scholarly journals Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects

2022 ◽  
Vol 51 ◽  
pp. 100595
Author(s):  
Kayla Marie Sarte ◽  
Ksenia Gnevsheva
Keyword(s):  
Constructed Response ◽  
Response Task

scholarly journals THE INFLUENCE OF INQUIRY BASED LEARNING (IBL) TOWARD SCIENCE ‎LITERATION SKILL OF STUDENTS

EDUSAINS ◽  
2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Buchori Muslim ◽  
Zulfiani Zulfiani Zulfiani ◽  
Alif Luthvi Azizah
Keyword(s):  
Scientific Literacy ◽  
Learning Model ◽  
Literacy Skill ◽  
Plant Tissues ◽  
Inquiry Based Learning ◽  
Constructed Response ◽  
Before And After ◽  
Quasi Experimental ◽  
Response Task ◽  
Better Than

This research aims to determine the effect of Inquiry-Based Learning (IBL) for students grade VIII’s scientific literacy skill based on the plant tissues concept. The method used in this research is a quasi-experimental method. The instrument used in this study is a science literacy test capabilities containing eight number of type Open-Constructed Response task which is follows the pattern of PISA’s framework and adapted the concept of plant tissues material. Observation sheet used to assess students in performing the learning stages of inquiry-based learning (IBL) particularly. The pretest and posttest in this experiment showed that there are  different result betwenscientifict literacy skill of students before and after the implementation learning model of inquiry-based learning (IBL). The scientifict literacy skill of students after the implementation  of IBL better than before the implementation. it is explained that the learning model of inquiry-based learning (IBL) affect the students’s scientific literacy skill apparently. Keywords: Inquiry-Based Learning (IBL), Plant Tissue, Scientifict Literacy Skill. 

scholarly journals Prior education of Open University students contributes to their capability in critical thinking

2017 ◽  
Vol 23 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Saara Repo ◽  
Taina Lehtinen ◽  
Erja Rusanen ◽  
Heidi Hyytinen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
University Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Open University ◽  
Metacognitive Skills ◽  
Constructed Response ◽  
Self Evaluation ◽  
Response Task

The focus of this study is on Open University students’ entry-level critical thinking skills. The research questions were: how are students’ age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students’ self-evaluation of their critical thinking skills? Totally 138 students participated altogether. Critical thinking skills were measured by the constructed-response task of the Collegiate Learning Assessment and retrospective self-evaluation scale. The results showed that students’ critical thinking skills, as measured by both the constructed-response task and the self-evaluation scale, differed statistically between groups of different educational levels. The students with higher education degrees had the most developed critical thinking skills. Furthermore, the students who had previous higher education studies in hard sciences succeeded better in critical thinking than those of soft sciences. Between age-groups there were no differences in critical thinking. Students with prior higher education studies evaluated their skills more accurately. A variety of teaching and learning methods and ample feedback are needed in order to learn critical thinking. In addition, to learn metacognitive skills, students should rehearse self-evaluation skills.

Response and Reinforcement in Operant Audiometry

1987 ◽  
Vol 52 (3) ◽  
pp. 294-299 ◽  
Author(s):  
Michael A. Primus
Keyword(s):  
Operant Conditioning ◽  
Space Versus ◽  
Visual Space ◽  
Central Processing ◽  
Operant Discrimination ◽  
Conditioning Rate ◽  
Significant Difference ◽  
Simple Detection ◽  
Variable Success ◽  
Response Task

Variable success in audiometric assessment of young children with operant conditioning indicates the need for systematic examination of commonly employed techniques. The current study investigated response and reinforcement features of two operant discrimination paradigms with normal I7-month-old children. Findings indicated more responses prior to the onset of habituation when the response task was based on complex central processing skills (localization and coordination of auditory/visual space) versus simple detection. Use of animation in toy reinforcers resulted in more than a twofold increase in the number of subject responses. Results showed no significant difference in response conditioning rate or consistency for the response tasks and forms of reinforcement examined.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

scholarly journals Using Differential Item Functioning to Test for Interrater Reliability in Constructed Response Items

2020 ◽  
Vol 80 (4) ◽  
pp. 808-820
Author(s):  
Cindy M. Walker ◽  
Sakine Göçer Şahin
Keyword(s):  
Differential Item Functioning ◽  
Interrater Reliability ◽  
Rating Scales ◽  
Rating Scale ◽  
Intraclass Correlation ◽  
Kappa Statistic ◽  
Promising Alternative ◽  
Constructed Response ◽  
Polytomous Item ◽  
Item Functioning

The purpose of this study was to investigate a new way of evaluating interrater reliability that can allow one to determine if two raters differ with respect to their rating on a polytomous rating scale or constructed response item. Specifically, differential item functioning (DIF) analyses were used to assess interrater reliability and compared with traditional interrater reliability measures. Three different procedures that can be used as measures of interrater reliability were compared: (1) intraclass correlation coefficient (ICC), (2) Cohen’s kappa statistic, and (3) DIF statistic obtained from Poly-SIBTEST. The results of this investigation indicated that DIF procedures appear to be a promising alternative to assess the interrater reliability of constructed response items, or other polytomous types of items, such as rating scales. Furthermore, using DIF to assess interrater reliability does not require a fully crossed design and allows one to determine if a rater is either more severe, or more lenient, in their scoring of each individual polytomous item on a test or rating scale.

Performance on a Sustained Attention to Response Task

2008 ◽  
Vol 52 (18) ◽  
pp. 1214-1218 ◽  
Author(s):  
William S. Helton ◽  
Nicole Lopez ◽  
Sarah Tamminga
Keyword(s):  
Sustained Attention ◽  
Response Task
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