test taking
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2022 ◽  
Vol 14 (2) ◽  
pp. 782
Author(s):  
Baicang Guo ◽  
Qiang Hua ◽  
Lisheng Jin ◽  
Xianyi Xie ◽  
Zhen Huo ◽  
...  

Vehicle control requirements for longitudinal and lateral driver control are varied in different road geometries; this makes it irrational and superfluous to represent driving control characteristics with repetitive indices. To address this problem, the present study used multiple cross-analysis methods of vehicle running state parameters from experienced drivers in order to deeply study driving control characteristics in different road geometries. Six common road geometries with different driving control emphases were selected as typical road types and twenty-five experienced drivers were asked to perform an actual driving test. Taking the indices in the long straight road as the control variable, the indices in other roads were compared with it and judged according to the three methods: the overall distribution by box plots, significant difference test by analysis of variance (ANOVA) and relative distance calculation by technique for order preference by similarity to an ideal solution (TOPSIS). Moreover, the weight of the driving control characteristic index was calculated through the entropy weight method to reflect its importance. In this paper, the relationships between road geometry and driving control characteristics explicate the influence mechanism and interaction of road geometry on driving behavior, and the indicators that can reflect the control characteristics in different road types are obtained.


2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Hui Ma ◽  
Sin Wang Chong

AbstractHigh-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming to better understand how certain factors and conditions contribute to the predictability issue of IELTS from students’ perspectives within a high-stakes context. This study used a mixed method approach to investigate the views and experiences of students within a Sino-UK joint college. The data collection was in two concurrent strands: online survey and group interviews. Findings suggested that IELTS can impact students negatively by narrowing their English learning scope, driving them into self-isolated way of study, doing repeated test-taking and buying predicted answers. Implications related to language test preparation are discussed in light of the findings.


2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Kunlaphak Kongsuwannakul

AbstractThe literature of empirical studies on the concordance-based cloze test (ConCloze) is far and few between. This is despite the fact that it has a potential for item writing without the aid of native speakers and for making use of corpus-based technology in task design. This article explores the test-taking processes and strategies of a ConCloze item variant. The aim is to investigate the substantive aspect of the construct validity for the item type and increase the generalizability of the findings in the universe of admissible observations. The sample consists of 14 non-native English users who are in higher education and engage with 3 test tasks each, totaling 42 verbal reports. The sampling method is purposive sampling, in which their first language profiles are maximized in terms of heterogeneity for increased power of generalization. It is found that Reading concordance lines and recognizing clue words inside is a major process, and Assessing item components and testing a meaningful compatibility of a word in context a secondary one. A model of communicative language ability is used to provide a context for task use in this study, where strategic competence is represented in ConCloze substantive validity.


Author(s):  
Hongwen Guo ◽  
Joseph A. Rios ◽  
Guangming Ling ◽  
Zhen Wang ◽  
Lin Gu ◽  
...  

2022 ◽  
Vol 924 (2) ◽  
pp. 65
Author(s):  
Lupin Chun-Che Lin ◽  
Chin-Ping Hu ◽  
Jumpei Takata ◽  
Kwan-Lok Li ◽  
C. Y. Hui ◽  
...  

Abstract We perform both timing and spectral analyses using the archival X-ray data taken with Swift, XMM-Newton, NICER, and NuSTAR from 2016 to 2020 to study an ultraluminous pulsar, NGC 7793 P13, that showed a long period of super-Eddington accretion. We use the Rayleigh test to investigate the pulsation at different epochs, and confirm the variation of the pulse profile with finite Gaussian mixture modeling and a two-sample Kuiper test. Taking into account the periodic variation of the spin periods caused by the orbital Doppler effect, we further determine an orbital period of ∼65 days and show that no significant correlation can be detected between the orbital phase and the pulsed fraction. The pulsed spectrum of NGC 7793 P13 in the 0.5–20 keV range can be simply described using a power law with a high-energy exponential cutoff, while the broadband phase-averaged spectrum of the same energy range requires two additional components to account for the contribution of a thermal accretion disk and the Comptonization photons scattered into the hard X-rays. We find that NGC 7793 P13 stayed in the hard ultraluminous state and the pulsed spectrum was relatively soft when the source was faint at the end of 2019. Moreover, an absorption feature close to 1.3 keV is marginally detected from the pulsed spectra and it is possibly associated with a cyclotron resonant scattering feature.


2021 ◽  
Vol 23 (2) ◽  
pp. 32-39
Author(s):  
Iulia Crișan ◽  
Florin Alin Sava ◽  
Laurențiu Paul Maricuțoiu

Objective: Two experimental studies were conducted to compare the ability of immediate and delayed recall indicators to discriminate between performances of simulators and full-effort clinical and nonclinical participants. Methods: Three groups of simulators (uncoached, symptom-coached, and testcoached), one group of community controls, and one group of cognitively impaired patients were assessed with four experimental memory tests, in which the immediate and delayed recall tasks were separated by three other tasks. Results: Across both studies, delayed recall demonstrated higher accuracy than immediate recall in classifying simulated performances as invalid, as compared to performances of bona fide clinical participants. ROC curve results showed sensitivities below 50% for both indicators at specificities of ≥ 90%. Computing performance curves across recall trials revealed descending trends for all three simulator groups indicating a suppressed learning effect as a marker of noncredible performances. Among types of coaching, test-coaching proved to decrease differences between simulators and patients. Discussion: The effectiveness of such indicators in clinical evaluations and their vulnerability to information about test-taking strategies are discussed.


Author(s):  
Ayesha Aktar ◽  
Nooreen Noordin ◽  
Lilliati Ismail

Test preparation programs namely coaching, mock tests, and repetitive test-taking aid students in achieving language skills and comprehending the International English Language Testing System (IELTS) test procedure. This paper attempted to find out the influence of test preparation programs on candidates’ IELTS test performance. A quantitative method was used, and an online questionnaire survey was conducted to obtain the data. The population of the study was the Bangladeshi students at Universiti Putra Malaysia. Probability sampling, specifically simple random sampling techniques were used to draw the sample. Data were collected from a total of 100 students, and SPSS was employed to analyze the data. The finding showed that mock test (r = 0.450), coaching (r = 0.496), and repetitive test-taking (r = 0.369) have a positive and moderate correlation with IELTS test performance. In contrast, the mock test, coaching, and repetitive test-taking have 23.4%, 35.3%, and 21.3% influence on IELTS test performance, respectively. This study has implications for candidates’ teaching and learning opportunities for competitive English language test programs. Furthermore, it will deliver a diverse viewpoint on the preparation programs and show their effectiveness for future reference. This study can be used as a guideline for future research to improve test preparation programs for better test performance.


2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Nikitha Kota ◽  
Amanda Venta

Test taking is ubiquitous in academic life. Often, a student’s desire to perform well in these evaluative situations leads them to experience test-anxiety. However, test-anxiety has been repeatedly correlated with reduced test performance. Research suggests that reappraisal interventions promote the reduction of test anxiety which may result in improved test performance. But can linguistic tense mediate the effect of these interventions? If so, are these interventions helpful for GT students for whom test anxiety is a significant concern? This intervention study tested whether reading a message containing a type of reappraisal technique, objective psychological distancing, in a certain linguistic tense could reduce test anxiety and improve test performance for high school GT algebra students. Two hours before taking an exam, students read one of three messages: a first-person distancing, a third-person distancing, or a control message. There existed a slight improvement in student test performance from the control condition to the distancing conditions, yet this trend was not statistically significant.  


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