Effects on Test Performance and Efficiency of Technology-Enhanced Items: An Analysis of Drag-and-Drop Response Interactions

2020 ◽  
pp. 073563312096966
Author(s):  
Héctor R. Ponce ◽  
Richard E. Mayer ◽  
María Soledad Loyola
Keyword(s):  
Response Time ◽  
Student Performance ◽  
Test Performance ◽  
Large Scale ◽  
Graphic Organizer ◽  
Main Research ◽  
Online Test ◽  
K 12 ◽  
Drop Interface ◽  
Drag And Drop

One of the most common technology-enhanced items used in large-scale K-12 testing programs is the drag-and-drop response interaction. The main research questions in this study are: (a) Does adding a drag-and-drop interface to an online test affect the accuracy of student performance? (b) Does adding a drag-and-drop interface to an online test affect the speed of student performance? In three different experiments involving fourth, sixth, and eighth graders, respectively; students answered reading comprehension questions presented in conventional (i.e., paper-based design) or drag-and-drop formats. The tests consisted of four-sentence ordering items in Experiment 1, four graphic organizer items in Experiment 2, and two cloze tests and two graphic organizer items in Experiment 3. The conventional and drag & drop groups were compared on test performance (i.e., accuracy) and efficiency (i.e., response time and number of mouse clicks). Across the three experiments, the conventional and drag & drop groups did not differ in mean performance, but the drag & drop group responded more efficiently than the conventional group (faster response time, d = 0.62, and fewer mouse clicks, d = 1.13).

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

scholarly journals Diagnosis of tuberculosis in wildlife: a systematic review

2021 ◽  
Vol 52 (1) ◽  
Author(s):  
Jobin Thomas ◽  
Ana Balseiro ◽  
Christian Gortázar ◽  
María A. Risalde
Keyword(s):  
Systematic Review ◽  
Test Performance ◽  
Diagnostic Tests ◽  
Large Scale ◽  
Diagnostic Techniques ◽  
Review Literature ◽  
Meat Industry ◽  
Post Mortem ◽  
Serological Tests ◽  
Ongoing Research

AbstractAnimal tuberculosis (TB) is a multi-host disease caused by members of the Mycobacterium tuberculosis complex (MTC). Due to its impact on economy, sanitary standards of milk and meat industry, public health and conservation, TB control is an actively ongoing research subject. Several wildlife species are involved in the maintenance and transmission of TB, so that new approaches to wildlife TB diagnosis have gained relevance in recent years. Diagnosis is a paramount step for screening, epidemiological investigation, as well as for ensuring the success of control strategies such as vaccination trials. This is the first review that systematically addresses data available for the diagnosis of TB in wildlife following the Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The article also gives an overview of the factors related to host, environment, sampling, and diagnostic techniques which can affect test performance. After three screenings, 124 articles were considered for systematic review. Literature indicates that post-mortem examination and culture are useful methods for disease surveillance, but immunological diagnostic tests based on cellular and humoral immune response detection are gaining importance in wildlife TB diagnosis. Among them, serological tests are especially useful in wildlife because they are relatively inexpensive and easy to perform, facilitate large-scale surveillance and can be used both ante- and post-mortem. Currently available studies assessed test performance mostly in cervids, European badgers, wild suids and wild bovids. Research to improve diagnostic tests for wildlife TB diagnosis is still needed in order to reach accurate, rapid and cost-effective diagnostic techniques adequate to a broad range of target species and consistent over space and time to allow proper disease monitoring.

scholarly journals Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems

2021 ◽  
Author(s):  
Ekaterina Kochmar ◽  
Dung Do Vu ◽  
Robert Belfer ◽  
Varun Gupta ◽  
Iulian Vlad Serban ◽  
...  
Keyword(s):  
Machine Learning ◽  
Student Performance ◽  
Language Processing ◽  
Intelligent Tutoring Systems ◽  
Large Scale ◽  
Intelligent Tutoring ◽  
Performance Outcomes ◽  
Data Driven ◽  
Personalized Feedback ◽  
Tutoring Systems

