scholarly journals The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis

2017 ◽  
Vol 51 ◽  
pp. 482-492 ◽  
Author(s):  
Marlit Annalena Lindner ◽  
Oliver Lüdtke ◽  
Simon Grund ◽  
Olaf Köller
Author(s):  
Maryam Attef ◽  
Mireille Cloutier ◽  
Meredith Gillespie ◽  
Chantal Trudel ◽  
Kym Boycott

This quality improvement study focused on developing an understanding of factors influencing the ability of prenatal genetics counsellors (GCs) to efficiently see patients during the COVID-19 pandemic and strategies to improve their workflow using techniques from human factors and design. The demand for Prenatal Genetics Clinics is rising which has increased pressure on GCs to become more efficient. Genetics counsellors can improve access to their services by reducing the time spent on the tasks performed before and after a genetic counselling encounter, thereby increasing the number of patients they see. We were limited to certain methods to understand the differences in workflow before and during the COVID-19 pandemic. This study involved a literature review, archival analysis of workflow studies conducted before the pandemic, stakeholder meetings and mapping, a brainstorming session, as well as documenting time-on-task in a diary and naturalistic observation sessions. A task analysis was developed to identify factors influencing efficiency related to the design of the space, processes and the use of artefacts. Virtual and on-site workflows show that GCs spend at least half of their time on tasks before and/or after the patient’s appointment. Looking at potential inefficiencies or bottlenecks in workflow formed the development of a strategic plan for improving GC workflows at the prenatal Genetics Clinic. Improvements suggested through this analysis were constrained to support the current number of healthcare providers working within the existing space configuration.


Author(s):  
Alice Lemmo

Abstract Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students’ performances. In educational assessment, comparing students’ performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students’ problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks.


1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.


1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.


1987 ◽  
Vol 32 (2) ◽  
pp. 195-195
Author(s):  
No authorship indicated
Keyword(s):  

2017 ◽  
Vol 6 (3) ◽  
pp. 205-225 ◽  
Author(s):  
Nicholas A. Lee ◽  
Paul M. Spengler ◽  
Amy M. Mitchell ◽  
Elliot S. Spengler ◽  
Douglas A. Spiker

Author(s):  
Laura G. Militello ◽  
Robert J. B. Hutton ◽  
Rebecca M. Pliske ◽  
Betsy J. Knight ◽  
Gary Klein ◽  
...  

2001 ◽  
Author(s):  
Richard P. Fahey ◽  
Anna L. Rowe ◽  
Kendra L. Dunlap ◽  
Dan O. deBoom

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