scholarly journals SURVEYS FOR SIMULTANEOUS DIRECT AND INDIRECT ASSESSMENT

2018 ◽  
Author(s):  
Derek Wright ◽  
Emma Markoff ◽  
Jason Grove ◽  
Rania Al-Hammoud ◽  
Andrew Milne ◽  
...  
Keyword(s):  
Assessment Tools ◽  
Indirect Assessment ◽  
Indirect Measures ◽  
Assessment Engineering ◽  
Direct Measures ◽  
Tools And Methods

 Abstract – As the Canadian Engineering Accreditation Board moves toward outcomes-based assessment, engineering institutions are employing a variety of assessment tools and methods. Surveys are usually thought of as indirect measures. However, survey tools can easily provide direct measures as well, and can therefore simultaneously present direct and indirect assessments to students. This paper examines the benefits and possibilities of exploiting such simultaneous direct and indirect assessment.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Comparing Direct Versus Indirect Measures of the Pedagogical Effectiveness of Team Testing

2011 ◽  
Vol 33 (3) ◽  
pp. 348-358 ◽  
Author(s):  
Donald R. Bacon
Keyword(s):  
Individual Performance ◽  
Additional Analysis ◽  
Future Research ◽  
Student Surveys ◽  
Substantial Impact ◽  
Group Test ◽  
Indirect Measures ◽  
Direct Measures

Direct measures (tests) of the pedagogical effectiveness of team testing and indirect measures (student surveys) of pedagogical effectiveness of team testing were collected in several sections of an undergraduate marketing course with varying levels of the use of team testing. The results indicate that although students perceived team testing to have a substantial impact on their learning, this pedagogy in fact had no impact on direct measures of learning. In an additional analysis, the performance of the team on the group test was best predicted by the best individual performance on the team. Possible explanations and directions for future research are discussed.

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

Applied Tests of Design Skills—Part 1: Divergent Thinking

2012 ◽  
Vol 134 (2) ◽  
Author(s):  
Jami J. Shah ◽  
Roger E. Millsap ◽  
Jay Woodward ◽  
S. M. Smith
Keyword(s):  
Cognitive Skills ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Spatial Reasoning ◽  
Problem Formulation ◽  
Qualitative Reasoning ◽  
Indirect Measures ◽  
Confirmatory Factor ◽  
Design Skills ◽  
Direct Measures

A number of cognitive skills relevant to conceptual design were identified previously. They include divergent thinking (DT), visual thinking (VT), spatial reasoning (SR), qualitative reasoning (QR), and problem formulation (PF). A battery of standardized tests is being developed for these design skills. This paper focuses only on the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, and quality) and four indirect measures (abstractability, afixability, detailability, and decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the twenty-three measured variables were factor analyzed using both exploratory and confirmatory procedures. A four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. The indirect measures did not appear to correlate strongly either among themselves or with the other direct measures. The four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. It was found to provide a reasonable fit. Estimated correlations among the four factors (F) ranged from a high of 0.32 for F1 and F2 to a low of 0.06 for F3 and F4. All factor loadings were statistically significant.

Academic Assessment of Critical Thinking in Distance Education Information Technology Programs

2020 ◽  
pp. 1-19
Author(s):  
Mina Richards ◽  
Indira R Guzman
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Student Learning ◽  
Assessment Tools ◽  
Information Technology Management ◽  
Academic Assessment ◽  
Standard Assessment ◽  
Technology Programs ◽  
Direct Measures

The purpose of this book chapter is to elucidate the process of assessment in higher education with a focus on distance learning and information technology programs. Its mission is to bring awareness of academic assessment concepts and best practices in the use of standard assessment tools and direct measures to evaluate student learning. The chapter provides definitions of academic assessment and presents the application of signature assignments and rubrics in the Computer Science and Information Technology Management programs to demonstrate student learning results.

scholarly journals Comparison of Four Environmental Assessment Tools in Swedish Manufacturing: A Case Study

2019 ◽  
Vol 11 (7) ◽  
pp. 2173 ◽  
Author(s):  
Sasha Shahbazi ◽  
Martin Kurdve ◽  
Mats Zackrisson ◽  
Christina Jönsson ◽  
Anna Runa Kristinsdottir
Keyword(s):  
Performance Management ◽  
Environmental Assessment ◽  
Assessment Tools ◽  
Shop Floor ◽  
Value Stream Mapping ◽  
Manufacturing Companies ◽  
Waste Flow ◽  
And Performance ◽  
The Right ◽  
Tools And Methods

