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The purpose of this community service is to provide knowledge to athletes and volleyball coaches about the psychological aspects that volleyball athletes must have and for coaches to be able to train these aspects in training. The community service method is carried out with a participatory educational approach through material presentation and discussion using a website seminar (webinar) using the zoom application. The material given is about the concept of psychological aspects that volleyball athletes must have and how the coach trains them. The indicator of achievement is an increase in the score of knowledge (cognitive) obtained by volleyball athletes. The instrument used was a test item test. The target of this service is non-productive people, namely 3 coaches and 6 athletes in Bantul Regency. The service was carried out on February 4, 2020. Descriptive data analysis, statistical test using the mean difference test. The results of the dedication showed that there was an increase in the mean mean of pre-test 72.22 to 82.22 post-test, an increase of 10%. Athletes' knowledge of this psychological aspect is very important to provide insight to the psychological aspects that they must master, and for the coach to be able to design exercises to develop psychological aspects for the athlete

This research aims to develop multiple-choice physics items in measuring the ability of talent intellection of class XI high school students on dynamic fluid material. This research uses the Research and Development (RD (2) writing test questions; (3) examine test questions; (4) conducting test trials; (5) analyzing tests; (6) correcting test; (7) assembling the test; (8) carrying out the test; and (9) interpreting test results. The items to be generated are in the form of an essay that can be accessed via smartphones or laptops connected to the internet network. The feasibility test of an essay physics test item on dynamic fluid material to measure the ability of high school student intellection thinking ability through a validity test questionnaire to expert judges by providing a Likert scale and analyzing using the Aiken formula. Validation results from 17 items test questions show validity ≥ 0.87, then the items valid and can be tested to students.

Classical item characteristic curves (classical ICCs) are line graphs showing the correct answer rates to each test item for groups of examinees divided according to the total score. Classical ICCs have advantages in that they are applicable to the cases where the number of examinees is limited and item response theory (IRT)-based ICCs are not applicable. We propose a modified method of drawing classical ICCs in the same coordinate system of IRT-based ICCs where the lateral coordinates of the group points on modified classical ICCs represent the mean scale of the groups. We evaluate our proposed method using numerical simulations and show that our proposed method properly reflects the information of group sizes to draw modified classical ICCs that are closer to corresponding IRT-based ICCs. Our proposed method allows us to directly compare classical ICCs with IRT-based ICCs, which allows us to interpret the item characteristics based on IRT even in situations where the number of examinees is limited and therefore only classical ICCs are applicable.

Background: Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria. Methods: We adopted a randomized pretest–posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance. Results The researchers found that cognitive behavioral active engagement training had a significant effect on participants’ test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages. Conclusion The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.

As the main fracturing material, fracturing proppant is one of the keys to the success of fracturing. Currently, precuring resin-coated proppant products for fracturing are tested according to the international standard ISO13503-2-2006 “Measurement of properties of proppants used in hy-draulic fracturing and gravel-packing operations” and ISO13503-2-2009 “Revised measurement of properties of proppants used in hydraulic fracturing and gravel-packing operations”. However, the standards are mainly for ceramic proppant and quartz sand proppant, and the test item related to the precuring resin-coated proppant in fracturing is the burning loss of resin coating. In this paper, taking into account the in-situ circumstances and operation characteristics and requirements that are specific to precuring resin-coated proppant, the concept of a sieve analysis at 232 ℃ and the mass wearing loss as well as the corresponding test methods are first created. A device to determine the mass wear of the precuring resin-coated proppant was developed according to the test method of mass wearing loss. After a large amount of literature reviewing and laboratory testing, the test method for precuring resin-coated proppant product was optimized. This method realizes a comprehensive and effective evaluation for the quality of the precuring resin-coated proppant in fracturing, providing a technical support for this kind of product during production and fracturing operation and helping improve product quality.

Assessment items are commonly field tested prior to operational use to observe statistical item properties such as difficulty. Item parameter estimates from field testing may be used to assign scor...

