Comparing the performance of ultralight folding manual wheelchairs using standardized tests

2020 ◽  
pp. 1-10
Author(s):  
Benjamin Gebrosky ◽  
Ann Bridge ◽  
Shawn O’Donnell ◽  
Garrettt G. Grindle ◽  
Rosemarie Cooper ◽  
...  
Keyword(s):  
Standardized Tests ◽  
Manual Wheelchairs

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Evaluation of Writing Assignments

2017 ◽  
Vol 6 (2) ◽  
pp. 214
Author(s):  
Anita Jokić
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
Task Completion ◽  
Writing Assignments ◽  
Listening Skill ◽  
Job Application ◽  
Written Assignments ◽  
Insight Into ◽  
Teacher’S Responsibilities ◽  
Do So

Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more to evaluate and monitor progress. Teacher's responsibilities are to regularly provide opportunities to write, encourage students to learn from their mistakes and promote their success. In order to do so, students should be given clear instructions on evaluation/assessment and concise feedback. Since grading written assignments takes up a lot of time, the author proposes rubrics which can be used to assess various types of writing taught at secondary level (description of place/event/person, letters of complaint, job application, invitation, discursive/opinion/for-and-against essay etc.). Author suggests four fixed rubrics and subdivisions: Task completion, Cohesion / coherence, Grammar and Vocabulary. All rubrics and subdivisions are described in the paper. A survey was also conducted on a sample of 140 students and has given an insight into students’ opinion on importance of assessment and feedback and its influence on their progress.

Unstandardizing Testing: Low-Scoring American Minority Students in the Crosshairs of Conservative Policymakers

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Sami Chedhli Nighaoui
Keyword(s):  
Critical Race Theory ◽  
Minority Students ◽  
Standardized Tests ◽  
Feedback Mechanism ◽  
Cultural Bias ◽  
Testing System ◽  
Quantitative Methodology ◽  
Race Theory ◽  
Cultural Backgrounds ◽  
Opt Out

That standardized tests do not accurately assess the true competencies of minority test takers is a widely shared claim among conservative educationists. The opt-out-of-testing community has lately grown unprecedentedly vocal in several states, questioning even more seriously the accountability of the testing system altogether. This paper adopts a Critical Race Theory perspective to investigate the conceptual underpinnings of conservative criticism as well as the interpretations made popular using quantitative methodology. The key premise of this paper is that a colorblind approach to testing understates the importance of a range of unquantifiable variables, mainly the linguitic and cultural backgrounds of the test takers, in determining assessment outcome. It attempts to demonstrate where specifically standardized tests may not be used as a reliable feedback mechanism and suggests that a more flexible assessment paradigm be considered, one that engages learning quality followup to keep cultural bias to a strict minimum.          

Conclusions and Future Directions for the Study of Accurate Personality Judgment

2020 ◽  
Author(s):  
Tera D. Letzring
Keyword(s):  
Standardized Tests ◽  
Personality Trait ◽  
Training Programs ◽  
Future Research ◽  
Research Topics ◽  
Theoretical Frameworks ◽  
Future Directions ◽  
Personality Judgment ◽  
Exciting Time ◽  
And Training

This chapter identifies several well-established findings and overarching themes within personality trait accuracy research, and highlights especially promising directions for future research. Topics include (1) theoretical frameworks for accuracy, (2) moderators of accuracy and the context or situation in which judgments are made, (3) the important consequences of accuracy, (4) interventions and training programs to increase judgmental ability and judgability, (5) the generalizability of previous findings, and (6) standardized tests of the accuracy of judging personality traits. The chapter ends by stating that it is an exciting time to be a researcher studying the accuracy of personality trait judgments.

Is Fall Risk Systematically Evaluated in Memory Clinics? A National Survey of Practice in France

2021 ◽  
pp. 1-9
Author(s):  
Victoire Leroy ◽  
Yaohua Chen ◽  
Naiara Demnitz ◽  
Florence Pasquier ◽  
Pierre Krolak-Salmon ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Standardized Tests ◽  
Fall Risk ◽  
Routine Practice ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Timed Up And Go ◽  
Major Health Problem ◽  
Fall Risk Assessment ◽  
Memory Clinics

Background: Falls are a major health problem in older persons but are still under-diagnosed and challenging to prevent. Current guidelines do not target high-risk populations, especially people living with dementia. In France, people with neurocognitive disorders are mainly referred to memory clinics (MCs). Objective: We aimed to survey the routine practice of physicians working in MCs regarding fall risk assessment. Methods: We conducted a cross-sectional survey in France from January to May 2019 among physicians working in MCs, through an anonymous online questionnaire: twenty-seven questions about the physician’s background and their practice of fall risk assessment, especially use of clinical and paraclinical tools. We compared the results according to the age and the specialty of the physician. Results: We obtained 171 responses with a majority of women (60%) and geriatricians (78%). All age classes and all French regions were represented. Most of respondents (98.8%) stated that they address gait and/or falls in outpatient clinic and 95.9%in day hospitals. When asked about how they assess fall risk, fall history (83%) and gait examination (68.4%) were the most widely used, while orthostatic hypotension (24%) and clinical standardized tests (25.7%) were less common. Among standardized tests, One-leg Balance, Timed Up and Go Test, and gait speed measurements were the most used. Geriatricians had more complete fall risk assessment than neurologists (e.g., 56%versus 13%for use of standardized tests, p <  0.0001). Conclusion: Almost all physicians addressed the question of fall in MC, but practices are widely heterogeneous. Further investigations are needed to standardize fall risk assessment in MCs.

Fear of a School-to-Deportation Pipeline: How Teachers, Administrators, and Immigrant Students Respond to the Threat of Standardized Tests and Deportation

2021 ◽  
pp. 004208592110264
Author(s):  
Patricia Maloney ◽  
Duke W. Austin ◽  
SaunJuhi Verma
Keyword(s):  
Criminal Justice ◽  
Standardized Tests ◽  
Justice System ◽  
Immigrant Students ◽  
Zero Tolerance ◽  
School Authority ◽  
Funding Sources ◽  
Criminal Justice Systems ◽  
Authority Figures

Existing studies evaluate zero tolerance policies and the school-to-prison pipeline. Additional research identifies the role of criminal justice systems in deporting immigrants. Our work bridges these two literatures by discussing how immigrant students navigate the criminal justice system within schools. Using interviews with immigrant students, teachers, and administrators, we address the question: How is the school-to-deportation pipeline maneuvered by stakeholders? Our study identifies how school authority figures react to and even use the fear of the pipeline to (1) either protect students from becoming criminalized or (2) exclude students from standardized exam participation so as to maintain funding sources.

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