18 results on '"Paper and pencil"'
Search Results
2. Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
- Author
-
Floriano Viseu, Helena Rocha, and José Manuel Monteiro
- Subjects
3D Geometry ,Digital technology ,Paper and pencil ,Learning ,Secondary Education ,Theory and practice of education ,LB5-3640 - Abstract
Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.
- Published
- 2022
- Full Text
- View/download PDF
3. Editorial: Digital linguistic biomarkers: beyond paper and pencil tests, volume II.
- Author
-
Duñabeitia, Jon Andoni, Kokkinakis, Dimitrios, and Gagliardi, Gloria
- Subjects
BIOMARKERS ,POPULATION aging ,NATURAL language processing ,PENCILS - Published
- 2024
- Full Text
- View/download PDF
4. Sensors-on-paper: Fabrication of graphite thermal sensor arrays on cellulose paper for large area temperature mapping
- Author
-
Rafiq Mulla and Charles W. Dunnill
- Subjects
Thermal sensors ,Thermocouples ,Graphite sensors ,Temperature mapping ,Low-cost ,Paper and pencil ,Science (General) ,Q1-390 - Abstract
This paper reports on a fabrication method to obtain multiple thermal sensors by employing an array of graphite thermocouple patterns on commonly available Xerox paper. The graphite thermocouples are patterned using two different grade graphite pencils, which show a stable and reproducible thermal sensitivity. The fabricated paper devices with multiple thermocouple arrays are capable of producing temperature mapping of the desired area. Different thermal conditions were applied to test and confirm the working of these devices. The present work shows that simple graphite trace patterns can convert a piece of paper into a thermal mapping device.
- Published
- 2022
- Full Text
- View/download PDF
5. Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
- Author
-
Viseu, Floriano, Rocha, Helena, Monteiro, José Manuel, Viseu, Floriano, Rocha, Helena, and Monteiro, José Manuel
- Abstract
Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources
- Published
- 2022
6. From paper and pencil to mobile phone photo note-taking among Tanzanian university students: Extent, motives and impact on learning.
- Author
-
Mfaume, Hamisi, Bilinga, Margareth, and Mgaya, Rose
- Subjects
EDUCATION ,NOTETAKING - Abstract
This study examined the extent, motives and impact of mobile phone photo note-taking on students' learning at Dar es Salaam University College of Education (DUCE) in Tanzania. It employed the mixed methods approach. A sample of 310 respondents was drawn using a multi stage sampling technique which involved stratified random sampling at the first stage and convenient sampling at the second stage. Questionnaires and interviews were used to obtain data for the study. The findings revealed that mobile photo note-taking was a common practice at DUCE. The time consuming nature of handwritten notes, Speedy lecturing, easy access to notes, peer and technological influence were claimed to be the motives behind students' fondness to the practice. It was also revealed that the distraction of concentration, impairment of handwriting skills and speed, poor attendance to the lecture sessions, and distortion of students' ability to compose and organize their own work were the impact of the practice. The study recommends that the University should create better teaching and learning environment to allow university students to use variables and multiple note-taking methods for best results underlying each method. [ABSTRACT FROM AUTHOR]
- Published
- 2018
7. Mene Mene Tekel Upharsin: Clerical Speed and Elementary Cognitive Speed are Different by Virtue of Test Mode Only
- Author
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Florian Schmitz and Oliver Wilhelm
- Subjects
mental speed ,assessment mode ,paper and pencil ,computer-based assessment ,Social sciences (General) ,H1-99 - Abstract
Current taxonomies of intelligence comprise two factors of mental speed, clerical speed (Gs), and elementary cognitive speed (Gt). Both originated from different research traditions and are conceptualized as dissociable constructs in current taxonomies. However, previous research suggests that tasks of one category can be transferred into the other category by simply changing the mode of administration, i.e., in form of a paper-and-pencil test or in from of a computer-based elementary cognitive task. However, cross-mode correlations for specific tasks are usually only moderate. In the present study, mental speed was assessed as a broad construct across different tasks and stimulus materials. This allowed modeling mental speed as a hierarchical construct for paper-and-pencil as well as for computer-based tests. Cross-mode correlations of the respective general factors were moderate (r = 0.64), while the cross-mode correlations of task-specific components depended on task type (r = 0.12 to r = 0.71). Only the g factors of mental speed, but not the task-specific components, were found to be related with working memory capacity as a marker of cognitive ability. The speed general factor modeled across computer-based tests was more highly correlated with working memory capacity (r = 0.66) than the general factor modeled across paper-and-pencil tests (r = 0.46). These findings corroborate a crucial role of the assessment method and imply that validity of speed tests is affected by the choice of the test format.