AbstractIntelligent tutoring systems (ITS) have been shown to be highly effective at promoting learning as compared to other computer-based instructional approaches. However, many ITS rely heavily on expert design and hand-crafted rules. This makes them difficult to build and transfer across domains and limits their potential efficacy. In this paper, we investigate how feedback in a large-scale ITS can be automatically generated in a data-driven way, and more specifically how personalization of feedback can lead to improvements in student performance outcomes. First, in this paper we propose a machine learning approach to generate personalized feedback in an automated way, which takes individual needs of students into account, while alleviating the need of expert intervention and design of hand-crafted rules. We leverage state-of-the-art machine learning and natural language processing techniques to provide students with personalized feedback using hints and Wikipedia-based explanations. Second, we demonstrate that personalized feedback leads to improved success rates at solving exercises in practice: our personalized feedback model is used in , a large-scale dialogue-based ITS with around 20,000 students launched in 2019. We present the results of experiments with students and show that the automated, data-driven, personalized feedback leads to a significant overall improvement of 22.95% in student performance outcomes and substantial improvements in the subjective evaluation of the feedback.

Could lean and green be the driver to integrate business improvement throughout the organisation?

2018 ◽  
Vol 67 (1) ◽  
pp. 207-219 ◽  
Author(s):  
Lara Chaplin ◽  
Simon T.J. O’Rourke
Keyword(s):  
Case Studies ◽  
Large Scale ◽  
Participant Observation ◽  
Integrated Approach ◽  
Thick Description ◽  
Content Type ◽  
Main Research ◽  
Lean And Green ◽  
Multiple Case ◽  
Multiple Case Studies

Purpose It seems to be the consensus (Zhang et al., 2012; George et al., 2003; Arumugam et al., 2013) that Lean Six Sigma (LSS) has become a beneficial improvement initiative used in a variety of industries. There is a move towards integrating any high-level business improvement methods holistically throughout the whole organisation. Indeed, Hoerl (2014) explored the idea that when using LSS for business improvement, the programme should engage the whole organisation in much the same way as the financial function is present throughout each department. The purpose of this paper is to posit that using the lean and green agenda may be the driver to achieve integration. Design/methodology/approach The research adopted a subjective ontological perspective with the researcher using participant observation as the main research instrument. Denzin and Lincoln (2005) note that it is now common for scholars to argue that the only relevant data are those based upon the personal experience of the researcher; this served as an informing foundation for the approach for the exploration of the topic. Based on multiple case studies, chosen because they operate in different sectors, the paper adopted an extended case method (Burawoy, 1998) to analyse and gather the research. The organisations were chosen because they both were at a similar stage in their continuous improvement (CI) journey. The main reasoning behind the selection of the two different organisations is to reach “Thick Description” (Geertz, 1973, p. 3, 2001). Findings The findings suggest that there are still significant benefits of implementing a large-scale lean agenda in particular when using an LSS methodology. The paper finds that there are also significant gaps in achieving full integration within the organisation and argues that lean and CI are still the remit of the operations manager. The document goes on to argue that if the CI initiative is driven by the corporate social responsibility (CSR) plan, then any lean/lean green implementation will enable the company to drive CI integration with all stakeholders. Research limitations/implications The research has implications for those responsible for the CSR function within the organisation and the operations manager who is charged with implementing any lean/lean and green CI. Practical implications The paper argues that the lean and green agenda can drive integration of any CI activity throughout the organisation and suggests that the way this can be achieved is any CI activity that is included in the wider CSR plan. Social implications This paper contributes to the “lean and green” agenda and offers a solution for the problem of integrating LSS activities throughout the whole organisation by placing CI and LSS within the CSR remit. Originality/value There is little consensus how this holistic integrated approach should be implemented by the company. This research uses multiple case studies to critically examine the application of LSS as an improvement programme within two large UK-based organisations, each company operating in very different industry sectors to identify the benefits of LSS but also the missed “green/societal” opportunities and argues that if any lean and lean and green agenda is to be holistically adopted, then any CI activity should be driven by the CSR department.

scholarly journals Aerosol-cloud-turbulence interactions in well-coupled Arctic boundary layers over open water

2021 ◽  
Author(s):  
Jan Chylik ◽  
Dmitry Chechin ◽  
Regis Dupuy ◽  
Birte S. Kulla ◽  
Christof Lüpkes ◽  
...  
Keyword(s):  
Large Scale ◽  
Convective Cloud ◽  
Open Water ◽  
Convective Transport ◽  
Cloud Layer ◽  
Mixed Phase ◽  
State Variables ◽  
Strongly Coupled ◽  
Main Research ◽  
Weather Model

