which the animals were more likely to choose what they had previously chosen. To capture the temporal dynamics, we propose a dual-state model consisting of active and inactive states. We also introduce a satiation-attainment process for bursty activity, and a non-homogeneous Poisson process for longer inactivity between bursts. For the sequential dynamics, we propose a dual-control model consisting of goal-directed and habit systems, based on outcome valuation and choice history, respectively. This study provides insights into how the bursty nature of behavior emerges from the interaction of different underlying systems, leading to heavy tails in the distribution of behavior over time and choices.

  1. Bees Algorithm for Construction of Multiple Test Forms in E-Testing

    ERIC Educational Resources Information Center

    Songmuang, Pokpong; Ueno, Maomi

    2011-01-01

    The purpose of this research is to automatically construct multiple equivalent test forms that have equivalent qualities indicated by test information functions based on item response theory. There has been a trade-off in previous studies between the computational costs and the equivalent qualities of test forms. To alleviate this problem, we…

  2. A simple test of choice stepping reaction time for assessing fall risk in people with multiple sclerosis.

    PubMed

    Tijsma, Mylou; Vister, Eva; Hoang, Phu; Lord, Stephen R

    2017-03-01

    Purpose To determine (a) the discriminant validity for established fall risk factors and (b) the predictive validity for falls of a simple test of choice stepping reaction time (CSRT) in people with multiple sclerosis (MS). Method People with MS (n = 210, 21-74y) performed the CSRT, sensorimotor, balance and neuropsychological tests in a single session. They were then followed up for falls using monthly fall diaries for 6 months. Results The CSRT test had excellent discriminant validity with respect to established fall risk factors. Frequent fallers (≥3 falls) performed significantly worse in the CSRT test than non-frequent fallers (0-2 falls). With the odds of suffering frequent falls increasing 69% with each SD increase in CSRT (OR = 1.69, 95% CI: 1.27-2.26, p = <0.001). In regression analysis, CSRT was best explained by sway, time to complete the 9-Hole Peg test, knee extension strength of the weaker leg, proprioception and the time to complete the Trails B test (multiple R 2   =   0.449, p < 0.001). Conclusions A simple low tech CSRT test has excellent discriminative and predictive validity in relation to falls in people with MS. This test may prove useful in documenting longitudinal changes in fall risk in relation to MS disease progression and effects of interventions. Implications for rehabilitation Good choice stepping reaction time (CSRT) is required for maintaining balance. A simple low-tech CSRT test has excellent discriminative and predictive validity in relation to falls in people with MS. This test may prove useful documenting longitudinal changes in fall risk in relation to MS disease progression and effects of interventions.

  3. Visual perception can account for the close relation between numerosity processing and computational fluency.

    PubMed

    Zhou, Xinlin; Wei, Wei; Zhang, Yiyun; Cui, Jiaxin; Chen, Chuansheng

    2015-01-01

    Studies have shown that numerosity processing (e.g., comparison of numbers of dots in two dot arrays) is significantly correlated with arithmetic performance. Researchers have attributed this association to the fact that both tasks share magnitude processing. The current investigation tested an alternative hypothesis, which states that visual perceptual ability (as measured by a figure-matching task) can account for the close relation between numerosity processing and arithmetic performance (computational fluency). Four hundred and twenty four third- to fifth-grade children (220 boys and 204 girls, 8.0-11.0 years old; 120 third graders, 146 fourth graders, and 158 fifth graders) were recruited from two schools (one urban and one suburban) in Beijing, China. Six classes were randomly selected from each school, and all students in each selected class participated in the study. All children were given a series of cognitive and mathematical tests, including numerosity comparison, figure matching, forward verbal working memory, visual tracing, non-verbal matrices reasoning, mental rotation, choice reaction time, arithmetic tests and curriculum-based mathematical achievement test. Results showed that figure-matching ability had higher correlations with numerosity processing and computational fluency than did other cognitive factors (e.g., forward verbal working memory, visual tracing, non-verbal matrix reasoning, mental rotation, and choice reaction time). More important, hierarchical multiple regression showed that figure matching ability accounted for the well-established association between numerosity processing and computational fluency. In support of the visual perception hypothesis, the results suggest that visual perceptual ability, rather than magnitude processing, may be the shared component of numerosity processing and arithmetic performance.

  4. Visual perception can account for the close relation between numerosity processing and computational fluency

    PubMed Central

    Zhou, Xinlin; Wei, Wei; Zhang, Yiyun; Cui, Jiaxin; Chen, Chuansheng

    2015-01-01

    Studies have shown that numerosity processing (e.g., comparison of numbers of dots in two dot arrays) is significantly correlated with arithmetic performance. Researchers have attributed this association to the fact that both tasks share magnitude processing. The current investigation tested an alternative hypothesis, which states that visual perceptual ability (as measured by a figure-matching task) can account for the close relation between numerosity processing and arithmetic performance (computational fluency). Four hundred and twenty four third- to fifth-grade children (220 boys and 204 girls, 8.0–11.0 years old; 120 third graders, 146 fourth graders, and 158 fifth graders) were recruited from two schools (one urban and one suburban) in Beijing, China. Six classes were randomly selected from each school, and all students in each selected class participated in the study. All children were given a series of cognitive and mathematical tests, including numerosity comparison, figure matching, forward verbal working memory, visual tracing, non-verbal matrices reasoning, mental rotation, choice reaction time, arithmetic tests and curriculum-based mathematical achievement test. Results showed that figure-matching ability had higher correlations with numerosity processing and computational fluency than did other cognitive factors (e.g., forward verbal working memory, visual tracing, non-verbal matrix reasoning, mental rotation, and choice reaction time). More important, hierarchical multiple regression showed that figure matching ability accounted for the well-established association between numerosity processing and computational fluency. In support of the visual perception hypothesis, the results suggest that visual perceptual ability, rather than magnitude processing, may be the shared component of numerosity processing and arithmetic performance. PMID:26441740

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

    PubMed

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

    2009-05-01

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

  6. An Automated Parallel Image Registration Technique Based on the Correlation of Wavelet Features

    NASA Technical Reports Server (NTRS)

    LeMoigne, Jacqueline; Campbell, William J.; Cromp, Robert F.; Zukor, Dorothy (Technical Monitor)

    2001-01-01

    With the increasing importance of multiple platform/multiple remote sensing missions, fast and automatic integration of digital data from disparate sources has become critical to the success of these endeavors. Our work utilizes maxima of wavelet coefficients to form the basic features of a correlation-based automatic registration algorithm. Our wavelet-based registration algorithm is tested successfully with data from the National Oceanic and Atmospheric Administration (NOAA) Advanced Very High Resolution Radiometer (AVHRR) and the Landsat/Thematic Mapper(TM), which differ by translation and/or rotation. By the choice of high-frequency wavelet features, this method is similar to an edge-based correlation method, but by exploiting the multi-resolution nature of a wavelet decomposition, our method achieves higher computational speeds for comparable accuracies. This algorithm has been implemented on a Single Instruction Multiple Data (SIMD) massively parallel computer, the MasPar MP-2, as well as on the CrayT3D, the Cray T3E and a Beowulf cluster of Pentium workstations.

  7. The establisment of an achievement test for determination of primary teachers’ knowledge level of earthquake

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

    Aydin, Süleyman, E-mail: yupul@hotmail.com; Haşiloğlu, M. Akif, E-mail: mehmet.hasiloglu@hotmail.com; Kunduraci, Ayşe, E-mail: ayse-kndrc@hotmail.com

    In this study it was aimed to improve an academic achievement test to establish the students’ knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers’ knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field andmore » five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.« less

  8. Choosing offspring: prenatal genetic testing for thalassaemia and the production of a 'saviour sibling' in China.

    PubMed

    Sui, Suli; Sleeboom-Faulkner, Margaret

    2010-02-01

    This paper focuses on the pre-natal genetic testing and reproductive decision-making around thalassaemia in China. Findings are based on fieldwork conducted in hospitals and research institutions, interviews with families with thalassaemia-affected children, interviews with geneticists and genetic researchers and a literature review conducted between September and November 2007. The paper aims to provide insight into the ways in which those who carry thalassaemia decide to have a test for the condition and the choices available to prospective parents. The paper also analyses factors affecting reproductive choices and the decision to produce a 'saviour sibling', including financial implications, state family planning policy, images and information conveyed through the media and propaganda, advice and counselling from doctors, psychological pressure from the community and social discrimination. The paper concludes with a discussion on the issues involved in the creation of saviour siblings, some of which are particular to China.