To achieve sustainable development goals, it is essential to include the industrial system. There are sufficient numbers of tools and methods for measuring, assessing and improving the quality, productivity and efficiency of production, but the number of tools and methods for environmental initiatives on the shop floor is rather low. Incorporating environmental considerations into production and performance management systems still generally involves a top-down approach aggregated for an entire manufacturing plant. Green lean studies have been attempting to fill this gap to some extent, but the lack of detailed methodologies and practical tools for environmental manufacturing improvement on the shop floor is still evident. This paper reports on the application of four environmental assessment tools commonly used among Swedish manufacturing companies—Green Performance Map (GPM), Environmental Value Stream Mapping (EVSM), Waste Flow Mapping (WFM), and Life Cycle Assessment (LCA)—to help practitioners and scholars to understand the different features of each tool, so in turn the right tool(s) can be selected according to particular questions and the industrial settings. Because there are some overlap and differences between the tools and a given tool may be more appropriate to a situation depending on the question posed, a combination of tools is suggested to embrace different types of data collection and analysis to include different environmental impacts for better prioritization and decision-making.

scholarly journals Comparison of direct measures of adiposity with indirect measures for assessing cardiometabolic risk factors in preadolescent girls

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Megan Hetherington-Rauth ◽  
Jennifer W. Bea ◽  
Vinson R. Lee ◽  
Robert M. Blew ◽  
Janet Funk ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cardiometabolic Risk ◽  
Cardiometabolic Risk Factors ◽  
Indirect Measures ◽  
Direct Measures

Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies

2010 ◽  
Author(s):  
Jami J. Shah ◽  
Roger E. Millsap ◽  
Jay Woodward ◽  
S. M. Smith
Keyword(s):  
Cognitive Skills ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Form Factors ◽  
Qualitative Reasoning ◽  
Visual Thinking ◽  
Factor Solution ◽  
Indirect Measures ◽  
Design Skills ◽  
Direct Measures

A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.

Demineralization and Remineralization Evaluation Techniques—Added Considerations

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 929-933 ◽  
Author(s):  
D.J. White ◽  
R.V. Faller ◽  
W.D. Bowman
Keyword(s):  
Accurate Determination ◽  
Polarized Light ◽  
Specimen Handling ◽  
Study Protocols ◽  
Indirect Measures ◽  
Gain And Loss ◽  
Gain Loss ◽  
Direct Measures ◽  
Evaluation Techniques

Methods used for the analysis of tooth de- and remineralization include techniques with various degrees of sophistication and quantitative capabilities, ranging from direct measures of mineral gain/loss (e.g., microradiography) to indirect measures (e.g., iodide permeability) of changes in tooth mineral properties. In all instances, the capabilities of methods for accurate determination of changes in tooth mineral properties are affected by procedures used in the preparation of specimens for analysis, the magnitude of change taking place in the test (vs. the detection limits of the techniques), and protocols for specimen analysis. In specific instances, such as in the case of dentin, unique specimen-handling and analysis procedures must be used to prevent artifacts. The choice of techniques for the assessment of de- and remineralization depends strongly upon study protocols and laboratory capabilities; however, ‘quantitative’ measures of mineral gain and loss are possible only if direct chemical or radiographic techniques are used. Either radiographic, cross-sectioned microhardness or polarized light can be used for the determination of lesion depth. Porosity, light-scattering, and surface microhardness are indirect techniques which complement direct measures of mineral gain and loss. Whatever methods are used in the analysis of de- and remineralization, researchers must take care to differentiate accurately among the quantitative capabilities of techniques used in analysis.

Assessing Anxiety with Extrinsic Simon Tasks

2006 ◽  
Vol 53 (2) ◽  
pp. 149-160 ◽  
Author(s):  
Stefan C. Schmukle ◽  
Boris Egloff
Keyword(s):  
Implicit Association Test ◽  
Convergent Validity ◽  
Simon Task ◽  
Association Test ◽  
Implicit Association ◽  
Personality Dimensions ◽  
Indirect Assessment ◽  
Indirect Measures

This article introduces two new indirect measures of anxiety that are based on the Extrinsic Affective Simon Task (EAST; De Houwer, 2003 ). The EAST differs from the more established Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998 ) in that participants' responses to different trials within one block of trials are compared rather than performance between two different blocks of trials. Two studies led to the following results: (a) Both extrinsic Simon tasks for assessing anxiety showed only moderate internal consistencies, (b) one of the two tasks showed at least some convergent validity with an IAT for assessing anxiety, and (c) both tasks were dissociated from self-reported anxiety. Implications for future adaptations of the EAST for the indirect assessment of personality dimensions are discussed.

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