scholarly journals Development, Item Analysis and Standardization of Teachers Cognitive Ability Test

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
H.K. Nanda ◽  
Shruti Marwaha ◽  
Pawandeep Chawla
Keyword(s):  
Cognitive Ability ◽  
Item Analysis ◽  
Sampling Procedure ◽  
Cognitive Factors ◽  
Linear Regression Method ◽  
Ability Test ◽  
Test Items ◽  
Measurement And Analysis ◽  
Valid Test ◽  
Insight Into

The present research study was conducted for the development, item analysis and standardization of Teachers Cognitive Ability Test. Random sampling procedure was followed to select 383 subjects from different cities. Subjects consisted of male as well as female in-service teachers. The objective of the research was achieved in the form of a reliable and valid test intended to provide an insight into those scientific methodologies that can help us measure and reorder human intelligence to enhance cognitive factors among teachers by filling the gaps, to produce successful and efficient teachers. The validity was estimated through linear regression method. The reliability was calculated via Test-Retest Method. The main objective of the study was to develop test items through Bloom’s taxonomy, Leslie Wilson theory, determining the Difficulty, Discrimination Index & Reliability. The test would help in the identification, measurement and analysis of core cognitive ability factors that determine success in teaching.

scholarly journals National Non-verbal Cognitive Ability Test (BNV) Development Study

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110469
Author(s):  
Ahmet Bildiren ◽  
Özge Bıkmaz Bilgen ◽  
Mediha Korkmaz
Keyword(s):  
Standard Deviation ◽  
Cognitive Ability ◽  
Item Difficulty ◽  
Reliability Coefficient ◽  
Complete Sample ◽  
Ability Test ◽  
Sample Group ◽  
Test Items ◽  
Error Standard Deviation ◽  
Test Retest Reliability

The aim of the present study is to develop a national non-verbal cognitive ability test in Turkey. Test items were developed during the first stage and applied as a pilot study on 3,073 children in the age interval of 4 to 13. The test was given its final form based on the values of item difficulty, item distinctiveness, item total score correlation. Norm study was carried out at 12 different provinces with a total of 9,129 children comprised of 4,464 females (49%) and 4,665 (51%) males. Test-retest, split-halves, KR-20, and KR-21 methods were applied for the reliability analyses of the study. Standard error, standard deviation, and reliability coefficient were calculated for the measurement. Content and construct validity along with criterion-related validity analysis methods were used for validity analyses. The KR-20 reliability coefficient obtained from the complete sample group was estimated as 0.92. Test-retest reliability coefficient was determined as 0.80. A correlation of .71 was determined between Naglieri Cognitive Ability test and BNV test. A correlation of .67 was determined between Toni-3 test and BNV test while a correlation of .86 was determined between BNV and Colored Progressive Matrices Test.

scholarly journals ANALYSIS OF THE PERFORMANCE OF MCQs AS A PART OF FORMATIVE ASSESSMENT FOR IST MBBS STUDENTS IN BIOCHEMISTRY

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Suryakar Vrushali Prabhunath ◽  
Surekha T. Nemade ◽  
Ganesh D. Ghuge
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Valid Test ◽  
Difficulty Index

Introduction: Multiple Choice Questions (MCQs) is one of the most preferred tool of assessment in medical education as a part of formative as well as summative assessment. MCQ performance as an assessment tool can be statistically analysed by Item analysis. Thus, aim of this study is to assess the quality of MCQs by item analysis and identify the valid test items to be included in the question bank for further use. Materials and methods: Formative assessment of Ist MBBS students was carried out with 40 MCQs as a part of internal examination in Biochemistry. Item analysis was done by calculating Difficulty index (P), Discrimination index (d) and number of Non- functional distractors. Results: Difficulty index (P) of 65% (26) items was well within acceptable range, 7.5% (3) items were too difficult whereas 27.5% (11) items were in the category of too easy. Discrimination Index (d) of 70% (28) items fell in recommended category whereas 10% (4) items were with acceptable, and 20% (8) were with poor Discrimination index. Out of 120 distractors 88.33% (106) were functional distractors and 11.66% (14) were non-functional distractors. After considering difficulty index, discrimination index and distractor effectiveness, 42.5% (17) items were found ideal to be included in the question bank. Conclusion: Item analysis remains an essential tool to be practiced regularly to improve the quality of the assessment methods as well as a tool for obtaining feedback for the instructors. Key Words: Difficulty index, Discrimination index, Item analysis, Multiple choice questions, Non-functional distractors

