Analysis of mathematics test items quality for high school

This study aims to determine the quality of the mathematics test items at high school in terms of validity, reliability, differentiation, difficulty level, and distractor effectiveness. This study is an evaluation type of research with a quantitative approach. The subjects in this study were 44 class XII students of SMKN 3 Kuningan and 39 class XII students of SMAN 1 Jalaksana. The results show that the majority (96.67%) of the items are declared valid in content by the experts. The test has very high reliability (0.90). The items have the ideal difficulty level. Most of the questions (70%) have medium difficulty, a few questions (6.67%) are very easy, and a few questions (20%) are difficult, and (3.3%) are very difficult. Most of the items (83.33%) have good discriminating power, and only a few questions (16.67%) have poor discriminating power. Most (90%) of the questions have a well-functioning answer choice, and only a few questions (10%) have the answer choice not functioning properly. Overall, this study can be concluded that the Mathematics Test Questions at SMKN 3 Kuningan are of good quality.

Enhanced learning through Natural Model training: Case for application in pediatric dentistry

Background: In field of pediatric dentistry, proper diagnosis and teaching is very important in analysis of resorbed root radio graphically in deciduous teeth for pulpectomy. Aim: To present a new method that improves root canals quality by Undergraduate who was learners. Methods: The oral medicine department selects study cases from OPD. The deciduous teeth were extracted and molded in the transparent epoxy resin similar as their position in human jawbone. Then, their own pre-extraction radiographs were pasted along with them. There was selection of about forty dental Undergraduate in conventional group and experimental Group A. Data from all the participants was carefully analyzed. There was allocation of a questionnaire to each participating Undergraduate that consisted of answer choice in Lickert scale in order to measure aptitude of Undergraduate to this new method and then data obtained was an analyzed statistically. Results: when the mean degree of learning aptitude was compared between experimental Group A group and conventional group then experimental Group A group showed significant results 8.9 than conventional group 6.1, whereas p= 0.03 <0.05. Conclusion: By using the natural models in radiography training, we can make undergraduate to learn better educational diagnosis pediatric dentistry as well as make them compatible to face upcoming challenges in periodic field of dentistry. Keywords: Pediatric Dentistry; Radiology; Pulpectomy; Medial Education, Undergraduate

What Type of Debrief is Best for Learning during Think-Pair-Shares?

Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several “second generation” questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the “Share” phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students’ exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines.

What Type of Debrief is Best for Learning during Think-Pair-Shares?

Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several “second generation” questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the “Share” phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students’ exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines.

Pain management practice patterns after hip arthroscopy: an international survey

Several post-operative pain control methods have been described for hip arthroscopy including systemic medications, intra-articular or peri-portal injection of local anesthetics and peripheral nerve blocks. The diversity of modalities used may reflect a lack of consensus regarding an optimal approach. The purpose of this investigation was to conduct an international survey to assess pain management patterns after hip arthroscopy. It was hypothesized that a lack of agreement would be present in the majority of the surgeons’ responses. A 25-question multiple-choice survey was designed and distributed to members of multiple orthopedic professional organizations related to sports medicine and hip arthroscopy. Clinical agreement was defined as &gt; 80% of respondents selecting a single answer choice, while general agreement was defined as &gt;60% of a given answer choice. Two hundred and fifteen surgeons completed the survey. Clinical agreement was only evident in the use of oral non-steroidal anti-inflammatory drugs (NSAIDs) for pain management after hip arthroscopy. A significant number of respondents (15.8%) had to readmit a patient to the hospital for pain control in the first 30 days after hip arthroscopy in the past year. There is significant variability in pain management practice after hip arthroscopy. The use of oral NSAIDs in the post-operative period was the only practice that reached a clinical agreement. As the field of hip preservation surgery continues to evolve and expand rapidly, further research on pain management after hip arthroscopy is clearly needed to establish evidence-based guidelines and improve clinical practice.

Desarrollo de un algoritmo en Python para la simulación y análisis de fiabilidad de los test multirrespuesta = Development of a Python algorithm to simulate and analyze the reliability of multiple choice tests to evaluate the student knowledge