- Published
- 2019
- Full Text
- View/download PDF
8. VALIDITY OF COGNITIVE ABILITY TESTS - COMPARISON OF COMPUTERIZED ADAPTIVE TESTING WITH PAPER AND PENCIL AND COMPUTER-BASED FORMS OF ADMINISTRATIONS.
- Author
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Žitný, Peter, Halama, Peter, Jelínek, Martin, and Květon, Petr
- Subjects
- *
COGNITIVE ability , *ACADEMIC ability , *PSYCHOLOGICAL tests , *COGNITIVE testing , *ABILITY testing - Abstract
The study analyzes and compares the validity of computerized adaptive testing, paper and pencil and computer-based forms of cognitive abilities tests. The research was conducted on a sample of 803 secondary school students (567 paper and pencil, 236 computer-based/computerized adaptive administration; 363 males, 440 females), their mean age was 16.8 years (SD = 1.33). The test set consisted of the Test of Intellect Potential and the Vienna Matrices Test. Overall results showed that the validity of CAT was reasonably comparable across administration modes. Consistent with previous research, CAT selecting only a small number of items gave results which, in terms of validity, were only marginally different from the results of traditional administration. CAT simulated administration of the TIP was roughly 55% and VMT 54% more economical than the traditional version. These results indicate that CAT is a useful way of improving methodology of psychological testing. [ABSTRACT FROM AUTHOR]
- Published
- 2012
9. Equivalence of Electronic and Paper-and-Pencil Administration of Patient-Reported Outcome Measures: A Meta-Analytic Review.
- Author
-
Gwaltney, Chad J., Shields, Alan L., and Shiffman, Saul
- Subjects
- *
HEALTH outcome assessment , *MEDICAL care research , *MEDICAL electronics , *META-analysis , *CLINICAL trials - Abstract
Objectives: Patient-reported outcomes (PROs; self-report assessments) are increasingly important in evaluating medical care and treatment efficacy. Electronic administration of PROs via computer is becoming widespread. This article reviews the literature addressing whether computer-administered tests are equivalent to their paper-and-pencil forms. Methods: Meta-analysis was used to synthesize 65 studies that directly assessed the equivalence of computer versus paper versions of PROs used in clinical trials. A total of 46 unique studies, evaluating 278 scales, provided sufficient detail to allow quantitative analysis. Results: Among 233 direct comparisons, the average mean difference between modes averaged 0.2% of the scale range (e.g., 0.02 points on a 10-point scale), and 93% were within ±5% of the scale range. Among 207 correlation coefficients between paper and computer instruments (typically intraclass correlation coefficients), the average weighted correlation was 0.90; 94% of correlations were at least 0.75. Because the cross-mode correlation (paper vs. computer) is also a test–retest correlation, with potential variation because of retest, we compared it to the within-mode (paper vs. paper) test–retest correlation. In four comparisons that evaluated both, the average cross-mode paper-to-computer correlation was almost identical to the within-mode correlation for readministration of a paper measure (0.88 vs. 0.91). Conclusions: Extensive evidence indicates that paper- and computer-administered PROs are equivalent. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
