scholarly journals The Umbrella That Is Too Wide and Yet Too Small: Why Dynamic Testing Has Still Not Delivered on the Promise That Was Never Made

2014 ◽  
Vol 13 (3) ◽  
pp. 308-323 ◽  
Author(s):  
Jens F. Beckmann
Keyword(s):  
Cognitive Flexibility ◽  
Dynamic Testing ◽  
Incremental Validity ◽  
Dynamic Tests ◽  
Learning Potential ◽  
Assessment Of Learning ◽  
Validity Indices ◽  
The One ◽  
Conventional Validity

In this article, I reflect on potential reasons for the seemingly persistent impression that dynamic testing has not delivered on its promise. Potential reasons are embedded in a paradox. On the one hand, validity-related expectations toward dynamic tests seem too broad. This includes fuzziness in defining the diagnostic target constructs, simplistic quantitative focus on conventional validity indices, and overgeneralized expectations regarding incremental validity. At the same time, the focus on dynamic testing seems too narrow. By introducing three tests of cognitive flexibility, I exemplify that dynamic testing has potential which goes beyond the assessment of learning potential in specific subpopulations. My ambition is to help in addressing potential users’ misconceptions about dynamic testing productively.

Dynamic Assessment of Learners of a Spoken Language

2021 ◽  
pp. 87-99
Author(s):  
Natalie Hasson
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Dynamic Assessment ◽  
First Language ◽  
Target Language ◽  
Test Taker ◽  
Learning Potential ◽  
Hyperactivity Disorder ◽  
Assessment Of Learning ◽  
Language Difficulties

Dynamic assessment (DA), or the assessment of learning potential, is becoming recognized as an alternative method that has wide application within the assessment of language. In moving away from comparison to normative data, the assessment enables a wider range of children to be assessed, including all of those for whom the norms do not apply, such as children with autistic spectrum conditions, attention deficit hyperactivity disorder (ADHD), hearing loss, and bi- or multilingual children. In addition to differentiating language difficulties due to lack of experience with the target language from developmental language disorders (DLD), the DA procedure contributes a considerable amount of qualitative information about the learning skills of the test-taker. This chapter reviews the multiple models and methods of DA and the work that has been done to develop tools to assess language skills in first language learners.

A New Damage Detection Method for Aging Offshore Platform Using Two Measurements

2013 ◽  
Vol 479-480 ◽  
pp. 1185-1189
Author(s):  
Fu Shun Liu ◽  
Wen Wen Chen ◽  
Dong Ping Yang ◽  
Jun Fei Qin ◽  
Zhan Gang Yue ◽  
...  
Keyword(s):  
Damage Detection ◽  
Damage Assessment ◽  
Assessment Method ◽  
Offshore Platforms ◽  
Correction Factors ◽  
Dynamic Tests ◽  
Severity Estimation ◽  
Numerical Studies ◽  
Damage Indicator ◽  
The One

A new damage assessment method is proposed for aging offshore platforms based on dynamic tests. The stiff nesses of the measured model corresponding to the two measurement moments are estimated by a series of stiffness-correction factors, respectively. Based on these stiffness-correction factors a new damage indicator is defined aiming at reducing influences of existed damages accumulated before the first measurement on damage assessment occurred between the two adjacent measurements. One theoretical improvement is that the requirement using the stiffness matrix of FEM to replace the one of the measured model can be ignored in the calculation of MSE of the measured model. The other development is influences of damages accumulated before the first measurement on damage detection occurs between the two measurements could be reduced greatly, which is very important for aging platforms because these platforms have not been tested aiming at damage detection during their previous service life, especially for most platforms in China. A jacket platform is chosen for numerical studies, and numerical results show that the proposed method could identify damages occurred between the two measurements properly, even including damage severity estimation.

scholarly journals Influence of Selective Laser Melting Technological Parameters on the Mechanical Properties of Additively Manufactured Elements Using 316L Austenitic Steel

Materials ◽  
2020 ◽  
Vol 13 (6) ◽  
pp. 1449 ◽  
Author(s):  
Janusz Kluczyński ◽  
Lucjan Śnieżek ◽  
Krzysztof Grzelak ◽  
Jacek Janiszewski ◽  
Paweł Płatek ◽  
...  
Keyword(s):  
Energy Density ◽  
Selective Laser Melting ◽  
Dynamic Testing ◽  
Positive Impact ◽  
Image Correlation ◽  
Material Strength ◽  
Compression Tests ◽  
Dynamic Tests ◽  
Technological Parameters ◽  
Laser Melting

The main aim of this study was to investigate the influence of different energy density values used for the additively manufactured elements using selective laser melting (SLM).The group of process parameters considered was selected from the first-stage parameters identified in preliminary research. Samples manufactured using three different sets of parameter values were subjected to static tensile and compression tests. The samples were also subjected to dynamic Split–Hopkinson tests. To verify the microstructural changes after the dynamic tests, microstructural analyses were conducted. Additionally, the element deformation during the tensile tests was analyzed using digital image correlation (DIC). To analyze the influence of the selected parameters and verify the layered structure of the manufactured elements, sclerometer scratch hardness tests were carried out on each sample. Based on the research results, it was possible to observe the porosity growth mechanism and its influence on the material strength (including static and dynamic tests). Parameters modifications that caused 20% lower energy density, as well as elongation of the elements during tensile testing, decreased twice, which was strictly connected with porosity growth. An increase of energy density, by almost three times, caused a significant reduction of force fluctuations differences between both tested surfaces (parallel and perpendicular to the building platform) during sclerometer hardness testing. That kind of phenomenon had been taken into account in the microstructure investigations before and after dynamic testing, where it had been spotted as a positive impact on material deformations based on fused material formation after SLM processing.

