Changes in Ability of Graduate Students in Education to Assess Own Test Performance as Related to Their Miller Analogies Scores

1974 ◽  
Vol 35 (1) ◽  
pp. 97-98 ◽  
Author(s):  
Earl W. Kooker
Keyword(s):  
Graduate Students ◽  
Test Performance ◽  
Test Scores ◽  
Miller Analogies Test

105 graduate students in education, classified into three levels of Miller Analogies Test scores, were asked to estimate their performances on three major tests on statistics. The accuracy of evaluations did not change over the three tests though it was related to their level on the Miller Analogies.

Tsai Number-Joining Test Scores Correlated with College Students' Performance on Wais and Dat

1971 ◽  
Vol 33 (1) ◽  
pp. 35-44
Author(s):  
Loh Seng Tsai ◽  
Richard B. Haines
Keyword(s):  
Graduate Students ◽  
Test Performance ◽  
Test Scores ◽  
Digit Span ◽  
College Seniors ◽  
Digit Symbol ◽  
Abstract Reasoning ◽  
Mechanical Reasoning ◽  
Pearson Correlations ◽  
Speed And Accuracy

25 college seniors and graduate students took the WAIS and another group took the DAT ( ns, 28 to 34). Scores were correlated with performance on the Tsai Number-joining Test. Pearson correlations for Performance, Verbal and Full Scale WAIS IQs are .31, .00, and .13 respectively. Subtest correlations range from .35 (Digit Symbol) to .02 (Digit Span). For DAT, Tsai test performance has much higher rs with Spelling (.65), Verbal Reasoning (.61), Grammar (.47), and Abstract Reasoning (.36) than with Clerical Speed and Accuracy (.25), Numerical Ability (.23), Space Relations (.21), and Mechanical Reasoning (.08). Comparisons were made with findings of previous investigators. Relative potentiality of the Tsai Number-joining Test as an aptitude vs an intelligence test, besides being a research tool, is discussed.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The Author Recognition Test without Foils as a Predictor of Vocabulary and Cultural Literacy Test Scores

1998 ◽  
Vol 87 (2) ◽  
pp. 544-546 ◽  
Author(s):  
Stephen Krashen ◽  
Haeyoung Kim
Keyword(s):  
Graduate Students ◽  
Recognition Test ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Cultural Literacy ◽  
Literacy Performance ◽  
Literacy Test

Performance on a foil-free version of the Author Recognition Test was for 40 undergraduates and 5 graduate students a significant predictor of vocabulary knowledge and cultural literacy. Performance on foil-free versions of the Author and Magazine Recognition Tests were significant predictors of cultural literacy.

Effects of Strategic Planning Time on L2 Paired Oral Test Performance

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Haizhen Wang ◽  
Fangqi Song
Keyword(s):  
Strategic Planning ◽  
Test Performance ◽  
Test Scores ◽  
Syntactic Complexity ◽  
Task Condition ◽  
L2 Proficiency ◽  
Planning Time ◽  
Efl Learners ◽  
Oral Test ◽  
Verb Forms

AbstractPlanning, as a task condition, is hypothesized to influence L2 test performance and thus test scores (Skehan, 1998). This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes’ planning time. No interaction is found between planning time and proficiency.

Comparison of Two Administration Times for the Remote Associates Test

1969 ◽  
Vol 24 (2) ◽  
pp. 507-510 ◽  
Author(s):  
Martha T. Mednick ◽  
Sharon K. Halpern
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Grade Point Averages ◽  
School Grade ◽  
Graduate Nurses ◽  
Grade Point ◽  
Heterogeneous Samples ◽  
Administration Time ◽  
Remote Associates Test ◽  
Miller Analogies Test

The Remote Associates Test (RAT) was administered to 41 graduate students in psychology and 26 graduate nurses; 30-min. and 40-min. scores were obtained from all Ss. Miller Analogies Test scores and graduate school grade point averages were available on most Ss. No significant change in the correlation between GPA and RAT resulted from shortened administration time, although the slight change was in the direction of a more positive relationship. Decreased administration time significantly raised the correlation between RAT and MAT for a heterogeneous group, but not for the more homogeneous group. With a decrease in administration time 22 to 27% of Ss fell in different thirds of the distribution than they did with the longer time limit. Shortening the administration period to 30 min. is unwise, particularly for heterogeneous samples.

scholarly journals Evaluation of the Postoperative Quality of Recovery Scale test and re-test in Swedish among healthy volunteers