10. Implicit aspects of paper and pencil mathematics assessment that come to light through the use of the computer.
- Author
-
Threlfall, John, Pool, Peter, Homer, Matthew, and Swinnerton, Bronwen
- Subjects
- *
MATHEMATICS education , *RATING of students , *EDUCATIONAL evaluation , *COMPUTER assisted instruction in mathematics , *COMPUTER assisted instruction , *EDUCATIONAL technology , *MATHEMATICS examinations, questions, etc. - Abstract
This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their computer equivalents would be. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
11. Mene Mene Tekel Upharsin : Clerical speed and elementary cognitive speed are different by virtue of test mode only
- Author
-
Oliver Wilhelm and Florian Schmitz
- Subjects
Elementary cognitive task ,mental speed ,paper and pencil ,Working memory ,Cognitive Neuroscience ,05 social sciences ,Mode (statistics) ,050109 social psychology ,Experimental and Cognitive Psychology ,Cognition ,assessment mode ,050105 experimental psychology ,Article ,Education ,Psychologie ,Assessment methods ,Developmental and Educational Psychology ,computer-based assessment ,lcsh:H1-99 ,0501 psychology and cognitive sciences ,lcsh:Social sciences (General) ,Psychology ,Cognitive psychology - Abstract
Current taxonomies of intelligence comprise two factors of mental speed, clerical speed (Gs), and elementary cognitive speed (Gt). Both originated from different research traditions and are conceptualized as dissociable constructs in current taxonomies. However, previous research suggests that tasks of one category can be transferred into the other category by simply changing the mode of administration, i.e., in form of a paper-and-pencil test or in from of a computer-based elementary cognitive task. However, cross-mode correlations for specific tasks are usually only moderate. In the present study, mental speed was assessed as a broad construct across different tasks and stimulus materials. This allowed modeling mental speed as a hierarchical construct for paper-and-pencil as well as for computer-based tests. Cross-mode correlations of the respective general factors were moderate (r = 0.64), while the cross-mode correlations of task-specific components depended on task type (r = 0.12 to r = 0.71). Only the g factors of mental speed, but not the task-specific components, were found to be related with working memory capacity as a marker of cognitive ability. The speed general factor modeled across computer-based tests was more highly correlated with working memory capacity (r = 0.66) than the general factor modeled across paper-and-pencil tests (r = 0.46). These findings corroborate a crucial role of the assessment method and imply that validity of speed tests is affected by the choice of the test format.
- Published
- 2019
12. Sensors-on-paper: Fabrication of graphite thermal sensor arrays on cellulose paper for large area temperature mapping.
- Author
-
Mulla R and Dunnill CW
- Abstract
This paper reports on a fabrication method to obtain multiple thermal sensors by employing an array of graphite thermocouple patterns on commonly available Xerox paper. The graphite thermocouples are patterned using two different grade graphite pencils, which show a stable and reproducible thermal sensitivity. The fabricated paper devices with multiple thermocouple arrays are capable of producing temperature mapping of the desired area. Different thermal conditions were applied to test and confirm the working of these devices. The present work shows that simple graphite trace patterns can convert a piece of paper into a thermal mapping device., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2021 The Authors.)