Dynamic Assessment of Learning Potential: Inter-Rater Reliability of Deficient Cognitive Functions, Types of Mediation, and Non-Intellective Factors

2000 ◽  
Vol 1 (1) ◽  
pp. 40-64 ◽  
Author(s):  
David Tzuriel ◽  
Marilyn T. Samuels
Keyword(s):  
Learning Disabilities ◽  
Cognitive Functions ◽  
Dynamic Assessment ◽  
General Tendency ◽  
Training Phase ◽  
Learning Potential ◽  
Testing Situation ◽  
Normally Achieving ◽  
Assessment Of Learning ◽  
Mental Handicaps

The objective of this study was to investigate the reliability of three major domains of individual dynamic assessment (DA): (a) deficient cognitive functions (DCF), (b) types of mediation given during DA, and (c) non-intellective factors. A sample of 35 young adolescents was administered eight tests from the Learning Potential Assessment Device (LPAD) (Feuerstein, Rand, & Hoffman, 1979). The sample was composed of children diagnosed with learning disabilities and educable mental handicaps, and normally achieving children. The DA procedure for each case was videotaped for 8 to 15 hours and later rated for the three main domains. Results in general showed moderate reliability scores for DCF and mediational strategies and lower reliability scores for the non-intellective factors (NIF). Separate analyses were carried out for ratings which include a 0 category (examiners could not observe a behavior) and ratings without a 0 category. The results showed a general tendency for higher agreement among raters when the 0 category was removed. In type of mediation, ratings were similar with or without the 0 rating only in the training phase, when agreement was higher in approximately 10% of categories when 0 ratings were included than when not. These results were explained by referring to the interaction of type of task and phase of testing (situation) interaction.

Seismic Intervention and Dynamic Testing of an Arch Bridge

2011 ◽  
Vol 105-107 ◽  
pp. 1159-1164 ◽  
Author(s):  
Kleidi Islami ◽  
Giovanni Tecchio ◽  
Claudio Modena
Keyword(s):  
Dynamic Testing ◽  
Numerical Models ◽  
High Strength ◽  
Dynamic Tests ◽  
Masonry Arch ◽  
Arch Bridge ◽  
North East ◽  
The North ◽  
Rc Slab ◽  
Output Only

This work presents the dynamic tests on a retrofitted masonry arch bridge. The Gresal Bridge, located in the North-East of Italy, was highly exposed to seismic hazard, due to the slenderness of its high piers. A retrofit intervention has been carried out, and a new rc slab has been built under the pavement, anchored to the piers with high strength vertical ties and restrained at the abutments, to create a new resistance arrangement withstanding inertial forces. The dynamic behaviour has been initially assessed with numerical models comparing the response of the bridge before and after the repair, and has subsequently been tested by the Output-Only technique to detect the variation of the modal response induced by the strengthening intervention. The dynamic tests have shown the structure to be more rigid than expected and, after calibration, a good agreement to exist between the numerical frequencies and the experimental records captured on the retrofitted bridge.

scholarly journals Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

2016 ◽  
Vol 6 (2) ◽  
pp. 143 ◽  
Author(s):  
Femke E. Stad ◽  
Karl H. Wiedl ◽  
Wilma C. M. Resing
Keyword(s):  
Cognitive Flexibility ◽  
Test Performance ◽  
Dynamic Testing ◽  
Dynamic Test ◽  
Control Group ◽  
Control Group Design ◽  
Instructional Needs ◽  
In Series ◽  
Series Completion ◽  
And Performance

<p>Dynamic testing aims to explore a child’s potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children’s cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (<em>M</em> = 7;1, <em>SD</em> = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.</p>

scholarly journals CFDIL: A Context-aware Feature Deep Interaction Learning for  App Recommendation

2021 ◽  
Author(s):  
Qingbo Hao ◽  
Ke Zhu ◽  
Chundong Wang ◽  
Peng Wang ◽  
Xiuliang Mo ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Historical Data ◽  
Contextual Information ◽  
Rapid Development ◽  
User Preferences ◽  
Mobile Internet ◽  
Context Aware ◽  
Interaction Data ◽  
Learning Potential ◽  
The One

Abstract The rapid development of Mobile Internet has spa-wned various mobile applications (apps). A large number of apps make it difficult for users to choose apps conveniently, causing the app overload problem. As the most effective tool to solve the problem of app overload, the app recommendation has attracted extensive attention of researchers. Traditional recommendation methods usually use historical data of apps used by users to explore their preferences, and then make an app recommendation list for users. Although the traditional app recommendation methods have achieved certain results, the performance of app recommendation still needs to be improved due to the following two reasons. On the one hand, it is difficult to construct traditional app recommendation models when facing with the sparse user-app interaction data. On the other hand, contextual information has a large impact on users’ app usage preferences, which is often overlooked by traditional app recommendation methods. To overcome the aforementioned problems, we proposed a Context-aware Feature Deep Interaction Learning (CFDIL) method to explore user preferences, and then perform app recommendation by learning potential user-app relationships in different contexts. The novelty of CFDIL is as follows: (1) CFDIL incorporates contextual features into users' preferences modeling by constructing a novel user and app feature portrait. (2) The problem of data sparsity is effectively solved by the use of dense user and app feature portraits, as well as the tensor operations for label sets. (3) CFDIL trains a new deep network structure, which can make accurate app recommendation using the contextual information and attribute information of users and apps. We applied CFDIL on three real datasets and conducted extensive experiments, which showed that CFDIL outperformed the benchmark method.

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