Is Test Item Arrangement a Factor in the Academic Achievement of Undergraduate Pharmacy Students in Chemistry?

Aims: To determine the effect of test item arrangements in ascending, descending and no consistent order of difficulty in multiple choice tests on undergraduate pharmacy students’ academic achievement in a chemistry course. The present study served as an attempt to relate the effect of test item arrangement on undergraduate pharmacy students’ academic achievement in a chemistry course in Nigerian Universities. Study Design: Quasi-experimental research design of pre-test posttest non-equivalent group design was adopted in carrying out this research. Place and Duration of Study: This study was carried out in ten Nigerian Universities between August, 2020 to April, 2021. Methodology: We sampled 200 participants (111 male, 89 females; age range 16 – 27 years) undergraduate pharmacy students drawn from ten (10) Universities in Nigeria. Twenty undergraduate pharmacy students offering Basic Principle of Chemistry (Chem. 101) were randomly selected from each of the selected universities for the study. Results: The mean scores when test items were arranged in ascending, descending, and no consistent orders of item difficulty were 44.38, 37.85 and 40.13 respectively. Their differential mean scores were 6.53, 2.28 and 4.26 in the same order. This implies that pharmacy students obtained higher scores when test items were arranged in ascending order of difficulty, followed by no consistent order and least in descending order of difficulty. The findings further revealed no significant arrangement by gender interaction effect on undergraduate pharmacy students` performance in the three tests. Conclusion: This study will help pharmacy lecturers in determining the most appropriate test item order which will help the students obtain high scores in any pharmaceutical test. The researchers conducted a quasi-experimental study on the topic as part of their undergraduate curriculum to examine the best test item format that will enhance pharmacy students' academic achievement in a chemistry course.

The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures

This study had two primary purposes: (1) to investigate the effect of register, direction, and magnitude on musicians’ evaluation of chamber ensemble intonation, and (2) determine whether a novel nonparametric technique, ordinal pattern analysis (OPA), was a viable alternative to repeated-measures analysis of variance (rANOVA). I digitally mastered a recording of a string quartet performing a phrase from Capriol Suite by altering the intonation of the violin or cello voice ±20 and 30 cents sharp and flat. Participants ( N = 72) completed a discrimination task and an evaluation task with the recordings, with task order, and within-task item order presented in a random order. Analysis using rANOVA revealed significant differences due to register, direction, and magnitude: Excerpts with cello errors were rated as more in tune than excerpts with violin errors; excerpts with flat errors were rated as more in tune than excerpts with sharp errors, and excerpts with 20-cent magnitude errors were rated as more in tune than excerpts with 30-cent magnitude errors. OPA results were consistent with rANOVA results. Substantive implications for music teaching and learning are discussed alongside methodological considerations and implications for music education research using repeated-measures designs.

Proximity of Items Does Not Necessarily Affect Their Correlation

In this paper, we attempted to detect the effect of provided answers on those that succeed them, the “item proximity effect,” within a questionnaire with randomized item order for each respondent. In two studies, we administered personality inventories to two samples of mostly undergraduate students, consisting of 742 and 205 respondents, respectively. We expected to see a strong item proximity effect that quickly diminishes with higher item distances, but we found no evidence of such effect in the data. Thus, we failed to conceptually replicate the findings of previous studies. After discussing the probable causes for these discrepancies, we argue that a general item proximity effect does not need to be considered a major factor when employing and evaluating common psychological inventories with randomized item order for research purposes.

From Seeing and Reaching to Hearing and Speaking

This far-ranging chapter provides unified explanations of data about audition, speech, and language, and the general cognitive processes that they specialize. The ventral What stream and dorsal Where cortical stream in vision have analogous ventral sound-to-meaning and dorsal sound-to-action streams in audition. Circular reactions for learning to reach using vision are homologous to circular reactions for learning to speak using audition. VITE circuits control arm movement properties of synergy, synchrony, and speed. Volitional basal ganglia GO signals choose which limb to move and how fast it moves. VAM models use a circular reaction to calibrate VITE circuit signals. VITE is joined with the FLETE model to compensate for variable loads, unexpected perturbations, and obstacles. Properties of cells in cortical areas 4 and 5, spinal cord, and cerebellum are quantitatively simulated. Motor equivalent reaching using clamped joints or tools arises from circular reactions that learn representations of space around an actor. Homologous circuits model motor-equivalent speech production, including coarticulation. Stream-shroud resonances play the role for audition that surface-shroud resonances play in vision. They support auditory consciousness and speech production. Strip maps and spectral-pitch resonances cooperate to solve the cocktail party problem whereby humans track voices of speakers in noisy environments with multiple sources. Auditory streaming and speaker normalization use networks with similar designs. Item-Order-Rank working memories and Masking Field networks temporarily store sequences of events while categorizing them into list chunks. Analog numerical representations and place-value number systems emerge from phylogenetically earlier Where and What stream spatial and categorical processes.