BACKGROUND: Medical educators need valid, reliable, and efficient tools to assess evidence-based medicine (EBM) knowledge and skills. Available EBM assessment tools either do not assess skills or are laborious to grade. OBJECTIVE: To validate a multiple-choice–based EBM test—the Resident EBM Skills Evaluation Tool (RESET). DESIGN: Cross-sectional study. PARTICIPANTS: A total of 304 medicine residents from five training programs and 33 EBM experts comprised the validation cohort. MAIN MEASURES: Internal reliability, item difficulty, and item discrimination were assessed. Construct validity was assessed by comparing mean total scores of trainees to experts. Experts were also asked to rate importance of each test item to assess content validity. KEY RESULTS: Experts had higher total scores than trainees (35.6 vs. 29.4, P 50% of experts. CONCLUSIONS: The proposed EBM assessment tool is a reliable and valid instrument to assess competence in EBM. It is easy to administer and grade and could be used to guide and assess interventions in EBM education. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s11606-019-05595-2) contains supplementary material, which is available to authorized users.

Based on observations of problems that occur at MA Tuma'ninah Yasin Metro Class X IPS it can be seen that there are still many students who are not good in their high-level thinking skills. The lack of high-level thinking ability is due to several factors including the learning model used by the teacher that is not appropriate, inadequate facilities and infrastructure and others. So that efforts can be made to improve students' high-level thinking skills is the need for change. The purpose of this study was to determine the effect of the use of problem-based learning models on higher-order thinking skills. This research was conducted in MA Tuma'ninah Yasin Metro with a population in class X IPS with a total of 35 students and a sampling technique with saturated sample technique that is all populations were sampled. The research method used is experiment. The instruments in this study used a high-level thinking ability test item. Data analysis using t-test. The results showed that there was an influence of the use of problem-based learning models on the ability to think at a higher level. Keyword: problem based learning model, high-order thinking

One of the fundamental stages in planning and developing any interlaboratory comparison is the selection and preparation of the test items to be distributed to the participants. In the case of compositional testing of textile materials, it is essential (1) to correctly identify the nature of the fibres which composes the fabric and (2) to check the homogeneity of the each test item. The Galician Laboratory of Consumer Products organized a proficiency testing (PT) in 2016 for textile fibres. Initial preparatory work was carried out with the assistance of the University of A Coruna, to identify the nature of the textile fibres using several complementary techniques specified in ISO/TR 11827 (e.g. optical microscopy, scanning electron microscopy, solubility tests and infrared spectroscopy). The fibres were compared with those from reference fabrics which were supplied by the Institute of Textile Research and Industrial Cooperation of Terrassa (INTEXTER). After the complete identification of the fibres, an assessment of homogeneity of the fabrics was performed according to the requirements in ISO 13528. Subsequently, five PT items were distributed and analysed according to the requirements set by ISO 1833 parts 3, 4, 7, 11 and 12, respectively. Eighteen laboratories from nine countries reported results, and the statistical treatment of results was performed according to ISO 13528. The assigned values were established by consensus, while the uncertainties were evaluated using the Naji Plot.

This research aims to identify the errors of students’ answers in solving the TIMSS cognitive domain of reasoning. This research was a qualitative descriptive research. A total 259 students from four secondary schools located in rural and urban areas in Jember, East Java participated in a paper and pencil test. Error identification was examined by reducing the result of wrong students’ answer and grouping based on error type of general errors. The results showed that the average percentage of total errors from the four schools were contradicting error of 7.3%, disregarding evidence error of 5.2%, misreading error of 45.7%, and opinion-based judgment error of 40.9%. In conclusion, there were four types of general errors made by students in answering TIMMS test item of reasoning domain with misreading and disregarding evidence as the highest and lowest error, respectively.

Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and district-level math and reading male-female achievement gaps. We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple-choice and constructed-response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the National Assessment of Educational Progress (NAEP) or Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessments, which have the same item format across states. We find that test item format explains approximately 25% of the variation in gender achievement gaps among states.