  9. A Multi-Variable Approach to Diagnosing the Monthly Covariability of the Amazonian Radiative and Convective Diurnal Cycles

    NASA Astrophysics Data System (ADS)

    Dodson, J. B.; Taylor, P. C.

    2016-12-01

    The diurnal cycle of convection (CDC) greatly influences the water, radiative, and energy budgets in convectively active regions. For example, previous research of the Amazonian CDC has identified significant monthly covariability between the satellite-observed radiative and precipitation diurnal and multiple reanalysis-derived atmospheric state variables (ASVs) representing convective instability. However, disagreements between retrospective analysis products (reanalyses) over monthly ASV anomalies create significant uncertainty in the resulting covariability. Satellite observations of convective clouds can be used to characterize monthly anomalies in convective activity. CloudSat observes multiple properties of both deep convective cores and the associated anvils, and so is useful as an alternative to the use of reanalyses. CloudSat cannot observe the full diurnal cycle, but it can detect differences between daytime and nighttime convection. Initial efforts to use CloudSat data to characterize convective activity showed that the results are highly dependent on the choice of variable used to characterize the cloud. This is caused by a series of inverse relationships between convective frequency, cloud top height, radar reflectivity vertical profile, and other variables. A single, multi-variable index for convective activity based on CloudSat data may be useful to clarify the results. Principal component analysis (PCA) provides a method to create a multivariable index, where the first principal component (PC1) corresponds with convective instability. The time series of PC1 can then be used as a proxy for monthly variability in convective activity. The primary challenge presented involves determining the utility of PCA for creating a robust index for convective activity that accounts for the complex relationships of multiple convective cloud variables, and yields information about the interactions between convection, the convective environment, and radiation beyond the previous single-variable approaches. The choice of variables used to calculate PC1 may influence any results based on PC1, so it is necessary to test the sensitivity of the results to different variable combinations.

  10. Cryogenic readout for multiple VUV4 Multi-Pixel Photon Counters in liquid xenon

    NASA Astrophysics Data System (ADS)

    Di Giovanni, A.

    2018-03-01

    This work concerned the preliminary tests and characterization of a cryogenic preamplifier board for an array made of 16 S13370-3050CN (VUV4 family) Multi-Pixel Photon Counters manufactured by Hamamatsu and operated at liquid xenon temperature. The proposed prototype is based on the use of the Analog Devices AD8011 current feedback operational amplifier. The detector allows for single photon detection, making this device a promising choice for the future generation of neutrino and dark matter detectors based on liquid xenon targets.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  12. Exploring examinee behaviours as validity evidence for multiple-choice question examinations.

    PubMed

    Surry, Luke T; Torre, Dario; Durning, Steven J

    2017-10-01

    Clinical-vignette multiple choice question (MCQ) examinations are used widely in medical education. Standardised MCQ examinations are used by licensure and certification bodies to award credentials that are meant to assure stakeholders as to the quality of physicians. Such uses are based on the interpretation of MCQ examination performance as giving meaningful information about the quality of clinical reasoning. There are several assumptions foundational to these interpretations and uses of standardised MCQ examinations. This study explores the implicit assumption that cognitive processes elicited by clinical-vignette MCQ items are like the processes thought to occur with 'real-world' clinical reasoning as theorised by dual-process theory. Fourteen participants (three medical students, five residents and six staff physicians) completed three sets of five timed MCQ items (total 15) from the Medical Knowledge Self-Assessment Program (MKSAP). Upon answering a set of MCQs, each participant completed a retrospective think aloud (TA) protocol. Using constant comparative analysis (CCA) methods sensitised by dual-process theory, we performed a qualitative thematic analysis. Examinee behaviours fell into three categories: clinical reasoning behaviours, test-taking behaviours and reactions to the MCQ. Consistent with dual-process theory, statements about clinical reasoning behaviours were divided into two sub-categories: analytical reasoning and non-analytical reasoning. Each of these categories included several themes. Our study provides some validity evidence that test-takers' descriptions of their cognitive processes during completion of high-quality clinical-vignette MCQs align with processes expected in real-world clinical reasoning. This supports one of the assumptions important for interpretations of MCQ examination scores as meaningful measures of clinical reasoning. Our observations also suggest that MCQs elicit other cognitive processes, including certain test-taking behaviours, that seem 'inauthentic' to real-world clinical reasoning. Further research is needed to explore if similar themes arise in other contexts (e.g. simulated patient encounters) and how observed behaviours relate to performance on MCQ-based assessments. Published 2017. This article is a U.S. Government work and is in the public domain in the USA.

  13. An Alternative Method for Teaching and Testing Reading Comprehension.

    ERIC Educational Resources Information Center

    Courchene, Robert

    1995-01-01

    The summary cloze technique offers an alternative to multiple choice. Summary cloze exercises are prepared by summarizing the content of the original text. The shortened text is transformed into a rational cloze exercise. The learner completes the summary text using the list of choices provided. This technique is a good measure of reading…

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

    PubMed Central

    2013-01-01

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

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

    PubMed

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

    2013-03-04

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

  16. Predict-share-observe-explain learning activity for the Torricelli's tank experiment

    NASA Astrophysics Data System (ADS)

    Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

    2018-01-01

    The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

  17. Discrete-Slots Models of Visual Working-Memory Response Times

    PubMed Central

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

    2014-01-01

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

  18. Alcohol Use among Adolescent Youth: The Role of Friendship Networks and Family Factors in Multiple School Studies

    PubMed Central

    Wang, Cheng; Hipp, John R.; Butts, Carter T.; Jose, Rupa; Lakon, Cynthia M.

    2015-01-01

    To explore the co-evolution of friendship tie choice and alcohol use behavior among 1,284 adolescents from 12 small schools and 976 adolescents from one big school sampled in the National Longitudinal Study of Adolescent to Adult Health (AddHealth), we apply a Stochastic Actor-Based (SAB) approach implemented in the R-based Simulation Investigation for Empirical Network Analysis (RSiena) package. Our results indicate the salience of both peer selection and peer influence effects for friendship tie choice and adolescent drinking behavior. Concurrently, the main effect models indicate that parental monitoring and the parental home drinking environment affected adolescent alcohol use in the small school sample, and that parental home drinking environment affected adolescent drinking in the large school sample. In the small school sample, we detect an interaction between the parental home drinking environment and choosing friends that drink as they multiplicatively affect friendship tie choice. Our findings suggest that future research should investigate the synergistic effects of both peer and parental influences for adolescent friendship tie choices and drinking behavior. And given the tendency of adolescents to form ties with their friends' friends, and the evidence of local hierarchy in these networks, popular youth who do not drink may be uniquely positioned and uniquely salient as the highest rank of the hierarchy to cause anti-drinking peer influences to diffuse down the social hierarchy to less popular youth. As such, future interventions should harness prosocial peer influences simultaneously with strategies to increase parental support and monitoring among parents to promote affiliation with prosocial peers. PMID:25756364

  19. Perceptions of Healthy Eating and Influences on the Food Choices of Appalachian Youth

    PubMed Central

    Swanson, Mark; Schoenberg, Nancy E.; Davis, Rian; Wright, Sherry; Dollarhide, Kaye

    2011-01-01

    Objective Patterns of overweight and obesity are unequally distributed geographically, with elevated rates in Appalachia. Appalachian youth's perceptions toward healthy eating and influences on food choice were examined as part of formative research to address these disparities. Methods Eleven focus groups, averaging 6 youth (n=68) and moderated by experienced local residents, were conducted with participants aged 8–17. Session transcripts were coded for thematic analysis, using measures to enhance rigor and transferability. Results Participants discussed numerous internal and external factors affecting dietary choices. While expressing confidence in their own nutritional knowledge, they stressed the importance of taste preferences, cost, convenience, social influences, and advertising on diet. Conclusions and Implications Appalachian youths' awareness of the multiple influences on diet may create opportunities for multi-faceted, ecologically-based interventions. In particular, participants stressed the importance of social influences on diet and on successful nutrition programming. PMID:22269474

  20. User-Centered Design for Developing Interventions to Improve Clinician Recommendation of Human Papillomavirus Vaccination

