scholarly journals Investigating the Relationship between Nokia Test Scores and Quality and Productivity Indicators on Scrum-CMMI Environments

2016 ◽  
Vol 4 (2) ◽  
pp. 133-138
Author(s):  
Steffane Ramires ◽  
Célio Santana ◽  
Fabiola Queiroz ◽  
Amanda Nunes
Keyword(s):  
Test Scores ◽  
Productivity Indicators ◽  
The Relationship

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

scholarly journals Local Labor Markets and Child Learning Outcomes in India

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magda Tsaneva ◽  
Uttara Balakrishnan
Keyword(s):  
Labor Market ◽  
Test Scores ◽  
School Quality ◽  
Labor Demand ◽  
District Level ◽  
Education Spending ◽  
Education Outcomes ◽  
Market Opportunities ◽  
Primary School Age ◽  
The Relationship

Abstract This paper uses data from rural India to study the relationship between local labor market opportunities and child education outcomes. We construct a Bartik index as a measure of exogenous changes in district-level labor demand and find that an increase in predicted overall employment growth is associated with higher years of education and better test scores for both boys and girls of primary school age. The effects on test scores of older boys are smaller and less statistically significant. Older girls, however, do benefit from better labor market opportunities. We do not find evidence for changes in school quality or district-level investment. Instead, we find support for increases in household education spending, possibly because of overall higher wages, or re-allocation of resources.

scholarly journals Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

2018 ◽  
Vol 7 (2) ◽  
pp. 162
Author(s):  
Mustafa Güler ◽  
Derya Çelik
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Rasch Analysis ◽  
Elementary Mathematics ◽  
State University ◽  
Teaching Knowledge ◽  
The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

scholarly journals Separate and Combined Influence of Cognitive Impairment and Dysarthria on Functional Communication in Multiple Sclerosis

2018 ◽  
Vol 27 (3) ◽  
pp. 1051-1065 ◽  
Author(s):  
Lynda Feenaughty ◽  
Kris Tjaden ◽  
Bianca Weinstock-Guttman ◽  
Ralph H. B. Benedict
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Impairment ◽  
Test Scores ◽  
Cognitive Testing ◽  
Functional Communication ◽  
Group Assignment ◽  
Communication Problems ◽  
Intelligibility Test ◽  
Sentence Intelligibility ◽  
The Relationship

Purpose Dysarthria is a consequence of multiple sclerosis (MS) that can co-occur with cognitive impairment. Clinical management thus requires understanding the separate and combined effects of dysarthria and cognitive impairment on functional communication in MS. This study compared perceptual measures of intelligibility and speech severity that capture functional communication deficits for 4 operationally defined groups with MS. The relationship between communication participation and perceptual measures was also examined. Method Forty-eight adults with MS and 12 healthy controls participated. Cognitive testing and dysarthria diagnosis determined group assignment: (a) MS with cognitive impairment (MSCI), (b) MS with a diagnosis of dysarthria and no cognitive impairment (MSDYS), (c) MS with dysarthria and cognitive impairment (MSDYS + CI), and (d) MS without dysarthria or cognitive impairment (MS). Sentence Intelligibility Test scores, scaled speech severity obtained from the “Grandfather Passage,” and Communication Participation Item Bank (CPIB) scores were analyzed. Results Sentence Intelligibility Test scores approached 100% for all groups. Speech severity was greater for the MSDYS + CI and MSDYS groups versus controls. CPIB scores were greatest for the MSDYS + CI group and were not significantly correlated with either perceptual measure. Conclusions The CPIB and speech severity were sensitive to aspects of communication problems for some groups with MS not reflected in a measure of sentence intelligibility. Findings suggest the importance of employing a variety of measures to capture functional communication problems experienced by persons with MS.

Have You Heard? Newsworthy items from the field

2019 ◽  
Vol 101 (4) ◽  
pp. 69-70
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Educational Opportunity ◽  
The United States ◽  
Economic Research ◽  
National Bureau ◽  
Religious Expression ◽  
Working Paper ◽  
Suspension Rates ◽  
The Relationship

A Pew survey reveals how much and what kinds of religious expression students encounter in U.S. public schools. Teachers surveyed by the Data Quality Campaign say they value data, although learning to use data well requires time and training. An interactive website from the Educational Opportunity Project at Stanford University enables users to explore average test scores, improvements in test scores, and trends in test scores in schools and districts across the United States. A new working paper from the National Bureau of Economic Research looks at the relationship between schools’ suspension rates and the future lives of students in those schools.

The Relationship between Standardized Test Scores and Clinical Performance

2013 ◽  
Vol 9 (12) ◽  
pp. e563-e570 ◽  
Author(s):  
James Whyte ◽  
Roxanne Pickett-Hauber ◽  
Paul Ward ◽  
David W. Eccles ◽  
Kevin R. Harris
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Clinical Performance ◽  
Standardized Test Scores ◽  
The Relationship

Reliability Generalization as a Seal of Quality of Substantive Meta-Analyses: The Case of the VIA Inventory of Strengths (VIA-IS) and Their Relationships to Life Satisfaction

2018 ◽  
Vol 122 (3) ◽  
pp. 1167-1188 ◽  
Author(s):  
Mercedes Ovejero Bruna ◽  
Andreea C. Brabete ◽  
Jesús M. Alvarado Izquierdo
Keyword(s):  
Life Satisfaction ◽  
Test Scores ◽  
Character Strengths ◽  
Meta Analysis ◽  
Self Regulation ◽  
Reliability Estimation ◽  
Assessment Instrument ◽  
Sample Type ◽  
Reliability Generalization ◽  
The Relationship

Reliable test scores are essential to interpret the results obtained in statistical analyses correctly. In this study, we used the Values in Action Inventory of Strengths (VIA-IS) as an example of a widely applied assessment instrument to analyze its metric quality in what is known as reliability generalization (RG). In addition, we conducted a meta-analysis of the correlations between character strengths and life satisfaction to examine the potential relationship between the reliability of test scores and the intensity of these correlations. The overall variability of alpha coefficients supports the argument that reliability is sample dependent. Indeed, there were statistically significant mean reliability differences for scores across the 24 scales, with the highest level of reliability observed for Creativity and the lowest for scores on Self-regulation. Significant moderators such as the standard deviation of the scores and the sample type contribute to understand the high variability observed in the reliability estimation. The second meta-analysis showed that Zest, Hope, Gratitude, Curiosity, and Love were the character strengths that were highly related to life satisfaction, while Modesty and Prudence were less related to life satisfaction. Furthermore, the high heterogeneity between samples might be an indicator of the relationship between the variability of reliability of character strengths' scores and the intensity of their correlations with life satisfaction. Those character strengths with high-potential RG are related or unrelated to life satisfaction, whereas character strengths with less-potential RG showed unstable correlation patterns. The results of both studies point out the role of the relationship between the reliability of test scores and substantive studies, such as Pearson's correlations meta-analysis.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

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