9.1.2 Adaptive Test Process - Designing a Project Plan that Adapts to the State of a Project

2005 ◽  
Vol 15 (1) ◽  
pp. 1276-1295 ◽  
Author(s):  
Viktor Lévárdy ◽  
Tyson R. Browning
Keyword(s):  
The State ◽  
Adaptive Test ◽  
Project Plan ◽  
Test Process

scholarly journals Item Selection on The Moodle-Based Computerized Adaptive Test

2021 ◽  
Vol 2111 (1) ◽  
pp. 012033
Author(s):  
Haryanto ◽  
Y Neng-Shu ◽  
S Hadi ◽  
M Ali ◽  
AF Husna ◽  
...  
Keyword(s):  
Object Oriented ◽  
Item Selection ◽  
Dynamic Learning ◽  
Adaptive Tests ◽  
Computerized Adaptive Test ◽  
Test Items ◽  
Adaptive Test ◽  
Online Tests ◽  
Test Process ◽  
Selection Of

Abstract In this industrial era, all areas of life have been entered. There are five central issues that support performance, namely numerical physical devices, production tools, programs, interfaces, and networks. The Modular Object-Oriented Dynamic Learning Environment (Moodle) in order to support Industrial technology has been equipped with adaptive test facilities. Adaptive Moodle can be used to organize a communicative and interactive test process because of the communication features (chat, messaging, or forum). In addition, Adaptive Moodle can be used to administer online tests. Adaptive tests are tests whose quiz presentations will adjust to the user’s abilities. The results of the research that has been carried out regarding the selection of items on the Moodle-based computerized adaptive test (CAT) were obtained: (1) The Moodle adaptive test worked successfully in accordance with the research objectives, (2) Based on user responses, the selection of items on the Moodle adaptive test items had worked well for the exam, (3) The Moodle adaptive test can run according to its function, namely adaptive to the user’s ability.

Practical Picture Processing

1974 ◽  
Vol 32 ◽  
pp. 338-339
Author(s):  
T. A. Welton
Keyword(s):  
Radiation Damage ◽  
Coherence Length ◽  
Spatial Information ◽  
State Of The Art ◽  
Coherent Radiation ◽  
The State ◽  
Energy Spread ◽  
Electron Micrograph ◽  
Picture Processing ◽  
Molecular Skeleton

Various authors have emphasized the spatial information resident in an electron micrograph taken with adequately coherent radiation. In view of the completion of at least one such instrument, this opportunity is taken to summarize the state of the art of processing such micrographs. We use the usual symbols for the aberration coefficients, and supplement these with £ and 6 for the transverse coherence length and the fractional energy spread respectively. He also assume a weak, biologically interesting sample, with principal interest lying in the molecular skeleton remaining after obvious hydrogen loss and other radiation damage has occurred.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

Sign in / Sign up

Export Citation Format

Share Document