    PubMed Central

    Henninger, Michelle L; McMullen, Carmit K; Firemark, Alison J; Naleway, Allison L; Henrikson, Nora B; Turcotte, Joseph A

    2017-01-01

    Introduction Human papillomavirus (HPV) is the most common sexually transmitted infection in the US and is associated with multiple types of cancer. Although effective HPV vaccines have been available since 2006, coverage rates in the US remain much lower than with other adolescent vaccinations. Prior research has shown that a strong recommendation from a clinician is a critical determinant in HPV vaccine uptake and coverage. However, few published studies to date have specifically addressed the issue of helping clinicians communicate more effectively with their patients about the HPV vaccine. Objective To develop one or more novel interventions for helping clinicians make strong and effective recommendations for HPV vaccination. Methods Using principles of user-centered design, we conducted qualitative interviews, interviews with persons from analogous industries, and a data synthesis workshop with multiple stakeholders. Results Five potential intervention strategies targeted at health care clinicians, youth, and their parents were developed. The two most popular choices to pursue were a values-based communication strategy and a puberty education workbook. Conclusion User-centered design is a useful strategy for developing potential interventions to improve the rate and success of clinicians recommending the HPV vaccine. Further research is needed to test the effectiveness and acceptability of these interventions in clinical settings. PMID:28898195

  1. User-Centered Design for Developing Interventions to Improve Clinician Recommendation of Human Papillomavirus Vaccination.

    PubMed

    Henninger, Michelle L; Mcmullen, Carmit K; Firemark, Alison J; Naleway, Allison L; Henrikson, Nora B; Turcotte, Joseph A

    2017-01-01

    Human papillomavirus (HPV) is the most common sexually transmitted infection in the US and is associated with multiple types of cancer. Although effective HPV vaccines have been available since 2006, coverage rates in the US remain much lower than with other adolescent vaccinations. Prior research has shown that a strong recommendation from a clinician is a critical determinant in HPV vaccine uptake and coverage. However, few published studies to date have specifically addressed the issue of helping clinicians communicate more effectively with their patients about the HPV vaccine. To develop one or more novel interventions for helping clinicians make strong and effective recommendations for HPV vaccination. Using principles of user-centered design, we conducted qualitative interviews, interviews with persons from analogous industries, and a data synthesis workshop with multiple stakeholders. Five potential intervention strategies targeted at health care clinicians, youth, and their parents were developed. The two most popular choices to pursue were a values-based communication strategy and a puberty education workbook. User-centered design is a useful strategy for developing potential interventions to improve the rate and success of clinicians recommending the HPV vaccine. Further research is needed to test the effectiveness and acceptability of these interventions in clinical settings.

  2. Effects of a History of Differential Reinforcement on Preference for Choice

    ERIC Educational Resources Information Center

    Karsina, Allen; Thompson, Rachel H.; Rodriguez, Nicole M.

    2011-01-01

    The effects of a history of differential reinforcement for selecting a free-choice versus a restricted-choice stimulus arrangement on the subsequent responding of 7 undergraduates in a computer-based game of chance were examined using a concurrent-chains arrangement and a multiple-baseline-across-participants design. In the free-choice…

  3. Emergence of Relations and the Essence of Learning: A Review of Sidman's Equivalence Relations and Behavior: A Research Story

    NASA Technical Reports Server (NTRS)

    Rumbaugh, Duane M.

    1995-01-01

    Sidman addresses two very important questions in Equivalence Relations and Behavior: A Research Story: What are the bases of behavioral competence? And how do units of learning become related? The book recounts the story of how an understanding of emergent relations and competencies was achieved through studies in his teaching-research program with mentally retarded subjects. Although children normally accrue vast networks of relations between stimuli and events, those with mental retardation typically do not. Consequently, by learning how to establish those networks, Sidman and his students contribute richly both to the cultivation of competencies by their subjects and, more generally, to an understanding of real-world human behavior. The basic equivalence paradigm affords the subject feedback and reinforcement for very specific choices during training, but the test is not for those choices! Rather, tests for equivalence look for new choices, ones seemingly quite foreign to the training regimen. The tests for equivalence relations entail presentations of stimuli that were the options for conditional choice during reinforced training. In tests of equivalence, correct choices are novel; hence, they have never been reinforced during training. The study of equivalence relations can encourage the emergence of new perspectives that are more symbiotic than competitive. In full acknowledgment of the important role and contributions made by those who identify themselves as experimental analysts of behavior, it is timely that rapprochements be worked toward, as indeed they are, to meld that perspective with others of our time. Both our research methods and our expectations about the nature of the learning process and the abilities of our subjects can delimit what they might learn and what we, in turn, learn about their learning. The text will be of great value for instruction at the upper-division and graduate levels. Its impact will be substantial, for it defines an important advance in our efforts to understand the richness of behavior in both humans and nonhuman animals. Although not presented to that end, the book might also serve to bridge communications with other groups of animal researchers whose interests lie more in a comparative or ethological framework.

  4. The effects of a time-based intervention on experienced middle-aged rats

    PubMed Central

    Peterson, Jennifer R.; Kirkpatrick, Kimberly

    2016-01-01

    Impulsive behavior is a common symptom in Attention Deficit Hyperactivity Disorder, schizophrenia, drug abuse, smoking, obesity and compulsive gambling. Stable levels of impulsive choice have been found in humans and rats and a recent study reported significant test-retest reliability of impulsive choice behavior after 1 and 5 months in rats. Time-based behavioral interventions have been successful in decreasing impulsive choices. These interventions led to improvements in the ability to time and respond more appropriately to adventitious choices. The current study examined the use of a time-based intervention in experienced, middle-aged rats. This intervention utilized a variable interval schedule previously found to be successful in improving timing and decreasing impulsive choice. This study found that the intervention led to a decrease in impulsive choices and there was a significant correlation between the improvement in self-control and post-intervention temporal precision in middle-aged rats. Although there were no overall group difference in bisection performance, individual differences were observed, suggesting an improvement in timing. This is an important contribution to the field because previous studies have utilized only young rats and because previous research indicates a decrease in general timing abilities with age. PMID:27826006

  5. Test Pool Questions, Area III.

    ERIC Educational Resources Information Center

    Sloan, Jamee Reid

    This manual contains multiple choice questions to be used in testing students on nurse training objectives. Each test includes several questions covering each concept. The concepts in section A, medical surgical nursing, are diseases of the following systems: musculoskeletal; central nervous; cardiovascular; gastrointestinal; urinary and male…

  6. Evaluating the long-term impact of the Trauma Team Training course in Guyana: an explanatory mixed-methods approach.

    PubMed

    Pemberton, Julia; Rambaran, Madan; Cameron, Brian H

    2013-02-01

    We evaluated the retention of trauma knowledge and skills after an interprofessional Trauma Team Training (TTT) course in Guyana and explored the course impact on participants. A mixed-methods design evaluated knowledge using a multiple-choice quiz test, skills and trauma moulage simulation with checklists, and course impact with qualitative interviews. Participants were evaluated at 3 time points; before, after, and 4 months after TTT. Forty-seven course participants included 20 physicians, 17 nurses, and 10 paramedical providers. All participants had improved multiple-choice quiz test scores after the course and retained knowledge after 4 months, with nonphysicians showing the most improved scores. Trauma skill and moulage scores declined slightly after 4 months, with the greatest decline observed in complex skills. Qualitatively, course participants self-reported impact of the TTT course included improved empowerment, knowledge, teamwork, and patient care. Interprofessional team-based training led to the retention of trauma knowledge and skills as well as the empowerment of nonphysicians. The decline in performance of some trauma skills indicates the need for a regular trauma update course. Copyright © 2013 Elsevier Inc. All rights reserved.

  7. A multiple choice testing program coupled with a year-long elective experience is associated with improved performance on the internal medicine in-training examination.