En este trabajo se aplicó un análisis modal sobre un material compuesto de resina bioepoxy/fi bra de fi que, utilizando simulación (Elementos Finitos), experimentación y modelamiento analítico, conociendo la desviación entre cada uno de los métodos de solución. El material fue elaborado empleando una resina bioepoxy y fi bras de fi que en distribución de tejido bajo la técnica de manufactura de infusión en vacío. Se realizaron pruebas de tensión al material compuesto según normativa ASTM D3039/D3039M para obtener propiedades mecánicas que permiten el desarrollo del modelo matemático y simulación y análisis de microscopia electrónica de barrido, para observar la adhesión entre la fi bra y la matriz. El análisis modal experimental se realizó por medio de la medición de la respuesta en frecuencia (FRF) bajo la Norma ISO 7626-2. Para el modelamiento analítico se utilizó la ecuación de Euler-Bernoulli; para la simulación se usó el software ANSYS de elementos fi nitos. Se concluye que para los dos primeros modos de vibración del material se obtienen resultados cercanos entre los tres métodos, sin embargo, para el tercer modo el error aumenta debido a la interacción entre la matriz y la fibra, y los efectos de la rotación de la sección transversal de la probeta.

Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.

Schoology E-learning as one of Learning Social Media (LSM). By using Schoology aims to show the effectiveness of Schoology E-learning through students’ outcome in material quadratic equation. This is achieved when the students’ learning outcomes were taught by Schoology E-learning can reach KKM, process skills and students’ activities are better than conventional methods, process skills and students’ activities get a positive effect on students' learning outcomes. The goal of this research is carried out research in MA Ma'arif Roudlotut Tholibin Metro from January to April 2015. The subjects were all students X MA Ma'arif Roudlotut Tholibin Metro. Researcher use cluster random sampling technique and selected XIPA1 as a class experiment consist of 20 students, XIPA2 as class control consist of 22 students and X IPS1 as a class test consist 23 students. The research instrument consisted of a test item subject matter of a quadratic equation and observation sheets on learning skill and student activities in learning. Test instrument used, validity, reliability, level of difficulty and different power. Analysis data consists of tests of normality, homogeneity, t-test and linear regression. The results were obtained on experimental class KKM, the KKM value 70 and the average grade 76,75 With the average value of these classes also proved that the experimental class average is better than the control class where control class average 70,23. Skills alias process positively to the learning outcomes of mathematics at 24,2%. Having an active students learn mathematics positive about the outcome of 19,8%. Process skills and students active learn mathematics positively to 25,7%.

Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.

This researchi is want to knowithe test quality of items in the mid semester for XII Grade of SMA Negeri 1 PematangsiantarIin academic yearI 2020/2021 basic on terms of reliability test, validity, difficulty index, descriminationi index and disctractor. The research have used thecollecting data’s method was documentation and to collect some of test item, student answer sheet, answer key and so do interview to chemistry teachers in this school. Research used subject in this school were grade XII Science 1,2,and 3 of the science students of SMA Negeri 1 Pematangsiantar with total of subject 108 students based on purposive sanpling that researcher which has been used. The research have used method ofIanalyzed was quantitative descriptiveIconducted and it has used softwere program based of SPSSIversion 25 and Anates version 4.0.9. The result of the research concluded that the quality of the test item has some of category such as showed 2 items (10%) had very good quality and 2 items (10%)too had poorIquality of test and extremely poor quality in same test and should be suggest to thrown awayand 8 items (40%) known that has good quality, 4 (20%) has moderately quality, 3 (15%) has poor quality of item test and conclude that the quality of item test had moderately good quality based on this research.

This study aimed to: 1) Produce higher order thinking skill (HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

This study aims to determine how much (1) the correlation vocational of learning interest and entrepreneurship learning achievement to entrepreneurship interest, (2) the correlation between vocational learning interest and entrepreneurship interest and (3) the correlation between learning achievement entrepreneurship with entrepreneurship interest of the grade XI student of technical machine SMK Christian 1 Klaten Academic in academic Year 2014/2015.This study is an ex-post facto. The population in this study is all students of grade XI technical machine as 68 students. This data collection techniques using questionnaires and documentation. A test instrument using validity and reliability test item instrument. The analyzed technique using descriptive and analytical prerequisite test that includes tests of normality, linearity and multicollinearity test. Data analysis using partial correlation and multiple regression and analyzed with SPSS 21,00.This research includes that there is a positive significant correlation between vocational learning interest and entrepreneurship interest, there is a significant positive correlation between entrepreneurship learning achievement with entrepreneurship internet , and there is a significant positive correlation between vocational learning interest and entrepreneurship learning achievement with entrepreneurship interest.