Abstract. Late springtime Arctic mixed-phase convective clouds over open water in the Fram Strait as observed during the recent ACLOUD field campaign are simulated at turbulence-resolving resolutions. The main research objective is to gain more insight into the coupling of these cloud layers to the surface, and into the role played by interactions between aerosol, hydrometeors and turbulence in this process. A composite case is constructed based on data collected by two research aircraft on 18 June 2017. The boundary conditions and large-scale forcings are based on weather model analyses, yielding a simulation that freely equilibrates towards the observed thermodynamic state. The results are evaluated against a variety of independent aircraft measurements. The observed cloud macro- and microphysical structure is well reproduced, consisting of a stratiform cloud layer in mixed-phase fed by surface-driven convective transport in predominantly liquid phase. Comparison to noseboom turbulence measurements suggests that the simulated cloud-surface coupling is realistic. A joint-pdf analysis of relevant state variables is conducted, suggesting that locations where the mixed-phase cloud layer is strongly coupled to the surface by convective updrafts act as hot-spots for invigorated interactions between turbulence, clouds and aerosol. A mixing-line analysis reveals that the turbulent mixing is similar to warm convective cloud regimes, but is accompanied by hydrometeor transitions that are unique for mixed-phase cloud systems. Distinct fingerprints in the joint-pdf diagrams also explain i) the typical ring-like shape of ice mass in the outflow cloud deck, ii) its slightly elevated buoyancy, and iii) an associated local minimum in CCN.

scholarly journals Face Perception Deficits in Developmental Prosopagnosia

2021 ◽  
Author(s):  
◽  
Ella Macaskill
Keyword(s):  
Face Recognition ◽  
Face Perception ◽  
Test Performance ◽  
Large Scale ◽  
Memory Deficits ◽  
Face Memory ◽  
The Face ◽  
Component Processes ◽  
Severe Difficulty ◽  
Scale Experiment

<p>Face recognition is a fundamental cognitive function that is essential for social interaction – yet not everyone has it. Developmental prosopagnosia is a lifelong condition in which people have severe difficulty recognising faces but have normal intellect and no brain damage. Despite much research, the component processes of face recognition that are impaired in developmental prosopagnosia are not well understood. Two core processes are face perception, being the formation of visual representations of a currently seen face, and face memory, being the storage, maintenance, and retrieval of those representations. Most studies of developmental prosopagnosia focus on face memory deficits, but a few recent studies indicate that face perception deficits might also be important. Characterising face perception in developmental prosopagnosia is crucial for a better understanding of the condition. In this thesis, I addressed this issue in a large-scale experiment with 108 developmental prosopagnosics and 136 matched controls. I assessed face perception abilities with multiple measures and ran a broad range of analyses to establish the severity, scope, and nature of face perception deficits in developmental prosopagnosia. Three major results stand out. First, face perception deficits in developmental prosopagnosia were severe, and could be comparable in size to face memory deficits. Second, the face perception deficits were widespread, affecting the whole sample rather than a subset of individuals. Third, the deficits were mainly driven by impairments to mechanisms specialised for processing upright faces. Further analyses revealed several other features of the deficits, including the use of atypical and inconsistent strategies for perceiving faces, difficulties matching the same face across different pictures, equivalent impact of lighting and viewpoint variations in face images, and atypical perceptual and non-perceptual components of test performance. Overall, my thesis shows that face perception deficits are more central to developmental prosopagnosia than previously thought and motivates further research on the issue.</p>

scholarly journals Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Ademir Garcia Reberti ◽  
Nayme Hechem Monfredini ◽  
Olavo Franco Ferreira Filho ◽  
Dalton Francisco de Andrade ◽  
Carlos Eduardo Andrade Pinheiro ◽  
...  
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Active Role ◽  
Medical Schools ◽  
Multiple Choice Questions ◽  
Progress Test ◽  
Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

Device Response Time Reduction for Large-Scale and Fast Optical Switching Systems

2021 ◽  
Author(s):  
Kenya Suzuki ◽  
Kazushige Yonenaga ◽  
Noboru Takachio ◽  
Toshiki Tanaka ◽  
Osamu Moriwaki ◽  
...  
Keyword(s):  
Response Time ◽  
Optical Switching ◽  
Large Scale ◽  
Switching Systems ◽  
Time Reduction
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