    PubMed

    Mathis, Bradley R; Warm, Eric J; Schauer, Daniel P; Holmboe, Eric; Rouan, Gregory W

    2011-11-01

    The Internal Medicine In-Training Exam (IM-ITE) assesses the content knowledge of internal medicine trainees. Many programs use the IM-ITE to counsel residents, to create individual remediation plans, and to make fundamental programmatic and curricular modifications. To assess the association between a multiple-choice testing program administered during 12 consecutive months of ambulatory and inpatient elective experience and IM-ITE percentile scores in third post-graduate year (PGY-3) categorical residents. Retrospective cohort study. One hundred and four categorical internal medicine residents. Forty-five residents in the 2008 and 2009 classes participated in the study group, and the 59 residents in the three classes that preceded the use of the testing program, 2005-2007, served as controls. A comprehensive, elective rotation specific, multiple-choice testing program and a separate board review program, both administered during a continuous long-block elective experience during the twelve months between the second post-graduate year (PGY-2) and PGY-3 in-training examinations. We analyzed the change in median individual percent correct and percentile scores between the PGY-1 and PGY-2 IM-ITE and between the PGY-2 and PGY-3 IM-ITE in both control and study cohorts. For our main outcome measure, we compared the change in median individual percentile rank between the control and study cohorts between the PGY-2 and the PGY-3 IM-ITE testing opportunities. After experiencing the educational intervention, the study group demonstrated a significant increase in median individual IM-ITE percentile score between PGY-2 and PGY-3 examinations of 8.5 percentile points (p < 0.01). This is significantly better than the increase of 1.0 percentile point seen in the control group between its PGY-2 and PGY-3 examination (p < 0.01). A comprehensive multiple-choice testing program aimed at PGY-2 residents during a 12-month continuous long-block elective experience is associated with improved PGY-3 IM-ITE performance.

  8. Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

    NASA Astrophysics Data System (ADS)

    Suminar, Iin; Muslim, Liliawati, Winny

    2017-05-01

    The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

  9. Comparing narrative and multiple-choice formats in online communication skill assessment.

    PubMed

    Kim, Sara; Spielberg, Freya; Mauksch, Larry; Farber, Stu; Duong, Cuong; Fitch, Wes; Greer, Tom

    2009-06-01

    We compared multiple-choice and open-ended responses collected from a web-based tool designated 'Case for Change', which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits. A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: 'What would you do next?' Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students' answers were analysed and compared. When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses. Open-ended questions facilitate in-depth understanding of students' educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students' thought processes.

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  11. Bad apples, bad cases, and bad barrels: meta-analytic evidence about sources of unethical decisions at work.

    PubMed

    Kish-Gephart, Jennifer J; Harrison, David A; Treviño, Linda Klebe

    2010-01-01

    As corporate scandals proliferate, practitioners and researchers alike need a cumulative, quantitative understanding of the antecedents associated with unethical decisions in organizations. In this meta-analysis, the authors draw from over 30 years of research and multiple literatures to examine individual ("bad apple"), moral issue ("bad case"), and organizational environment ("bad barrel") antecedents of unethical choice. Findings provide empirical support for several foundational theories and paint a clearer picture of relationships characterized by mixed results. Structural equation modeling revealed the complexity (multidetermined nature) of unethical choice, as well as a need for research that simultaneously examines different sets of antecedents. Moderator analyses unexpectedly uncovered better prediction of unethical behavior than of intention for several variables. This suggests a need to more strongly consider a new "ethical impulse" perspective in addition to the traditional "ethical calculus" perspective. Results serve as a data-based foundation and guide for future theoretical and empirical development in the domain of behavioral ethics. Copyright 2009 APA, all rights reserved.

  12. Retention of Prose Following Testing with Different Types of Tests.

    ERIC Educational Resources Information Center

    Duchastel, Philippe C.

    1981-01-01

    Taking a test on a passage one has just studied is known to enhance later retention. This effect was influenced by the type of initial test used. It was evident in the case of the initial short-answer test, but not in the case of multiple choice and free recall tests. (Author/RD)

  13. Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility.

    PubMed

    Goldman, Kara N; Tiegs, Ashley W; Uquillas, Kristen; Nachtigall, Margaret; Fino, M Elizabeth; Winkel, Abigail F; Lerner, Veronica

    2017-06-01

    Resident physicians' scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

  14. PERMANOVA-S: association test for microbial community composition that accommodates confounders and multiple distances.

    PubMed

    Tang, Zheng-Zheng; Chen, Guanhua; Alekseyenko, Alexander V

    2016-09-01

    Recent advances in sequencing technology have made it possible to obtain high-throughput data on the composition of microbial communities and to study the effects of dysbiosis on the human host. Analysis of pairwise intersample distances quantifies the association between the microbiome diversity and covariates of interest (e.g. environmental factors, clinical outcomes, treatment groups). In the design of these analyses, multiple choices for distance metrics are available. Most distance-based methods, however, use a single distance and are underpowered if the distance is poorly chosen. In addition, distance-based tests cannot flexibly handle confounding variables, which can result in excessive false-positive findings. We derive presence-weighted UniFrac to complement the existing UniFrac distances for more powerful detection of the variation in species richness. We develop PERMANOVA-S, a new distance-based method that tests the association of microbiome composition with any covariates of interest. PERMANOVA-S improves the commonly-used Permutation Multivariate Analysis of Variance (PERMANOVA) test by allowing flexible confounder adjustments and ensembling multiple distances. We conducted extensive simulation studies to evaluate the performance of different distances under various patterns of association. Our simulation studies demonstrate that the power of the test relies on how well the selected distance captures the nature of the association. The PERMANOVA-S unified test combines multiple distances and achieves good power regardless of the patterns of the underlying association. We demonstrate the usefulness of our approach by reanalyzing several real microbiome datasets. miProfile software is freely available at https://medschool.vanderbilt.edu/tang-lab/software/miProfile z.tang@vanderbilt.edu or g.chen@vanderbilt.edu Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press.

  15. PERMANOVA-S: association test for microbial community composition that accommodates confounders and multiple distances

    PubMed Central

    Tang, Zheng-Zheng; Chen, Guanhua; Alekseyenko, Alexander V.

    2016-01-01

    Motivation: Recent advances in sequencing technology have made it possible to obtain high-throughput data on the composition of microbial communities and to study the effects of dysbiosis on the human host. Analysis of pairwise intersample distances quantifies the association between the microbiome diversity and covariates of interest (e.g. environmental factors, clinical outcomes, treatment groups). In the design of these analyses, multiple choices for distance metrics are available. Most distance-based methods, however, use a single distance and are underpowered if the distance is poorly chosen. In addition, distance-based tests cannot flexibly handle confounding variables, which can result in excessive false-positive findings. Results: We derive presence-weighted UniFrac to complement the existing UniFrac distances for more powerful detection of the variation in species richness. We develop PERMANOVA-S, a new distance-based method that tests the association of microbiome composition with any covariates of interest. PERMANOVA-S improves the commonly-used Permutation Multivariate Analysis of Variance (PERMANOVA) test by allowing flexible confounder adjustments and ensembling multiple distances. We conducted extensive simulation studies to evaluate the performance of different distances under various patterns of association. Our simulation studies demonstrate that the power of the test relies on how well the selected distance captures the nature of the association. The PERMANOVA-S unified test combines multiple distances and achieves good power regardless of the patterns of the underlying association. We demonstrate the usefulness of our approach by reanalyzing several real microbiome datasets. Availability and Implementation: miProfile software is freely available at https://medschool.vanderbilt.edu/tang-lab/software/miProfile. Contact: z.tang@vanderbilt.edu or g.chen@vanderbilt.edu Supplementary information: Supplementary data are available at Bioinformatics online. PMID:27197815

  16. 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

  17. 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.

  18. Essential elements of personalized medicine.

    PubMed

    Burke, Wylie; Brown Trinidad, Susan; Press, Nancy A

    2014-02-01

    Genomic information has been promoted as the basis for "personalized" health care. We considered the benefits provided by genomic testing in context of the concept of personalized medicine. We evaluated current and potential uses of genomic testing in health care, using prostate cancer as an example, and considered their implications for individualizing or otherwise improving health care. Personalized medicine is most accurately seen as a comprehensive effort to tailor health care to the individual, spanning multiple dimensions. While genomic tests will offer many potential opportunities to improve the delivery of care, including the potential for genomic research to offer opportunities to improve prostate cancer screening and treatment, such advances do not in themselves constitute a paradigm shift in the delivery of health care. Rather, personalized medicine is based on a partnership between clinician and patient that utilizes shared decision making to determine the best health care options among the available choices, weighing the patient's personal values and preferences together with clinical findings. This approach is particularly important for difficult clinical decisions involving uncertainty and trade-offs, such as those involved in prostate cancer screening and management. The delivery of personalized medicine also requires adequate health care access and assurance that basic health needs have been met. Substantial research investment will be needed to identify how genomic tests can contribute to this effort. © 2014 Published by Elsevier Inc.