Test question is a measuring tool that very important to determine the success of teaching and learning process. However, the main weaknesses of the teacher-made items are less structured construction. This weakness is usually because of the limited time teachers have in SMPN 17 Jambi for constructing the item test. If the analysis of these items is done manually, it will require a lot of time. Therefore, in the activities of community service will be used the program ANATES V4 for analyzing the test items. This program is used because it is easy and simple. The method used in this training are lectures, discussion-information/question and answer, demonstration and direct experiment. During the activity process, the participants are excited to practice the analysis of items directly and they are also already capable to carry out the analysis of the test form both multiple choice questions and essay. By analyzing the test, indirectly teachers can collect the test items or create “test item bank” that have validity and reliability.

We examined young and older adults' ability to flexibly adapt response criterion on a recognition test when the probability that a test item had been studied was cued by test color. One word color signaled that the probability of the test item being old was 70% and a second color signaled that the probability of the test item being new was 70%. Young and older adults demonstrated similar levels of criterion shifting in response to color cues. Moreover, although both young and older adults were slowed when test-item color incorrectly predicted test-item status, the extent of slowing did not differ across age group. Putative measures of cognitive control predicted recognition accuracy but not the degree to which criterion changed with test-item color. These results suggest that adaptive criterion shifting does not tax cognitive control or, if it does require effort, may be no more onerous for older than for young adults.

Projection approach is one way to read the personality type by looking at the response of the stimulus abstract tendencies were given. Another approach is an objective approach, which is presented in the form of a statement or statements themselves are often called inventory. One well-known inventory is inventory Myer-Briggs Type Indicator (MBTI). This study aims to develop an instrument identifying personality types and suitability for high school career. The model consists of three stages: (1) identification of needs, (2) design prototypes, and (3) testing the prototype. Product MBTI instrument adapted from preexisting. Product development is directed at the use of specifications for high school students. So that the language in the editorial revision and made a simple form. From the results of early trials are items less read by high school students. The second test item can already be read and understood by the students as a whole. Although it is the end product of research they may do further studies to test the reliability of the instrument developed.

This research examines how realistic EFL learners are in making judgement of their EFL reading comprehension performance. Appraisal confidence and appraisal calibration have been used as frameworks in this study. Appraisal confidence refers to the degree to which learners believe that their answer to a test item is correct or appropriate. It is expressed in percentage terms (e.g., 0%, 25%, 50%, 75%, or 100%). Appraisal calibration examines the accuracy of learners’ appraisal confidence. Being realistic about accuracy in performance (i.e. appraisal calibration) is considered to be an indicator of effective learning. However, despite its importance, appraisal confidence and appraisal calibration has gained little attention especially in EFL reading. In order to minimize this knowledge gap, this study examined the appraisal confidence and appraisal calibration of eighty-five EFL students studying Master of Education (M. Ed) with specialization in English in Tribhuvan University. An EFL reading comprehension test specifically designed for the study and appraisal confidence rating scales incorporated in the same EFL reading comprehension test were used as the tools for data collection. The findings of the study show that the students in general were not well calibrated. However, high performers were better calibrated than the low performers. The implications of the study for teaching and suggestions for further research are discussed. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:61-73

