scholarly journals Linear Congruential Method for Randomization of Test Item in Computer-Based Psychological Edwards Personal Preference Schedule (EPPS) Test

2019 ◽  
Vol 1201 ◽  
pp. 012054
Author(s):  
E G Sesari ◽  
B Dirgantoro ◽  
C Setianingsih
Keyword(s):  
Test Item ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule ◽  
Computer Based ◽  
Congruential Method ◽  
Linear Congruential

Penerapan Linear Congruential Method pada Aplikasi Ujian Berbantuan Komputer

2018 ◽  
Vol 1 ◽  
Author(s):  
Puji Rahayu Ningsih ◽  
Muhamad Afif Effindi
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Random Numbers ◽  
Pseudorandom Number Generator ◽  
Computer Based ◽  
Congruential Method ◽  
Written Test ◽  
Linear Congruential ◽  
Bloom Taxonomy ◽  
Randomization Method

In order to obtain information regarding student learning outcomes, the test is one way to go. Both test orally and written test. Along with the development of technology, the current written test is no longer done on paper but done using computer media. Computer-based test is one of the exam types applied in the National Exam and have been implemented in some schools in Indonesia. In this exam, it is possible for students to work on different packages of problems with their colleagues on the side. This is possible because of the problem randomization method. Nevertheless, it should be tested whether in the randomization of the problem has noticed the sequence of occurrences of questions which is still pay attention to the sequence as Bloom Taxonomy. This study focuses on applying the Linear Congruential Method, in order to generate a random problem from the database. The method called Pseudorandom Number Generator. In practice, the Linear Congruential Method method use variables a, c, and m as inputs for the occurrence of random numbers simultaneously. In this study, the numbers a and m are set first. While the variable c obtained from random numbers generated in the previous stage. The result of this research is the computer-based test which applies for random numbers.

Medical Students' Edwards Personal Preference Schedule Norms

1988 ◽  
Vol 63 (2) ◽  
pp. 465-466 ◽  
Author(s):  
James A. Thorson ◽  
F. C. Powell
Keyword(s):  
College Students ◽  
Medical Students ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule

Three consecutive classes of freshman medical students completed the Edwards Personal Preference Schedule; results were compared to published norms for male and female college students. 171 male medical students scored significantly lower on the traits of Order, Exhibition, and Dominance and were higher on Affiliation, Succorance, Nurturance, and Heterosexuality. 51 female medical students scored significantly lower on the traits of Exhibition, Affiliation, and Abasement; they were higher on Achievement, Succorance, and Nurturance.

Collinearity in the Edwards Personal Preference Schedule.

1966 ◽  
Vol 50 (2) ◽  
pp. 121-124 ◽  
Author(s):  
William F. Massy ◽  
Thomas M. Lodahl ◽  
Ronald E. Frank
Keyword(s):  
Personal Preference ◽  
Edwards Personal Preference Schedule

Duration of Attention and Need for Affiliation

1967 ◽  
Vol 25 (3) ◽  
pp. 817-824
Author(s):  
Bruce T. Leckart ◽  
Lawrence K. Waters ◽  
John Tarpinian
Keyword(s):  
Memory Test ◽  
Personal Preference ◽  
Need For Affiliation ◽  
Edwards Personal Preference Schedule

Ss classified as having a low or high need for affiliation by the Edwards Personal Preference Schedule viewed photographs rated as low affiliative, high affiliative, or neutral for as long as they wished. It was predicted that there would be a tendency for Ss to look longer at pictures congruent with their personality scores. No support was found; however, the results indicated that Ss with a high need for affiliation looked longer at all stimuli than Ss with a low need for affiliation. This finding was explained in terms of the high-affiliation Ss attempting to “please” E by looking longer at all stimuli. Evidence was also found suggesting that (a) the degree to which S believes E‘s instructions that the experiment is not a memory test and (b) Ss' self-ratings of nervousness are not related to looking time or the need for affiliation. Interest ratings and their relation to looking time may depend on Ss' personality.

Personality Characteristics of Teachers of Behavior Disordered Children

1980 ◽  
Vol 6 (1) ◽  
pp. 59-61
Author(s):  
Philip W. Soldan
Keyword(s):  
Effective Teachers ◽  
Personality Characteristics ◽  
Self Concept ◽  
Personal Preference ◽  
Informal Interview ◽  
Relationship Orientation ◽  
Edwards Personal Preference Schedule ◽  
Behavior Disordered

Five teachers (judged to be effective teachers of behavior disordered children) were administered the Edwards Personal Preference Schedule and participated in an informal interview. A set of personality characteristics of effective teachers of the behavior disordered emerged. Such teachers tend to have a strong need for the following: dominance, intraception, affiliation, achievement, and succorance; and tend not to have a strong need for endurance, change, abasement, and aggression. Other important traits include a strong self-concept, a relationship orientation, a balance between introversion and extroversion, an ability to establish authority as a teacher (but not in an authoritarian manner), and patience.

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