  19. Equating in Small-Scale Language Testing Programs

    ERIC Educational Resources Information Center

    LaFlair, Geoffrey T.; Isbell, Daniel; May, L. D. Nicolas; Gutierrez Arvizu, Maria Nelly; Jamieson, Joan

    2017-01-01

    Language programs need multiple test forms for secure administrations and effective placement decisions, but can they have confidence that scores on alternate test forms have the same meaning? In large-scale testing programs, various equating methods are available to ensure the comparability of forms. The choice of equating method is informed by…

  20. Meatcutting Testbook, Part 2.

    ERIC Educational Resources Information Center

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

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

  1. Handbook for Driving Knowledge Testing.

    ERIC Educational Resources Information Center

    Pollock, William T.; McDole, Thomas L.

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

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

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2010-01-01

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

  3. 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.

  4. Context dependent off loading for cloudlet in mobile ad-hoc network

    NASA Astrophysics Data System (ADS)

    Bhatt, N.; Nadesh, R. K.; ArivuSelvan, K.

    2017-11-01

    Cloud Computing in Mobile Ad-hoc network is emerging part of research consideration as the demand and competency of mobile devices increased in last few years. To follow out operation within the remote cloud builds the postponement and influences the administration standard. To keep away from this trouble cloudlet is presented. Cloudlet gives identical support of the devices as cloud at low inactivity however at high transfer speed. Be that as it may, choice of a cloudlet for offloading calculation with flat energy is a noteworthy test if multiple cloud let is accessible adjacent. Here I proposed energy and bandwidth (Traffic overload for communication with cloud) aware cloudlet selection strategy based on the context dependency of the device location. It works on the basis of mobile device location and bandwidth availability of cloudlet. The cloudlet offloading and selection process using given solution is simulated in Cloud ~ Simulator.

  5. Using Tests as Learning Opportunities.

    ERIC Educational Resources Information Center

    Foos, Paul W.; Fisher, Ronald P.

    1988-01-01

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

  6. Investigating High School Students' Understanding of Chemical Equilibrium Concepts

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  7. Patient or physician preferences for decision analysis: the prenatal genetic testing decision.

    PubMed

    Heckerling, P S; Verp, M S; Albert, N

    1999-01-01

    The choice between amniocentesis and chorionic villus sampling for prenatal genetic testing involves tradeoffs of the benefits and risks of the tests. Decision analysis is a method of explicitly weighing such tradeoffs. The authors examined the relationship between prenatal test choices made by patients and the choices prescribed by decision-analytic models based on their preferences, and separate models based on the preferences of their physicians. Preferences were assessed using written scenarios describing prenatal testing outcomes, and were recorded on linear rating scales. After adjustment for sociodemographic and obstetric confounders, test choice was significantly associated with the choice of decision models based on patient preferences (odds ratio 4.44; Cl, 2.53 to 7.78), but not with the choice of models based on the preferences of the physicians (odds ratio 1.60; Cl, 0.79 to 3.26). Agreement between decision analyses based on patient preferences and on physician preferences was little better than chance (kappa = 0.085+/-0.063). These results were robust both to changes in the decision-analytic probabilities and to changes in the model structure itself to simulate non-expected utility decision rules. The authors conclude that patient but not physician preferences, incorporated in decision models, correspond to the choice of amniocentesis or chorionic villus sampling made by the patient. Nevertheless, because patient preferences were assessed after referral for genetic testing, prospective preference-assessment studies will be necessary to confirm this association.

  8. Generation of HIV-1 based bi-cistronic lentiviral vectors for stable gene expression and live cell imaging.

    PubMed

    Sehgal, Lalit; Budnar, Srikanth; Bhatt, Khyati; Sansare, Sneha; Mukhopadhaya, Amitabha; Kalraiya, Rajiv D; Dalal, Sorab N

    2012-10-01

    The study of protein-protein interactions, protein localization, protein organization into higher order structures and organelle dynamics in live cells, has greatly enhanced the understanding of various cellular processes. Live cell imaging experiments employ plasmid or viral vectors to express the protein/proteins of interest fused to a fluorescent protein. Unlike plasmid vectors, lentiviral vectors can be introduced into both dividing and non dividing cells, can be pseudotyped to infect a broad or narrow range of cells, and can be used to generate transgenic animals. However, the currently available lentiviral vectors are limited by the choice of fluorescent protein tag, choice of restriction enzyme sites in the Multiple Cloning Sites (MCS) and promoter choice for gene expression. In this report, HIV-1 based bi-cistronic lentiviral vectors have been generated that drive the expression of multiple fluorescent tags (EGFP, mCherry, ECFP, EYFP and dsRed), using two different promoters. The presence of a unique MCS with multiple restriction sites allows the generation of fusion proteins with the fluorescent tag of choice, allowing analysis of multiple fusion proteins in live cell imaging experiments. These novel lentiviral vectors are improved delivery vehicles for gene transfer applications and are important tools for live cell imaging in vivo.

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

    PubMed

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

    2003-02-01

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

  10. Development and Evaluation of Internet-Based Hypermedia Chemistry Tutorials

    NASA Astrophysics Data System (ADS)

    Tissue, Brian M.; Earp, Ronald L.; Yip, Ching-Wan; Anderson, Mark R.

    1996-05-01

    This progress report describes the development and student use of World-Wide-Web-based prelaboratory exercises in senior-level Instrumental Analysis during the 1995 Fall semester. The laboratory preparation exercises contained hypermedia tutorials and multiple-choice questions that were intended to familiarize the students with the experiments and instrumentation before their laboratory session. The overall goal of our work is to explore ways in which computer and network technology can be applied in education to improve the cost-effectiveness and efficacy of teaching. The course material can be accessed at http://www.chem.vt.edu/chem-ed/4114/Fall1995.html. The students were instructed to read their experimental procedure and to do the relevant laboratory preparation exercise. The individual tutorial documents were primarily text that provided basic theoretical and experimental descriptions of analytical and instrumental methods. The documents included hyperlinks to basic concepts, simple schematics, and color graphics of experimental set-ups or instrumentation. We chose the World-Wide Web (WWW) as the delivery platform for this project because of the ease of developing, distributing, and modifying hypermedia material in a client-server system. The disadvantage of the WWW is that network bandwidth limits the size and sophistication of the hypermedia material. To minimize internet transfer time, the individual documents were kept short and usually contained no more than 3 or 4 inline images. After reading the tutorial the students answered several multiple-choice questions. The figure shows one example of a multiple-choice question and the response page. Clicking on the "Submit answer" button calls a *.cgi file, which contains instructions in the PERL interpretive language, that generates the response page and saves the date, time, and student's answer to a file on the server. Usage and student perception of the on-line material was evaluated from server logs and student surveys. On-time completion of the assignments was 75%, but use of other on-line resources such as a question-and-answer page was minimal. Responses from student surveys indicated that the students had sufficient access to the internet. Approximately half of the students completed the prelaboratory exercises from one of several computers in the laboratory, and half worked from a workplace, university library, or home. Greater than 85% of all student usage from the laboratory computers occurred between 11 am and 4 pm. A mid-semester student survey indicated that the spectroscopy prelabs with three multiple-choice questions were better for increasing conceptual understanding rather than preparing the students for the actual lab work. An end-of-the-semester survey based on the electrochemistry assignments, which consisted of two multiple-choice questions and one clickable-map graphical exercise, produced a slightly higher rating for preparing students for the laboratory work. The differences between the spectroscopy and electrochemistry exercises prevent drawing any real conclusions from these two surveys, however, they do help guide the preparation of the content of future exercises. Next year's materials will contain three multiple-choice questions and one graphics-based exercise. The clickable-map graphics and at least one of the multiple-choice questions will be designed to test an understanding of the experimental procedure and instrument use to better prepare students for the actual laboratory work. Acknowledgment. We would like to thank Professor Gary Long for his assistance with the course, and the NSF for financial support through the Division of Undergraduate Education (DUE-9455382) and a CAREER award (CHE-9502460). Literature Cited. Laurillard, D. Rethinking Teaching, a Framework for the Effective Use of Educational Technology; Routledge: London, 1993. Tissue, B. M.; Earp, R. L.; Yip, C.-W. Chem. Educator 1996, 1(1), S1430-4171(96)01010-2. Only available at http://journals.springer-ny.com/chedr.