- Published
- 2021
- Full Text
- View/download PDF
13. Mene Mene Tekel Upharsin: Clerical Speed and Elementary Cognitive Speed are Different by Virtue of Test Mode Only.
- Author
-
Schmitz, Florian and Wilhelm, Oliver
- Subjects
- *
SPEED , *TEST validity , *SHORT-term memory , *COGNITIVE ability , *VIRTUE - Abstract
Current taxonomies of intelligence comprise two factors of mental speed, clerical speed (Gs), and elementary cognitive speed (Gt). Both originated from different research traditions and are conceptualized as dissociable constructs in current taxonomies. However, previous research suggests that tasks of one category can be transferred into the other category by simply changing the mode of administration, i.e., in form of a paper-and-pencil test or in from of a computer-based elementary cognitive task. However, cross-mode correlations for specific tasks are usually only moderate. In the present study, mental speed was assessed as a broad construct across different tasks and stimulus materials. This allowed modeling mental speed as a hierarchical construct for paper-and-pencil as well as for computer-based tests. Cross-mode correlations of the respective general factors were moderate (r = 0.64), while the cross-mode correlations of task-specific components depended on task type (r = 0.12 to r = 0.71). Only the g factors of mental speed, but not the task-specific components, were found to be related with working memory capacity as a marker of cognitive ability. The speed general factor modeled across computer-based tests was more highly correlated with working memory capacity (r = 0.66) than the general factor modeled across paper-and-pencil tests (r = 0.46). These findings corroborate a crucial role of the assessment method and imply that validity of speed tests is affected by the choice of the test format. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
14. Postoperative kognitive Dysfunktionen bei nicht kardiochirurgischen Patienten
- Author
-
Papkalla, Norbert
- Subjects
surgery ,paper and pencil ,postoperative cognitive dysfunction ,computerized ,non-cardiac ,test battery ,accordance - Abstract
Die Inzidenz von postoperativen kognitiven Dysfunktionen (POCD) ist abhängig von der verwendeten Testbatterie und der angewendeten Berechnungsmethode. Die Messungen können mit einer Papier- und Bleistift-Testbatterie oder mit einer computerisierten Testbatterie durchgeführt werden. Ziel der Studie war es, die Inzidenzen und die Übereinstimmung von POCD, gemessen mit einer computerisierten Testbatterie und einer Papier- und Bleistift-Testbatterie, in demselben Patientenkollektiv zu bestimmen. Insgesamt wurden 74 Patienten eingeschlossen: 30 Patienten unterzogen sich einem operativen Eingriff unter Allgemeinanästhesie, 37 nicht chirurgische Patienten wurden als Kontrollgruppe eingeschlossen, 6 Patienten und ein Proband der Kontrollgruppe mussten ausgeschlossen werden. Die Patienten wurden im Abstand von 7 Tagen mit einer computerisierten Testbatterie und einer Papier- und Bleistift-Testbatterie getestet. Beide Testbatterien deckten dieselben kognitiven Domänen ab: Visuelles Lernen, Gedächtnis, Verarbeitungsgeschwindigkeit, visuelle Aufmerksamkeit. Die computerisierte Testbatterie detektierte 10% [95%-CI: 3,5% - 25,6%] POCD wohingegen die Papier- und Bleistift-Testbatterie 30% [95%-CI: 16,7% - 47,9%] POCD detektierte (p=0,03). Die Interrater Reliabilität zwischen den beiden Testbatterien zeigte eine angemessene (moderate) Übereinstimmung (Cohens Kappa = 0,41). Alle Patienten, die durch die computerisierte Testbatterie erkannt wurden, wurden ebenfalls durch die Papier- und Bleistift- Testbatterie erkannt. In der vorliegenden Studie konnte gezeigt werden, dass die POCD-Inzidenzen gemessen mit einer computerisierten Testbatterie und einer Papier- und Bleistift-Testbatterie, eine angemessene Übereinstimmung zeigen. Die Verwendung zweier neuropsychologischer Testbatterien, die theoretisch dieselben kognitiven Domänen abdecken, führt aber nicht automatisch zu denselben Klassifikationen., The test battery and the computation method used for the detection of postoperative cognitive dysfunction (POCD) do have a major impact on the measured incidence. Two types of test batteries (TB), computerized (CTB) and conventional paper and pencil (PPTB), can be employed for the detection of POCD. This study investigated the incidences of POCD measured with a CTB and PPTB. Furthermore, the accordance of the classifications given by the two test batteries was defined. 36 surgical patients scheduled for non-cardiac surgery were recruited. From these 36 patients 6 patients had to be excluded. 38 non- surgical patients were recruited as control group. From this group one patient had to be excluded. The patients were tested at the day of inclusion and seven days thereafter. The cognitive domains tested by the two test batteries were the same. The CTB detected in 10% [95%-CI: 3.5% - 25.6%] POCD, the PPTB in 30% [95%-CI: 16.7% - 47.9%] (p=0.03). The Cohens Kappa as measure of the inter- rater agreement was 0.41 i.e. moderate accordance. The patients who showed POCD in the CTB were also detected by the PPTB. The inter-rater reliability for the two test batteries was moderate. The usage of two neuropsychological test batteries covering the same cognitive domains, does not necessarily result in the same classification of POCD.