This study aims to determine whether there is an increase in student learning outcomes by using pair of learning models on the subject of fractions with the material change the fraction of the form of percent and vice versa in class V SD Negeri No.173299 Paniaran in academic Year 2017/2018. This study was conducted using Classroom Action Research. And the subject of this research is all the students of class V SD Negeri No. 173299 Paniaran totaling 36 people while the object in this study is the result of student learning. Before the test is used as a data collecting tool in this study, first test done to students of grade V SD Negeri No. 173299 Paniaran. The test results show that the test is valid because the coefficient is high and sufficient and has a high reliability of 0.794. Similarly, the differentiating power of each test item is very good, good, and sufficient and the degree of difficulty that is so that every test item is considered good to be tested. From the preliminary test results obtained that the results of student learning is lower because there are 27 students from 36 students have not achieved mastery learning with an average of 27.97 and 25% complete classical learning. After giving the action on the first cycle student's learning completeness level is 61% classical or there are 22 students who complete the study individually with an average value of 65.08. After the implementation on the second cycle students' learning completeness level to 88.89% or there are 32 students who complete the study individually with an average score of 70.83. Then it can be concluded that by using pair checks learning model can improve student learning outcomes.

Standardized tests are an important tool in education. During the test preparation process, the difficulty of each test item needs to be defined, which previously relied on expert validation or pretest for the most part, requiring a considerable amount of labor and cost. These problems can be overcome by using machines to predict the difficulty of the test items. In this study, long short-term memory (LSTM) will be used to predict the test item difficulty in reading comprehension. Experimental results show that the proposed method has a good prediction for agreement rate.

This chapter provides an overview of two commonly used written test item formats that are crucial to assessment in health professions education: the constructed-response (CR) format and the selected-response (SR) format. Constructed-response items include short-answer and long or essay questions. Selected-response items most often take the form of a one-best-answer multiple-choice question (MCQ); other SR forms include true-false questions, and testlets or context-dependent item sets, usually related to a short vignette. These two formats can be used to assess a wide variety of cognitive knowledge and skills within the framework of the foundational and clinical sciences. This chapter also highlights some key concepts, guidelines, and relevant research that support the development and use of these item formats.

The sample size directly affects the accuracy of the item parameter estimation of the online test. We simulate several tests comprised of 5 items, 9 items, 21 items and 41 items with different difficulties. Then, the Monte Carlo method is used to simulate candidates’ answers to test items by Rasch response model. From this, we calculate the error metric of the test item distribution under different sample sizes. By comparing the real data with simulation data, we find that the fitting effect is good.

Currently the integrity of brain function that drives behavior is predominantly measured in terms of pure motor function, yet most human behavior is visually driven. A means of easily quantifying such visually-driven brain function for comparison against population norms is lacking. Analysis of eye-hand coordination (EHC) using a digital game-like situation with downloadable spatio-temporal details has potential for clinicians and researchers. A simplified protocol for the Lee-Ryan EHC (Slurp) Test app for iPad® has been developed to monitor EHC. The two subtests selected, each of six quickly completed items with appeal to all ages, were found equivalent in terms of total errors/time and sensitive to developmental and aging milestones known to affect EHC. The sensitivity of outcomes due to the type of stylus being used during testing was also explored. Populations norms on 221 participants aged 5 to 80+years are presented for each test item according to two commonly used stylus types. The Slurp app uses two-dimensional space and is suited to clinicians for pre/post-intervention testing and to researchers in psychological, medical, and educational domains who are interested in understanding brain function.

Writing a high-quality, multiple-choice test item is a complex process. Creating plausible but incorrect options for each item poses significant challenges for the content specialist because this task is often undertaken without implementing a systematic method. In the current study, we describe and demonstrate a systematic method for creating plausible but incorrect options, also called distractors, based on students’ misconceptions. These misconceptions are extracted from the labeled written responses. One thousand five hundred and fifteen written responses from an existing constructed-response item in Biology from Grade 10 students were used to demonstrate the method. Using a topic modeling procedure commonly used with machine learning and natural language processing called latent dirichlet allocation, 22 plausible misconceptions from students’ written responses were identified and used to produce a list of plausible distractors based on students’ responses. These distractors, in turn, were used as part of new multiple-choice items. Implications for item development are discussed.