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

    ERIC Educational Resources Information Center

    Stenlund, Tova; Sundström, Anna; Jonsson, Bert

    2016-01-01

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

  12. Pursuing the Qualities of a "Good" Test

    ERIC Educational Resources Information Center

    Coniam, David

    2014-01-01

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

  13. A Multiple-Choice Mushroom: Schools, Colleges Rely More than Ever on Standardized Tests.

    ERIC Educational Resources Information Center

    Hawkins, B. Denise

    1995-01-01

    This discussion of college entrance examinations reviews differences between the Scholastic Assessment Test (SAT) and the American College Test. It then focuses on the SAT, discussing numbers of students taking the tests, changes in test construction to recognize contributions of women and minorities, involvement of African Americans in…

  14. Influence of Type 1 Diabetes Mellitus on Women's Nutritional Beliefs and Lifestyle Choices for Themselves and Their Families.

    PubMed

    Nnedu, Cordelia Chinwe; Gayle, Lynette; Popoola, Sola

    2015-12-01

    The aim of this research was to examine the impact of type 1 diabetes on women's nutritional beliefs and their lifestyle choices both for themselves and for their families. The data sources used were the online databases of OVID, CINAHL, MEDLINE, PsyINFO, PsyARTICLE, ERIC, Health Source Nursing/Academic edition, and the Centers for Disease Control from January 2000 to 2012. The concentration of the search was to identify literature with the key words "nutrition," "lifestyle," or "women with type 1 diabetes." The researchers found 28 data-based research articles that examined women with type 1 diabetes. The articles were individually scrutinized for relevance and limited to English language articles. Data concerning the nutritional beliefs, lifestyle choices, andfamily dynamics among women with DM1 were extracted. The research articles consisted of 19 qualitative studies, 7 quantitative studies, and 2 theory-testing studies. The themefor the studies included, but was not limited to, birth size, eating disorders, complications of diabetes mellitus, theory testing, documentations of effectiveness, estimations of carbohydrates, weight, changes during pregnancy in women with type 1 diabetes mellitus, and their educational preferences. This integrative review described the effects of DM1 on women's nutritional belief and lifestyle choices. Results demonstrated the importance of education and follow-ups; however, future studies are needed to identify factors that contribute to noncompliance and waysfor patients to comprehend the seriousness of complications that can arise from type 1 diabetes mellitus.

  15. Middle School Students' Responses to Two-Tier Tasks

    ERIC Educational Resources Information Center

    Haja, Shajahan; Clarke, David

    2011-01-01

    The structure of two-tier testing is such that the first tier consists of a multiple-choice question and the second tier requires justifications for choices of answers made in the first tier. This study aims to evaluate two-tier tasks in "proportion" in terms of students' capacity to write and select justifications and to examine the effect of…

  16. Student Assessment System. Domain Referenced Tests. Transportation/Automotive Mechanics. Volume II: Theory. Georgia Vocational Education Program Articulation.

    ERIC Educational Resources Information Center

    Watkins, James F., Comp.

    These written domain referenced tests (DRTs) for the area of transportation/automotive mechanics test cognitive abilities or knowledge of theory. Introductory materials describe domain referenced testing and test development. Each multiple choice test includes a domain statement, describing the behavior and content of the domain, and a test item…

  17. Pilot Testing HIV Prevention in an Afro Caribbean Faith-Based Community.

    PubMed

    Archibald, Cynthia M; Newman, David

    2015-01-01

    This research attempted to test an HIV prevention intervention for Afro-Caribbean female teens. The purpose was to improve knowledge and attitudes concerning HIV/AIDS, improve mother-daughter sexual communication, and to reduce risky sexual behaviors. Using a community-based approach, sixty mother and daughter pairs were randomly assigned. One condition was experimental using the Making Proud Choices Caribbean Style (MPCCS); another was a comparison of General Health Education. Independent t-tests were used for analysis between the pretest, posttest and 90 days posttests. MPCCS indicated clear usage with other Caribbean teens. This study helped to support the theory when Afro-Caribbean (AC) teens feel they need to become sexually active (subjective norm), and have referent support (parental support), they may blend values, knowledge, and skills (control beliefs), and are likely to make proud choices to reduce risky sexual behavior in minimizing HIV in their communities.

  18. Opinion Dynamics with Disagreement and Modulated Information

    NASA Astrophysics Data System (ADS)

    Sîrbu, Alina; Loreto, Vittorio; Servedio, Vito D. P.; Tria, Francesca

    2013-04-01

    Opinion dynamics concerns social processes through which populations or groups of individuals agree or disagree on specific issues. As such, modelling opinion dynamics represents an important research area that has been progressively acquiring relevance in many different domains. Existing approaches have mostly represented opinions through discrete binary or continuous variables by exploring a whole panoply of cases: e.g. independence, noise, external effects, multiple issues. In most of these cases the crucial ingredient is an attractive dynamics through which similar or similar enough agents get closer. Only rarely the possibility of explicit disagreement has been taken into account (i.e., the possibility for a repulsive interaction among individuals' opinions), and mostly for discrete or 1-dimensional opinions, through the introduction of additional model parameters. Here we introduce a new model of opinion formation, which focuses on the interplay between the possibility of explicit disagreement, modulated in a self-consistent way by the existing opinions' overlaps between the interacting individuals, and the effect of external information on the system. Opinions are modelled as a vector of continuous variables related to multiple possible choices for an issue. Information can be modulated to account for promoting multiple possible choices. Numerical results show that extreme information results in segregation and has a limited effect on the population, while milder messages have better success and a cohesion effect. Additionally, the initial condition plays an important role, with the population forming one or multiple clusters based on the initial average similarity between individuals, with a transition point depending on the number of opinion choices.

  19. E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students.

    PubMed

    Schneider, Anna-Teresa; Albers, Peter; Müller-Mattheis, Volker

    2015-01-01

    E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf of the students. We created computer-based cases for four important diagnoses in urology using the authoring system CASUS®. Fourth-year medical school students were randomized into two groups: (1) the CASUS® group, using the online cases for preparation, and (2) the book group, using a textbook. A multiple-choice test referring to the prepared topic had to be completed at the beginning of each lecture and the results were analyzed. Evaluation of the students concerning the acceptance of the program was done at the end of the semester. Members of the CASUS® group scored significantly higher with an average of 20% better test results than students using textbooks for preparation. Evaluation regarding the program showed a highly positive rating. Limitations include the small study population and the possibly biased test performance of the students. Computerized patient cases facilitate practice-oriented teaching and result in an interesting and engaging learning model with improved learning outcomes. © 2015 S. Karger AG, Basel.

  20. On School Choice and Test-Based Accountability

    ERIC Educational Resources Information Center

    Betebenner, Damian W.; Howe, Kenneth R.; Foster, Samara S.

    2005-01-01

    Among the two most prominent school reform measures currently being implemented in The United States are school choice and test-based accountability. Until recently, the two policy initiatives remained relatively distinct from one another. With the passage of the No Child Left Behind Act of 2001 (NCLB), a mutualism between choice and…

  1. Cocaine choice procedures in animals, humans, and treatment-seekers: Can we bridge the divide?

    PubMed Central

    Moeller, Scott J.; Stoops, William W.