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 2549 ◽  
Author(s):  
Pether Jildenstål ◽  
Johan Eriksson ◽  
Margareta Warren Stomberg ◽  
Jan G. Jakobsson
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Quality Of Healthcare ◽  
Cognitive Domain ◽  
Word Recall ◽  
Cognitive Test ◽  
Quality Of Recovery ◽  
Digit Recall ◽  
Postoperative Quality

Introduction Patient outcome measures are required to assess the quality of healthcare. Tools for a patients’ self-assessment of quality of recovery, during perioperative care, have been developed during the last decade. The Postoperative Quality of Recovery Scale (PostopQRS) questionnaire is one of the most well-accepted and validated tools available. Here we assess the PostopORS questionnaire in Swedish. Methods Sixty-one students from the Bachelor Program in Nursing, (50 female and 11 male; mean age, 25; range, 21-46) filled in the Swedish translation of the PostopQRS questionnaire twice. They also evaluated whether they found the queries easy to understand and respond to. Results The participants found the Swedish translation of the PostopQRS questionnaire easy to read and understand. There were minor differences in test responses between the initial test and the re-test 48 hours later. We found that the PostopQRS questionnaire has some background noise; 12 out of 61 participants (20%) reported mild pain, 25 (41%) scored some depression and 33 scored mild anxiety (54%). The cognitive domain showed a learning effect between tests in “word recall” and “word generation”, while “digit recall forward” and “digit recall backward” showed no change. We found a difference in cognitive test performance with age; younger participants had higher mean cognitive test scores compared to participants >30 years. Overall, nine participants showed a decrease in re-test scores; two experienced a mild increase in pain; one experienced a mild increase in anxiety; and six performed more poorly on cognitive tests. Conclusion The Swedish translation of the PostopQRS was found to be adequate for use in the assessment of quality of recovery, and the questions were well understood by participants. Our study shows the importance of baseline testing for assessment of recovery, since recovery is assessed as a return to or improvement in each individual’s baseline score.

Differences in Physical-Fitness Test Scores between Actively and Passively Recruited Older Adults: Consequences for Norm-Based Classification

2002 ◽  
Vol 10 (2) ◽  
pp. 143-159 ◽  
Author(s):  
Marieke J.G. van Heuvelen ◽  
Martin Stevens ◽  
Gertrudis I.J.M. Kempen
Keyword(s):  
Older Adults ◽  
Physical Fitness ◽  
Test Performance ◽  
Test Scores ◽  
Manual Dexterity ◽  
Personal Contact ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Physical Activity Recommendations ◽  
Giving Feedback

This study investigated differences in physical-fitness test scores between actively and passively recruited older adults and the consequences thereof for norm-based classification of individuals. Walking endurance, grip strength, hip flexibility, balance, manual dexterity, and reaction time were measured in participants age 57 years or older: 1 sample recruited through media announcements (passively recruited) and 1 sample recruited through personal contact (actively recruited). Classifications on a 5-point scale based on norms were cross-tabulated. Compared with the actively recruited sample, performance of the passively recruited sample was significantly better on all tests except, for women, hip flexibility and manual dexterity. Cross-tabulation of the 2 classifications showed that percentages of agreement varied from 27.4% to 87.4%. Cohen's Kappa varied from .11 to .84. Caution should be used when giving feedback on test performance and subsequently making physical activity recommendations if norms are based on the performance of passively recruited older adults.

Learning by Writing in Introductory Psychology

1994 ◽  
Vol 75 (1) ◽  
pp. 563-568 ◽  
Author(s):  
Mary P. Boyles ◽  
Paul W. Killian ◽  
Kathryn K. Rileigh
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Writing Across The Curriculum ◽  
Psychology Students ◽  
Final Examination ◽  
Control Groups ◽  
Writing Assignments ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The writing-across-the-curriculum movement suggests that writing assignments can enable students to think more clearly about a discipline. Performance of three groups of beginning psychology students on class tests under two conditions was compared (1) after completing lecture-based writing assignments ( ns = 21 and 23) and (2) without writing assignments ( n = 25). Test performance improved for one experimental group on the objective portion and for the other experimental group on the essay portion of the tests; however, the experimental and control groups did not differ on the comprehensive multiple-choice final examination. The two experimental groups were taught by different instructors, which might account for the difference in test scores. Responses to the questionnaire indicated that students responded positively to the writing assignments. Faculty stated that the writing assignments provided them valuable information about students' learning.

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