The purpose of this study was to evaluate the effectiveness of multiple-choice questions in assessing the clinical judgment abilities of prelicensure registered nursing students. Nurse educators are responsible for ensuring fairness in testing and evaluating the development of clinical judgment abilities of students throughout the nursing program of study. This study compared multiple-choice test items developed using the current NCSBN® NCLEX-RN test item writing guidelines to multiple-choice test items developed using the new guidelines proposed by the NCSBN® Next Gen NCLEX-RN® project. The results indicated a statistically significant difference between the two types of multiple-choice items in the measurement of clinical judgment. Participants answered all the items developed according to the current NCSBN® NCLEX-RN test plan correctly within each of the five physiological categories 41% of the time, as compared to only 14% of the time on the items written according to the recommendations of the NCSBN® Nursing Clinical Judgment Model in the Next Gen Project. These findings indicate the participants understood the theoretical knowledge of the physiological concepts but could not apply the theoretical knowledge to the clinical scenario presented in the multiple-choice questions created using the NCSBN® Nursing Clinical Judgment framework. The information gained from this study provides evidence of a process that nurse educators can follow using the NCSBN® Nursing Clinical Judgment model as a guide to create multiple-choice test items to assess the clinical judgment level of nursing students.

The objective of this experiment was to study the effect of Biofield Energy Treated test item (1:1 ratio of a mixture of the Biofield Energy Treated herbal extracts of Phyllantus emblica and Eclipta alba) on the normal hair cycle of C57BL/6 mice after topical application. The test item was divided into two parts. One part was denoted as the untreated test item, without any Biofield Energy Healing Treatment, while the other part was defined as the Biofield Energy Treated test item, which received the Consciousness Energy Healing Treatment by a renowned Biofield Energy Healer, Mahendra Kumar Trivedi. Mice telogen skin was prepared and used as a test system in this experiment for the topical application of the test item. The study parameters like induction of anagen and melanogenesis using skin biopsy technique were used in this experiment for the assessment of hair growth phages. The experimental results showed that the untreated and Biofield Energy Treated groups exhibited 50% and 100%, respectively of hair growth on dorsal clipped of skin after topical application of the test items. Besides, both the untreated and Biofield Energy Treated test items exhibited 100% melanogenesis after biopsy analysis in mice skin at the end of experiment. Altogether, results envisaged that The Trivedi Effect® promotes hair growth as evident via increased an earlier anagen induction, hair growth, and melanogenesis than untreated test item. Henceforth, the Biofield Energy Healing (The Trivedi Effect®) Treatment could be useful as a hair growth enhancer for various types of skin injuries and skin-related disorders like actinic keratosis, necrotizing fasciitis, sebaceous cysts, diaper rash, decubitus ulcer, eczema, seborrheic dermatitis, chickenpox, measles, warts, acne, etc. Source: https://www.trivedieffect.com/science/improvement-of-hair-growth-in-mouse-skin-by-application-of-consciousness-energy-treated-test-item/

This report describes an adaptive, cognitive approach to diagnostic testing for instruction: steering testing. Steering testing is brief diagnostic testing that steers, or individualizes, the course of instruction. When a diagnosis is needed, that student model (i.e., what is currently known about the student's competence) is examined, and areas of competence about which more information is needed are identified. These areas represent constraints on the type of test item that will be informative. Once the constraints are posted, an intelligent item generator constructs a test item that satisfies them. We discuss steering instruction in two intelligent computer-based tutors for adult skills: avionics troubleshooting and DC-circuit understanding. Keywords: Artificial Intelligence; Cognitive Science; Tutors, training devices, Adaptive training.

The purpose of this study is to describe the prior mathematical proficiency of students in terms of gender analyzed by the Rasch model. Participants consisted of a class of second-semester students who contacted analytic geometry courses comprised of 11 men and 29 women at one of the universities in Indonesia. The research instrument was a test item describing five questions about points and lines in the plane. The results showed students answered questions according to their level of ability, and there was no gender bias. Therefore in learning that will carried out in groups should be heterogeneous from the prior level of mathematical and gender prior knowledge.