    2015-01-01

    Individuals with cocaine use disorder chronically self-administer cocaine to the detriment of other rewarding activities, a phenomenon best modeled in laboratory drug-choice procedures. These procedures can evaluate the reinforcing effects of drugs versus comparably valuable alternatives under multiple behavioral arrangements and schedules of reinforcement. However, assessing drug-choice in treatment-seeking or abstaining humans poses unique challenges: for ethical reasons, these populations typically cannot receive active drugs during research studies. Researchers have thus needed to rely on alternative approaches that approximate drug-choice behavior or assess more general forms of decision-making, but whether these alternatives have relevance to real-world drug-taking that can inform clinical trials is not well-understood. In this mini-review, we (A) summarize several important modulatory variables that influence cocaine choice in nonhuman animals and non-treatment seeking humans; (B) discuss some of the ethical considerations that could arise if treatment-seekers are enrolled in drug-choice studies; (C) consider the efficacy of alternative procedures, including non-drug-related decision-making and ‘simulated’ drug-choice (a choice is made, but no drug is administered) to approximate drug choice; and (D) suggest opportunities for new translational work to bridge the current divide between preclinical and clinical research. PMID:26432174

  2. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

    PubMed

    Meo, Sultan Ayoub

    2013-09-01

    This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

  3. Dopamine, Effort-Based Choice, and Behavioral Economics: Basic and Translational Research

    PubMed Central

    Salamone, John D.; Correa, Merce; Yang, Jen-Hau; Rotolo, Renee; Presby, Rose

    2018-01-01

    Operant behavior is not only regulated by factors related to the quality or quantity of reinforcement, but also by the work requirements inherent in performing instrumental actions. Moreover, organisms often make effort-related decisions involving economic choices such as cost/benefit analyses. Effort-based decision making is studied using behavioral procedures that offer choices between high-effort options leading to relatively preferred reinforcers vs. low effort/low reward choices. Several neural systems, including the mesolimbic dopamine (DA) system and other brain circuits, are involved in regulating effort-related aspects of motivation. Considerable evidence indicates that mesolimbic DA transmission exerts a bi-directional control over exertion of effort on instrumental behavior tasks. Interference with DA transmission produces a low-effort bias in animals tested on effort-based choice tasks, while increasing DA transmission with drugs such as DA transport blockers tends to enhance selection of high-effort options. The results from these pharmacology studies are corroborated by the findings from recent articles using optogenetic, chemogenetic and physiological techniques. In addition to providing important information about the neural regulation of motivated behavior, effort-based choice tasks are useful for developing animal models of some of the motivational symptoms that are seen in people with various psychiatric and neurological disorders (e.g., depression, schizophrenia, Parkinson’s disease). Studies of effort-based decision making may ultimately contribute to the development of novel drug treatments for motivational dysfunction. PMID:29628879

  4. Dopamine, Effort-Based Choice, and Behavioral Economics: Basic and Translational Research.

    PubMed

    Salamone, John D; Correa, Merce; Yang, Jen-Hau; Rotolo, Renee; Presby, Rose

    2018-01-01

    Operant behavior is not only regulated by factors related to the quality or quantity of reinforcement, but also by the work requirements inherent in performing instrumental actions. Moreover, organisms often make effort-related decisions involving economic choices such as cost/benefit analyses. Effort-based decision making is studied using behavioral procedures that offer choices between high-effort options leading to relatively preferred reinforcers vs. low effort/low reward choices. Several neural systems, including the mesolimbic dopamine (DA) system and other brain circuits, are involved in regulating effort-related aspects of motivation. Considerable evidence indicates that mesolimbic DA transmission exerts a bi-directional control over exertion of effort on instrumental behavior tasks. Interference with DA transmission produces a low-effort bias in animals tested on effort-based choice tasks, while increasing DA transmission with drugs such as DA transport blockers tends to enhance selection of high-effort options. The results from these pharmacology studies are corroborated by the findings from recent articles using optogenetic, chemogenetic and physiological techniques. In addition to providing important information about the neural regulation of motivated behavior, effort-based choice tasks are useful for developing animal models of some of the motivational symptoms that are seen in people with various psychiatric and neurological disorders (e.g., depression, schizophrenia, Parkinson's disease). Studies of effort-based decision making may ultimately contribute to the development of novel drug treatments for motivational dysfunction.

  5. Evaluating the Psychometric Characteristics of Generated Multiple-Choice Test Items

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Lai, Hollis; Pugh, Debra; Touchie, Claire; Boulais, André-Philippe; De Champlain, André

    2016-01-01

    Item development is a time- and resource-intensive process. Automatic item generation integrates cognitive modeling with computer technology to systematically generate test items. To date, however, items generated using cognitive modeling procedures have received limited use in operational testing situations. As a result, the psychometric…

  6. Item Analysis in Introductory Economics Testing.

    ERIC Educational Resources Information Center

    Tinari, Frank D.

    1979-01-01

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

  7. Effectiveness of an online Problem-Based learning curriculum for training family medical doctors in Brazil.

    PubMed

    Tomaz, Jose Batista Cisne; Mamede, Silvia; Filho, Joao Macedo Coelho; Roriz Filho, Jarbas de S; van der Molen, Henk T

    2015-01-01

    Problem-based learning (PBL) and distance education (DE) have been combined as educational approaches in higher education. This combination has been called distributed PBL. In health professions education it has been called online PBL (OPBL). However, more research on the effectiveness of OPBL is needed. The present study aims at evaluating the effectiveness of an OPBL curriculum for training family medical doctors in Brazil. We used a pretest-posttest control group design in this study. Thirty family physician participants were non-randomly assigned to the experimental group and the same number to the control group. Three instruments for collecting data were used: A multiple choice question knowledge test, an Objective Structural Clinical Examination (OSCE) for assessing the ability to apply the Mini Mental State Exam (MMSE) and a test based on clinical cases for assessing the ability to make an adequate differential diagnosis of dementia. Multivariate Analysis of Variance (MANOVA) and univariate tests were conducted to see if the difference between the two groups was significant. The effect size was measured by Cohen's d. A total of 50 participants completed the study. The results show significant effects of the course on participants' knowledge and diagnostic skills. The results may indicate that innovative pedagogical approaches such as PBL can be effective in an online environment in a low-resources context, with the advantages of DE approach.

  8. Test-Wiseness Cues in the Options of Mathematics Items.

    ERIC Educational Resources Information Center

    Kuntz, Patricia

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

  9. Evaluation of Consumer Understanding of Different Front-of-Package Nutrition Labels, 2010–2011

    PubMed Central

    Bragg, Marie A.; Seamans, Marissa J.; Mechulan, Regine L.; Novak, Nicole; Brownell, Kelly D.

    2012-01-01

    Introduction Governments throughout the world are using or considering various front-of-package (FOP) food labeling systems to provide nutrition information to consumers. Our web-based study tested consumer understanding of different FOP labeling systems. Methods Adult participants (N = 480) were randomized to 1 of 5 groups to evaluate FOP labels: 1) no label; 2) multiple traffic light (MTL); 3) MTL plus daily caloric requirement icon (MTL+caloric intake); 4) traffic light with specific nutrients to limit based on food category (TL+SNL); or 5) the Choices logo. Total percentage correct quiz scores were created reflecting participants’ ability to select the healthier of 2 foods and estimate amounts of saturated fat, sugar, and sodium in foods. Participants also rated products on taste, healthfulness, and how likely they were to purchase the product. Quiz scores and product perceptions were compared with 1-way analysis of variance followed by post-hoc Tukey tests. Results The MTL+caloric intake group (mean [standard deviation], 73.3% [6.9%]) and Choices group (72.5% [13.2%]) significantly outperformed the no label group (67.8% [10.3%]) and the TL+SNL group (65.8% [7.3%]) in selecting the more healthful product on the healthier product quiz. The MTL and MTL+caloric intake groups achieved average scores of more than 90% on the saturated fat, sugar, and sodium quizzes, which were significantly better than the no label and Choices group average scores, which were between 34% and 47%. Conclusion An MTL+caloric intake label and the Choices symbol hold promise as FOP labeling systems and require further testing in different environments and population subgroups. PMID:22995103

  10. Organic nanoparticle systems for spatiotemporal control of multimodal chemotherapy

    PubMed Central

    Meng, Fanfei; Han, Ning; Yeo, Yoon

    2017-01-01

    Introduction Chemotherapeutic drugs are used in combination to target multiple mechanisms involved in cancer cell survival and proliferation. Carriers are developed to deliver drug combinations to common target tissues in optimal ratios and desirable sequences. Nanoparticles (NP) have been a popular choice for this purpose due to their ability to increase the circulation half-life and tumor accumulation of a drug. Areas covered We review organic NP carriers based on polymers, proteins, peptides, and lipids for simultaneous delivery of multiple anticancer drugs, drug/sensitizer combinations, drug/photodynamic- or photothermal therapy combinations, and drug/gene therapeutics with examples in the past three years. Sequential delivery of drug combinations, based on either sequential administration or built-in release control, is introduced with an emphasis on the mechanistic understanding of such control. Expert opinion Recent studies demonstrate how a drug carrier can contribute to co-localizing drug combinations in optimal ratios and dosing sequences to maximize the synergistic effects. We identify several areas for improvement in future research, including the choice of drug combinations, circulation stability of carriers, spatiotemporal control of drug release, and the evaluation and clinical translation of combination delivery. PMID:27476442