Minimization of a Short Computer-Based Test in Reading

Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the utility and economy is the length. A test has to be long enough to give a meaningful, reliable and comparable measure but short enough to be usable in classroom situations. An approach to evaluate and minimize the length of a computer-based test on sentence comprehension is introduced. It is shown that the test can be shortened from eight to 5 min while the estimation of the student´s abilities remains relatively stable for a random item order and a fixed item order variant. The consequences of test development of progress monitoring and the procedure for test time reduction for the different quality criteria are outlined. An approach to evaluate and minimize the length of a computer-based test by using a one parameter logistic model on a test of sentence comprehension (N = 761) is introduced. The data and the syntax is published in the OSF project https://osf.io/hnbs8/.

An Initial Test of the Tactic-First and Item-Order Hypotheses: Accounting for Response Discrepancies in Sexual Victimization Questionnaires

Reported prevalence rates of sexual violence range widely in the literature, even in the same sample when using two different questionnaires of the same construct. These discrepancies are concerning as they indicate we may be underestimating the rate of sexual violence and, therefore, resources and treatment for victims. Thus, the current study aimed to investigate two mechanisms that may contrib-ute to differences in reported prevalence rates across the literature and discrepancies within studies: the tactic-first and item-order hypotheses. Participants were 265 MTurk workers whom all complet-ed the Post-Refusal Sexual Persistence Scale (PRSPS), then were randomly assigned to one of two versions of a tactic-first Sexual Experiences Survey (T-SES). Experimental conditions varied in the item order of the T-SES, one condition received the traditional hierarchical item order (n = 130) while the other received a randomized item order (n = 135). Our results suggest strong support for the tactic-first hypothesis; victimization prevalence rates on the T-SES were double compared to the traditional SES (54.1 vs. 19.8%) in prior research. Further, in both conditions, victimization prevalence rates were statistically equivalent between the PRSPS (62.6%) and the tactic-first SESs (56.2 and 54.1%), χ2(1) < 2.5, p ≈ .1 -.7, contrary to prior research. We did not find support for the item-order hypothe-sis; there were few differences between item-order conditions. Our findings indicate that uninten-tional underreporting remains a threat to validity in sexual violence assessment, and continued re-search into the mechanisms of measurement is warranted.

The item/order account of word frequency effects: Evidence from serial order tests

According to the item/order hypothesis, high-frequency words are processed more efficiently and therefore order information can be readily encoded. In contrast, low-frequency words are processed less efficiently and the focus on item-specific processing compromises order information. Most experiments testing this account use free recall, which has led to two problems: First, the role of order information is difficult to evaluate in free recall, and second, the data from free recall show all three possible patterns of results: memory for high-frequency words can be better than, the same as, or worse than that for low-frequency words. A series of experiments tested the item/order hypothesis using tests where the role of order information is less ambiguous. The item/order hypothesis predicts better performance for high- than low-frequency words when pure lists are used in both immediate serial recall (ISR) and serial reconstruction of order (SRO) tests. In contrast, when mixed (alternating) lists are used, it predicts better performance for low- than for high-frequency words with ISR tests, but equivalent performance with SRO tests. The experiments generally confirm these predictions, with the notable exception of a block order effect in SRO tasks: When a block of low-frequency lists preceded a block of high-frequency lists, a high-frequency advantage was observed but when a block of high-frequency lists preceded a block of low-frequency lists, no frequency effect was observed. A final experiment provides evidence that this block order effect is due to metacognitive factors.

Effect of Item Order on Certain Psychometric Properties: A Demonstration on a Cyberloafing Scale

Many studies have been conducted on the effect of item order in self-report questionnaires on mean scores. This research aims to study the effect of item order on measurement invariance in addition to mean scores. To this end, two groups randomly obtained from the same sample were presented a fixed order form in which all items belonging to the same dimension were adjacent to each other, and a random order form in which the items were randomly sequenced respectively. The results obtained revealed a statistically significant difference between the mean scores of the two forms. In the next stage of the study, the fit indices obtained from the confirmatory factor analysis (CFA) applied to the two separate forms and the modification indices (MI) suggested by the software were compared. Both forms returned high modification suggestions for adjacent items or items presented near each other. Additionally, it was found that high χ2 reductions suggested by the MIs in one form resulted in low χ2 reductions in the other. Lastly, multiple group CFA (mg-CFA) was conducted to determine whether or not measurement invariance was achieved through different item order presentations of the scale. The findings indicate that measurement invariance could not be achieved even at the first stage of analysis. It may specifically be stated that presenting respondents items under the same dimension together ensures empirical findings congruent with theoretical structure.