Existe gran número de publicaciones en relación con la fiabilidad de los test multi-respuesta para la evaluación del alumnado en la educación superior. Número de opciones por pregunta, sistemas de puntuación (marcado positivo o negativo), puntuación del conocimiento parcial o cantidad total de preguntas… La combinación de todos estos parámetros es una muestra de la variedad de configuraciones que pueden llegar a establecerse al diseñar un test. ¿Existe algún modelo o configuración óptima? Durante años, los investigadores en innovación educativa han intentado responder a esta cuestión haciendo uso del cálculo de probabilidades y distintas evaluaciones empíricas.En esta investigación se ha desarrollado un algoritmo basado en código Python con la finalidad de generar una serie de estudiantes hipotéticos con características y habilidades específicas (conocimiento real, nivel de cautela…). Un alto nivel de conocimientos implicaría una alta probabilidad de saber si una de las opciones de respuesta a una cuestión es cierta o no. Un exceso en el nivel de cautela de un alumno estaría relacionado con el nivel de probabilidad que lleva al alumno a arriesgarse a responder a una pregunta de la que no tiene por seguro su respuesta. Ello sería una medida de la capacidad de riesgo del alumno. El algoritmo lanza test a un número específico de alumnos hipotéticos analizando la desviación existente entre el conocimiento real (una característica intrínseca de cada alumno), y el conocimiento estimado por el test.Una vez desarrollado el algoritmo, se buscó validarlo con el uso de los distintos parámetros de entrada con la finalidad de observar la influencia que estos tenían en la puntuación final del test.AbstractThere are many literatures related with the reliability of true/false and multiple- choice tests and their application in higher education. Choices per question, positive or negative marking, rewards of partial knowledge or how long they should be… The combination of all these parameters shows the wide set of test setup that each examiner could design. Is there any optimized configuration? An extended educational research has tried to answer these questions using probability calculations and empirical evaluations.In this investigation, a novel algorithm was designed with Python code to generate hypothetical examinees with specific features (real knowledge, degree of over-cautiousness, fatigue limit…). High knowledge level implies high probability to know whether an answer choice was true or false in a multiple- choice question. Over-cautiousness was related with the probability to answer an unknown question or the risk capacity of the examinee. Finally, fatigue is directly related with the number of questions in the test. Going beyond its upper limit the knowledge level is reduced and the over-cautiousness is increased. The algorithm launched tests to the hypothetical examinees analysing the deviation between the real knowledge (a feature of the examinee), and the estimated knowledge.This algorithm was used to optimize the different parameters of a test (length of test, choices per question, scoring system…) to reduce the influence of fatigue and over-cautiousness on the final score. An empirical evaluation was performed comparing different test setups to verify and validate the algorithm.

How to Survey Citizens’ Compliance with COVID-19 Public Health Measures: Evidence from Three Survey Experiments

The extent to which citizens comply with newly enacted public health measures such as social distancing or lockdowns strongly affects the propagation of the virus and the number of deaths from COVID-19. It is however very difficult to identify non-compliance through survey research because claiming to follow the rules is socially desirable. Using three survey experiments, we examine the efficacy of different ‘face-saving’ questions that aim to reduce social desirability in the measurement of compliance with public health measures. Our treatments soften the social norm of compliance by way of a short preamble in combination with a guilty-free answer choice making it easier for respondents to admit non-compliance. We find that self-reported non-compliance increases by up to +11 percentage points when making use of a face-saving question. Considering the current context and the importance of measuring non-compliance, we argue that researchers around the world should adopt our most efficient face-saving question.

How to survey citizens’ compliance with COVID-19 public health measures? Evidence from three survey experiments

The extent to which citizens comply with newly-enacted public health measures such as social distancing or lockdowns strongly affects the propagation of the virus and the number of deaths from COVID-19. It is however very difficult to identify non-compliance through survey research because claiming to follow the rules is socially desirable. Using three survey experiments, we examine the efficacy of different “face-saving” questions that aim to reduce social desirability in the measurement of compliance with public health measures. Our treatments soften the social norm of compliance by way of a short preamble in combination with a guilty-free answer choice making it easier for respondents to admit non-compliance. We find that self-reported non-compliance increases by up to 11 percentage points when making use of a face-saving question. Considering the current context and the importance of measuring non-compliance, we argue that researchers around the world should adopt our most efficient face-saving question.

KARAKTERISTIK BUTIR SOAL TRY OUT UJIAN NASIONAL SMA MATA PELAJARAN MATEMATIKA Se-KOTA MATARAM DENGAN MENGGUNAKAN PROGRAM ITEMAN

The purpose of this research was to know how characteristic items of Try Out National Exam Year 2010/2011 at Senior High School on Mathematics Subject in Mataram City that analyzed by using Iteman Program. The characteristic in question was whether the item can be used or not based on the difficulty level of the item, the difference in power, and the functioning of the answer option. The research method used was descriptive. Techniques of collecting data in the form of documents. Source of data in the form of answer sheet of computer package 61 of Try Out National Exam Year 2010/2011 at Senior High School on Mathematics Subject in Mataram City. Aspects analyzed by using this Iteman Program include the level of difficulty item, different power, and the function of whether or not the answer choice. Based on the results of Item of Analysis Try Out National Examination of School Year 2010/2011 Senior High School on Mathematics Subjects in Mataram City by using Iteman Program, it can be concluded that for the level of difficulty Package 61 was classified. Different power for package 61 has a good category. For the reliability of having a high category and a matter of Try Out Package 61 there are 23 problems received with the improvement of 4, 5, 8, 9, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 28, 30, 31, 32, 34, 35, 36, and 40. Improvements need to be made on the less functioning effluent. There are 15 accepted questions: 1, 2, 3, 7, 10, 11, 12, 13, 15, 27, 29, 33, 37, 38, and 39. And there are 2 rejected questions 6 and 25.

Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework Into Poster Presentations

Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations containing information describing a misconception as false. Posters were created with the intent to revise psychological misconceptions. After the poster presentations, participants took the same true/false posttest survey and then were asked to explain their answer choice. Participants took the posttest survey several days later to assess long-term retention. Results revealed that the refutation-style poster presentations were successful in revising knowledge for psychology misconceptions. The benefits of integrating refutation-based learning into classroom and laboratory studies are discussed.