This study contributes to the empirical research base on the effectiveness of ONPAR, a promising multisemiotic test item development process. ONPAR uses a variety of multisemiotic performance techniques to present and measure challenging concepts and skills of students, including low English proficient English L earners (ELs) and non-ELs. Experimental trials were used to investigate how 648 ELs at three English proficiency levels and native English speaking non-ELs performed on randomly assigned 4th and 8th grade traditional items and equivalent ONPAR items of challenging science content. General linear modeling using a covariate variable of classroom performance and bi- and multi-nomial regressions found differential boost across both grades. That is, findings showed that lower English proficient ELs perform better on ONPAR vs traditional forms in both grades, with p < .05 in favor of ONPAR in grade 8, whereas there were no significant differences between the two forms for non-ELs. The results also underscore the viability of the assessment methodology where students often demonstrate their response by showing their knowledge and skills. Item level results indicate that the ONPAR approach is useful at mitigating the effect of group.

This paper reviews some of the evidence that bears on the existence of a mental high-speed serial exhaustive scanning process (SES) used by humans to interrogate the active memory of a set of items to determine whether it contains a test item. First proposed in the 1960s, based on patterns of reaction times (RTs), numerous later studies supported, elaborated, extended, and limited the generality of SES, while critics claimed that SES never occurred, that predictions from SES were violated, and that other mechanisms produced the RT patterns that led to the idea. I show that some of these claims result from ignoring variations in experimental procedure that produce superficially similar but quantitatively different RT patterns and that, for the original procedures, the most frequently repeated claims that predictions are violated are false. I also discuss evidence against the generality of competing theories of active-memory interrogation, especially those that depend on discrimination of directly accessible “memory-strength”. Some of this evidence has been available since the 1960s but has been ignored by some proponents of alternative theories. Other evidence presented herein is derived from results of one relevant experiment described for the first time, results of another described in more detail than heretofore, and new analyses of old data. Knowledge of brain function acquired during the past half century has increased the plausibility of SES. The conclusion: SES is alive and well, but many associated puzzles merit further investigation, suggestions for which are offered.

PurposeThe purpose of this study was to describe an attempt to apply item-response theory (IRT) and the Rasch model to construction of speech-recognition tests. A set of word-recognition test items applicable to children as young as 3 years old—with any level of hearing sensitivity, with or without using hearing devices—was developed.MethodTest items were constructed through expert consultation and by reference to some established language corpora, validated with 121 participants with various degrees of hearing loss and 255 with typical hearing. IRT and the Rasch model were applied to evaluate item quality.ResultsEighty disyllabic word items were selected in accordance with IRT. The speech-recognition abilities of the 376 young participants are reported. The IRT analyses on this set of data are also discussed.ConclusionsA new set of speech-recognition test materials in Cantonese Chinese has been developed. Construction of short equivalent lists may be performed in accordance with IRT item qualities. Clinical applications of this test tool in the particular language population are discussed.

The purpose of this study is to develop a descriptive paper test item which can evaluate elementary school students’ HGA (scientific Hypothesis Generating Ability) and to propose a counting formula that can easily assess student’s HGA objectively and quantitatively. To make the test item can possibly evaluate all the students from 6th graders to 3rd graders, the ‘rabbit’s ear’ item is developed. Developed test item was distributed to four different elementary schools in Seoul. Total 280 students who were in the 6th grade solved the item. All the students’ reponses to the item were analyzed. Based on the analyzed data evaluation factors and evaluation criteria are extracted to design a Hypothesis Generating ability Quotient (HGQ). As the result ‘Explican’s Degree of Likeness’ and ‘Hypothesis’ Degree of Explanation’ are chosen as evaluation factors. Also precedent evaluation criteria were renewed. At first, Explican’s Degree of Likeness evaluation criterion was turned four levels into three levels and each content of evaluation criterion is also modified. Secondly, new evaluation factor ‘Hypothesis’ Degree of Explanation’ was developed as combined three different evaluation criteria, ‘level of explican’, ‘number of explican’ and ‘structure of explican’. This evaluation factor was designed to assess how the suggested hypothesis can elaborately explain the cause of one phenomenon. Newly designed evaluation factors and evaluation criteria can assess HGA more in detail and reduce the scoring discordant through the markers. Lastly, Developed counting formula is much more simple than precedent Kwon’s equation for evaluating the Hypothesis Explanation Quotient. So it could help easily distinguish one student’s scientific hypothesis generating ability.Key words : scientific hypothesis generating ability, evaluation factor, evaluation criteria, hypothesis generating ability quotient, counting formula