- Published
- 2011
15. A Comparative Study of the Effect of Paper-and-Pencil Versus Computer Administration of an Achievement Test
- Author
-
Sailor, Perry
- Subjects
paper and pencil ,comparison ,achievement test ,Psychology ,computer administration ,testing - Abstract
The study examined whether, under comparable testing conditions, second - v and fourth-grade students who took a computer-administered (CA) achievement test in mathematics achieved the same mean score as comparable students who took the same test by paper and pencil (PP). For number correct, the CA standardized mean difference effect size was - 0 .28, which was larger than the expected effect size of zero, although not statistically significant at. 05. It was noted that CA subjects completed the test more quickly, on the average, than PP subjects (CA effect size for time to completion = - 0. 79). When time to completion was statistically controlled, the difference in mean scores between CA and PP modes vanished (CA effect size = - 0.02). Possible explanations for the findings are discussed. It is concluded that, based on these results, one would not be justified in assuming CA and PP scores from elementary school students to be equivalent.
- Published
- 1994
16. Equivalence of Electronic and Paper-and-Pencil Administration of Patient-Reported Outcome Measures: A Meta-Analytic Review
- Author
-
Alan L. Shields, Chad J. Gwaltney, and Saul Shiffman
- Subjects
paper and pencil ,Intraclass correlation ,Statistics as Topic ,equivalence ,Correlation ,Patient satisfaction ,Outcome Assessment, Health Care ,Statistics ,Econometrics ,Humans ,Medicine ,Equivalence (measure theory) ,computer ,Data collection ,business.industry ,Data Collection ,Health Policy ,electronic ,Public Health, Environmental and Occupational Health ,Electronic patient-reported outcome ,meta-analysis ,Patient Satisfaction ,patient-reported outcomes ,Computers, Handheld ,Meta-analysis ,Patient-reported outcome ,business - Abstract
Objectives Patient-reported outcomes (PROs; self-report assessments) are increasingly important in evaluating medical care and treatment efficacy. Electronic administration of PROs via computer is becoming widespread. This article reviews the literature addressing whether computer-administered tests are equivalent to their paper-and-pencil forms. Methods Meta-analysis was used to synthesize 65 studies that directly assessed the equivalence of computer versus paper versions of PROs used in clinical trials. A total of 46 unique studies, evaluating 278 scales, provided sufficient detail to allow quantitative analysis. Results Among 233 direct comparisons, the average mean difference between modes averaged 0.2% of the scale range (e.g., 0.02 points on a 10-point scale), and 93% were within ±5% of the scale range. Among 207 correlation coefficients between paper and computer instruments (typically intraclass correlation coefficients), the average weighted correlation was 0.90; 94% of correlations were at least 0.75. Because the cross-mode correlation (paper vs. computer) is also a test–retest correlation, with potential variation because of retest, we compared it to the within-mode (paper vs. paper) test–retest correlation. In four comparisons that evaluated both, the average cross-mode paper-to-computer correlation was almost identical to the within-mode correlation for readministration of a paper measure (0.88 vs. 0.91). Conclusions Extensive evidence indicates that paper- and computer-administered PROs are equivalent.
- Full Text
- View/download PDF
17. Il gioco dello scarabocchio: origini ed evoluzioni
- Author
-
Alberto Stefana and Manfredi, Paola
- Subjects
reciprocity ,paper and pencil ,communication ,Squiggle game ,drawing ,Squiggle game, paper and pencil, drawing, reciprocity, communication
18. Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
- Author
-
Floriano Viseu, Helena Rocha, José Manuel Monteiro, and Universidade do Minho
- Subjects
3D Geometry ,Digital technology ,Paper and pencil ,Learning ,Secondary education ,Ciências Sociais::Ciências da Educação ,Education - Abstract
Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources., This work was partially funded by CIEd – Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT; and by national funds through FCT – Foundation for Science and Technology, I.P., within the scope of the project PTDC/CED-EDG/32422/2017.
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