Search

In this paper, we propose a new class design for mastery-based flipped classrooms, transitioning the learning activities in the previous in-person classes to separate asynchronous/synchronous online learning activities without changing the structure of knowledge acquisition, utilization, and application, setting computer adaptive testing as a milestone of learning activities. We primarily focused on “learner Independence of learning time and learning ordinary” and the “higher learner learning outcomes” for modeling new class design. The proposed class design was then introduced into an actual university programming course and compared with the class designs of previous studies. In the case study, comparing results of the final exam and adaptive testing, our class design can allow the learners’ learning outcomes to be maintained and promote early knowledge acquisition for learners. Furthermore, the learning behavior in the asynchronous online activities confirmed that the learners demonstrated their learner independence for time and ordinal learning activity. [ABSTRACT FROM AUTHOR]

Estimation, statistical testing, and model selection are the main focus area in statistics. This study focuses on the relationship between estimation precision (Fisher information) and model selection (Kullback--Leibler or KL information). This relationship is important because researchers often conduct estimations or statistical tests after model selection. Additionally, this study examines how Computerized Adaptive Testing (CAT), a stimulus selection method that maximizes Fisher information, affects model selection performance. A simulation study demonstrates the relationship between the difference in Fisher information between two models and the degree of asymmetry in KL information. Furthermore, we confirm that controlling Fisher information using stimulus selection can influence model selection performance. A simulation study suggests that increasing the Fisher information of a false model reduces model selection performance. [ABSTRACT FROM AUTHOR]

In recent years, the importance of emotional granularity, which refers to the degree to which an individual can recognize emotions discretely, has been acknowledged. However, the methods used to measure it are burdensome, and a simple measurement index is needed. In this study, the emotional vocabulary size was proposed as an alternative measure, and a test to measure it was developed. First, emotional words were collected from the Emotional Vocabulary Dictionary, their discrimination and difficulty parameter were measured, the validity of the test was confirmed, and an item bank was created. Based on the bank, the emotional vocabulary size estimation test was developed using a computer adaptive test. When the validity was evaluated, the estimated emotional vocabulary size was related to the general vocabulary size and the tendency to recognize oneʼs emotions discretely. These results suggest that this test can be used to estimate the size of an individualʼs emotional vocabulary, and may serve as an index of emotional granularity. [ABSTRACT FROM AUTHOR]

Measurement of sub jective probability may theoretically be achieved based on the decision making tasks which require participants to choose between two gambles with known and unknown outcome probabilities. However, this approach is known to suffer from the effect of a human cognitive factor known as the ambiguity aversion. Moreover, because this approach is not based on statistical model, the estimation precision of the subjective probability cannot be evaluated. In the current study, we introduce the cumulative prospect theory model to this problem, and derive its Fisher information matrix. Using this information, we propose an adaptive presentation of the decision making tasks. Simulation studies and an empirical application confirmed that the derived Fisher information corresponds well with the empirical posterior standard deviation, and that the proposed adaptive task selection method performs much better than selecting the tasks at random. Furthermore, adaptive task selection which fixes the rewards of the two gambles was found to perform worse than the unconstrained ones. We conclude that unconstrained adaptive task selection is desirable for measurement of subjective probability under ambiguity. [ABSTRACT FROM AUTHOR]

This paper reports the characteristics of a grammar-discourse test which was developed as a subscale of the ATLAN (Adaptive Tests for Language Abilities). ATLAN, which can be used via the Internet, is a collection of sub-scales used to assess different language abilities, mainly in middle childhood. In Study 1, we prepared 67 items from 8 grammar categories for elementary school children and 67 items from 12 grammar categories for preschool children. Participants were 309 children from the first to third grades and 258 preschoolers from 3-6 years of age. One hundred and twenty eight items were chosen based on the results of study 1, as an item pool for a grammar-discourse subscale of the ATLAN. In Study 2, 59 preschool children responded to the two subscales of the ATLAN, grammar-discourse and vocabulary, in addition to the LC Scale (Language Communication Developmental Scale; Otomo et al., 2008). The results of multiple regression analysis, in which the child's score of LC Scale was a dependent variable and the two ATLAN scores were independent variables, showed that 48% of the variance on the LC Scale was explained by the two ATLAN subscales. A discussion focused on the possibility of expanding the ATLAN tests. [ABSTRACT FROM AUTHOR]