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Range shrinkage of cognitive ability test scores in applicant pools

2010 ◽  
Author(s):  
Jonas W. B. Lang ◽  
Martin Kersting ◽  
Ute R. Hulsheger
Keyword(s):  
Cognitive Ability ◽  
Test Scores ◽  
Ability Test

Cognitive Ability Test

2009 ◽  
Author(s):  
Filip Lievens ◽  
Paul R. Sackett ◽  
Tine Buyse
Keyword(s):  
Cognitive Ability ◽  
Ability Test

scholarly journals To sext or not to sext. The role of social-cognitive processes in the decision to engage in sexting

2021 ◽  
Vol 38 (4) ◽  
pp. 1410-1429
Author(s):  
Claire Wilson ◽  
Tommy van Steen ◽  
Christabel Akinyode ◽  
Zara P. Brodie ◽  
Graham G. Scott
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Relationship Status ◽  
Injunctive Norm ◽  
The Social ◽  
And Behavior ◽  
Insight Into

Technology has given rise to online behaviors such as sexting. It is important that we examine predictors of such behavior in order to understand who is more likely to sext and thus inform intervention aimed at sexting awareness. We used the Theory of Planned Behavior (TPB) to examine sexting beliefs and behavior. Participants (n = 418; 70.3% women) completed questionnaires assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive), control perceptions (self-efficacy and controllability) and intentions toward sexting. Specific sexting beliefs (fun/carefree beliefs, perceived risks and relational expectations) were also measured and sexting behavior reported. Relationship status, instrumental attitude, injunctive norm, descriptive norm and self-efficacy were associated with sexting intentions. Relationship status, intentions and self-efficacy related to sexting behavior. Results provide insight into the social-cognitive factors related to individuals’ sexting behavior and bring us closer to understanding what beliefs predict the behavior.

Evaluating a Computerized Adaptive Testing Version of a Cognitive Ability Test Using a Simulation Study

2021 ◽  
pp. 073428292110277
Author(s):  
Ioannis Tsaousis ◽  
Georgios D. Sideridis ◽  
Hannan M. AlGhamdi
Keyword(s):  
Cognitive Ability ◽  
Simulation Study ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Estimation Methods ◽  
Item Pool ◽  
Sequential Approach ◽  
Ability Test ◽  
Promising Alternative ◽  
Item Exposure

This study evaluated the psychometric quality of a computerized adaptive testing (CAT) version of the general cognitive ability test (GCAT), using a simulation study protocol put forth by Han, K. T. (2018a). For the needs of the analysis, three different sets of items were generated, providing an item pool of 165 items. Before evaluating the efficiency of the GCAT, all items in the final item pool were linked (equated), following a sequential approach. Data were generated using a standard normal for 10,000 virtual individuals ( M = 0 and SD = 1). Using the measure’s 165-item bank, the ability value (θ) for each participant was estimated. maximum Fisher information (MFI) and maximum likelihood estimation with fences (MLEF) were used as item selection and score estimation methods, respectively. For item exposure control, the fade away method (FAM) was preferred. The termination criterion involved a minimum SE ≤ 0.33. The study revealed that the average number of items administered for 10,000 participants was 15. Moreover, the precision level in estimating the participant’s ability score was very high, as demonstrated by the CBIAS, CMAE, and CRMSE). It is concluded that the CAT version of the test is a promising alternative to administering the corresponding full-length measure since it reduces the number of administered items, prevents high rates of item exposure, and provides accurate scores with minimum measurement error.

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