  11. Computational Precision of Mental Inference as Critical Source of Human Choice Suboptimality.

    PubMed

    Drugowitsch, Jan; Wyart, Valentin; Devauchelle, Anne-Dominique; Koechlin, Etienne

    2016-12-21

    Making decisions in uncertain environments often requires combining multiple pieces of ambiguous information from external cues. In such conditions, human choices resemble optimal Bayesian inference, but typically show a large suboptimal variability whose origin remains poorly understood. In particular, this choice suboptimality might arise from imperfections in mental inference rather than in peripheral stages, such as sensory processing and response selection. Here, we dissociate these three sources of suboptimality in human choices based on combining multiple ambiguous cues. Using a novel quantitative approach for identifying the origin and structure of choice variability, we show that imperfections in inference alone cause a dominant fraction of suboptimal choices. Furthermore, two-thirds of this suboptimality appear to derive from the limited precision of neural computations implementing inference rather than from systematic deviations from Bayes-optimal inference. These findings set an upper bound on the accuracy and ultimate predictability of human choices in uncertain environments. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Bursts and Heavy Tails in Temporal and Sequential Dynamics of Foraging Decisions

    PubMed Central

    Jung, Kanghoon; Jang, Hyeran; Kralik, Jerald D.; Jeong, Jaeseung

    2014-01-01

    A fundamental understanding of behavior requires predicting when and what an individual will choose. However, the actual temporal and sequential dynamics of successive choices made among multiple alternatives remain unclear. In the current study, we tested the hypothesis that there is a general bursting property in both the timing and sequential patterns of foraging decisions. We conducted a foraging experiment in which rats chose among four different foods over a continuous two-week time period. Regarding when choices were made, we found bursts of rapidly occurring actions, separated by time-varying inactive periods, partially based on a circadian rhythm. Regarding what was chosen, we found sequential dynamics in affective choices characterized by two key features: (a) a highly biased choice distribution; and (b) preferential attachment, in which the animals were more likely to choose what they had previously chosen. To capture the temporal dynamics, we propose a dual-state model consisting of active and inactive states. We also introduce a satiation-attainment process for bursty activity, and a non-homogeneous Poisson process for longer inactivity between bursts. For the sequential dynamics, we propose a dual-control model consisting of goal-directed and habit systems, based on outcome valuation and choice history, respectively. This study provides insights into how the bursty nature of behavior emerges from the interaction of different underlying systems, leading to heavy tails in the distribution of behavior over time and choices. PMID:25122498

  13. Simultaneous modeling of visual saliency and value computation improves predictions of economic choice.

    PubMed

    Towal, R Blythe; Mormann, Milica; Koch, Christof

    2013-10-01

    Many decisions we make require visually identifying and evaluating numerous alternatives quickly. These usually vary in reward, or value, and in low-level visual properties, such as saliency. Both saliency and value influence the final decision. In particular, saliency affects fixation locations and durations, which are predictive of choices. However, it is unknown how saliency propagates to the final decision. Moreover, the relative influence of saliency and value is unclear. Here we address these questions with an integrated model that combines a perceptual decision process about where and when to look with an economic decision process about what to choose. The perceptual decision process is modeled as a drift-diffusion model (DDM) process for each alternative. Using psychophysical data from a multiple-alternative, forced-choice task, in which subjects have to pick one food item from a crowded display via eye movements, we test four models where each DDM process is driven by (i) saliency or (ii) value alone or (iii) an additive or (iv) a multiplicative combination of both. We find that models including both saliency and value weighted in a one-third to two-thirds ratio (saliency-to-value) significantly outperform models based on either quantity alone. These eye fixation patterns modulate an economic decision process, also described as a DDM process driven by value. Our combined model quantitatively explains fixation patterns and choices with similar or better accuracy than previous models, suggesting that visual saliency has a smaller, but significant, influence than value and that saliency affects choices indirectly through perceptual decisions that modulate economic decisions.

  14. Simultaneous modeling of visual saliency and value computation improves predictions of economic choice

    PubMed Central

    Towal, R. Blythe; Mormann, Milica; Koch, Christof

    2013-01-01

    Many decisions we make require visually identifying and evaluating numerous alternatives quickly. These usually vary in reward, or value, and in low-level visual properties, such as saliency. Both saliency and value influence the final decision. In particular, saliency affects fixation locations and durations, which are predictive of choices. However, it is unknown how saliency propagates to the final decision. Moreover, the relative influence of saliency and value is unclear. Here we address these questions with an integrated model that combines a perceptual decision process about where and when to look with an economic decision process about what to choose. The perceptual decision process is modeled as a drift–diffusion model (DDM) process for each alternative. Using psychophysical data from a multiple-alternative, forced-choice task, in which subjects have to pick one food item from a crowded display via eye movements, we test four models where each DDM process is driven by (i) saliency or (ii) value alone or (iii) an additive or (iv) a multiplicative combination of both. We find that models including both saliency and value weighted in a one-third to two-thirds ratio (saliency-to-value) significantly outperform models based on either quantity alone. These eye fixation patterns modulate an economic decision process, also described as a DDM process driven by value. Our combined model quantitatively explains fixation patterns and choices with similar or better accuracy than previous models, suggesting that visual saliency has a smaller, but significant, influence than value and that saliency affects choices indirectly through perceptual decisions that modulate economic decisions. PMID:24019496

  15. Rigorously testing multialternative decision field theory against random utility models.

    PubMed

    Berkowitsch, Nicolas A J; Scheibehenne, Benjamin; Rieskamp, Jörg

    2014-06-01

    Cognitive models of decision making aim to explain the process underlying observed choices. Here, we test a sequential sampling model of decision making, multialternative decision field theory (MDFT; Roe, Busemeyer, & Townsend, 2001), on empirical grounds and compare it against 2 established random utility models of choice: the probit and the logit model. Using a within-subject experimental design, participants in 2 studies repeatedly choose among sets of options (consumer products) described on several attributes. The results of Study 1 showed that all models predicted participants' choices equally well. In Study 2, in which the choice sets were explicitly designed to distinguish the models, MDFT had an advantage in predicting the observed choices. Study 2 further revealed the occurrence of multiple context effects within single participants, indicating an interdependent evaluation of choice options and correlations between different context effects. In sum, the results indicate that sequential sampling models can provide relevant insights into the cognitive process underlying preferential choices and thus can lead to better choice predictions. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  16. What is an Objective Structured Practical Examination in Anatomy?

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  17. Physics Achievement Test.

    ERIC Educational Resources Information Center

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

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

  18. Decision making in cancer primary prevention and chemoprevention.

    PubMed

    Gorin, Sherri Sheinfeld; Wang, Catharine; Raich, Peter; Bowen, Deborah J; Hay, Jennifer

    2006-12-01

    We know very little about how individuals decide to undertake, maintain, or discontinue cancer primary prevention or chemoprevention. The aims of this article are to (a) examine whether and, if so, how traditional health behavior change models are relevant for decision making in this area; (b) review the application of decision aids to forming specific, personal choices between options; and (c) identify the challenges of evaluating these decision processes to suggest areas for future research. Theoretical models and frameworks derived from the health behavior change and decision-making fields were applied to cancer primary prevention choices. Decision aids for the human papillomavirus (HPV) vaccine, Hormone Replacement Therapy (HRT), and tamoxifen were systematically examined. Traditional concepts such as decisional balance and cues to action are relevant to understanding cancer primary prevention choices; Motivational Interviewing, Self-Determination Theory, and the Preventive Health Model may also explain the facilitators of decision making. There are no well-tested HPV vaccine decision aids, although there have been some studies on aids for HPV testing. There are several effective decision aids for HRT and tamoxifen; evidence-based decision aid components have also been identified. Additional theory-based empirical research on decision making in cancer primary prevention and chemoprevention, particularly at the interface of psychology and behavioral economics, is suggested.

  19. Testing to the Top: Everything But the Kitchen Sink?

    ERIC Educational Resources Information Center

    Dietel, Ron

    2011-01-01

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

  20. ACER Chemistry Test Item Collection. ACER Chemtic Year 12.

    ERIC Educational Resources Information Center

    Australian Council for Educational Research, Hawthorn.

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

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