Objective To measure the effect of a multimedia design principle adherent PowerPoint presentation on test item performance, student satisfaction, student confidence in potential exam performance, and classroom dynamics. Design Two versions of an identical lecture were presented in different formats over subsequent years (2011, 2012, and 2013). One with traditional PowerPoint slides and the other redesigned to comply with multimedia design principles. Student scores on identical exam items were compared and a voluntary student survey was used to evaluate the activity. Assessment Students performed statistically better on identical exam items, were very satisfied (mean = 7.4 of 10) with the redesigned PowerPoint format, confident in their potential exam performance, and a majority (66%) wanted to see pictures and narration more often. Conclusion Students may retain information better when presented in a multimedia design adherent format. Student reaction was positive and indicates that students may prefer this method to traditional PowerPoint slides.

This study aims to check the practicality of performance assessment using a test item in computer-based testing. Among speaking test items in...

This study investigates psychometric evidence for a spatial ability instrument with a focus on measurement invariance and sex difference in this domain. The Purdue Visualization of Rotations (ROT) test was administered to science major students enrolled in a college chemistry course to measure mental rotation ability. Confirmatory factor analysis (CFA) was used to evaluate the fit of three alternative models. A bi-factor model is a better fit for the data than other models (1-factor, 4-factor 2nd-order), which indicates that the probability of answering a test item correctly is affected not only by student ability but also by an item-writing pattern. Results from multiple-group CFA support the measurement invariance of the bi-factor model between sexes and the outperformance of males over females with medium to large effect sizes. In conclusion, the ROT is appropriate to measure student mental rotation ability in college classrooms and to detect a difference between sexes.

This study presents an analysis of alternative conceptions (ACs) on acid–base chemistry harbored by grade 9 students in Singapore. The ACs were obtained by the development and validation of a 4-tier diagnostic instrument. It is among the very few studies in the science education literature that have focused on examining results based also on measures used in the educational psychology literature. The results indicate that the students harbor a range of ACs of varying strengths in relation to the properties of acids and bases, strengths of acids and bases, pH, neutralization, indicators, and sub-microscopic views of acids and bases. The 25-item instrument uncovered 30 ACs. A novel insight from this study is that when students are presented with a test item with all incorrect answer and reason responses but with a blank space for them to fill up their own answer and reason if they disagree with any of these responses, hardly any chose to do so. ACs were also identified from this question. Overall, the results reiterate the utility of the 4-tier format for identifying ACs and getting some indication of their strengths.

Although many instructors prefer multiple-choice (MC) items due to their convenience and objectivity, many others eschew their use due to concerns that they are less fair than constructed response (CR) items at evaluating student mastery of course content. To address three common unfairness concerns, I analyzed performance on MC and CR items from tests within nine sections of five different biology courses I taught over a five-year period. In all nine sections, students’ scores on MC items were highly correlated with their scores on CR items (overall r = 0.90), suggesting that MC and CR items quantified mastery of content in an essentially equivalent manner—at least to the extent that students’ relative rankings depended very little on the type of test item. In addition, there was no evidence that any students were unfairly disadvantaged on MC items (relative to their performance on CR items) due to poor guessing abilities. Finally, there was no evidence that females were unfairly assessed by MC items, as they scored 4% higher on average than males on both MC and CR items. Overall, there was no evidence that MC items were any less fair than CR items testing within the same content domain.

National Reference Laboratories (NRLs) in the Member States of the European Union (EU) monitor the implementation of the EU legislation on the presence of genetically modified organisms (GMOs) in food and feed. The EU Reference Laboratory for GM Food and Feed (EURL GMFF) supports the harmonisation of measurement procedures and the improvement of the analytical performance of these laboratories, among others through the organisation of a proficiency testing (PT) scheme. The PT results reported over 10 years have been analysed using common criteria applied to the reported data. The outcome revealed a gradual decrease of the relative standard deviation within the sets of the reported data with time. The extent of the deviation of the results from the assigned value also diminished between 2010 and 2019. The average deviation from the assigned value was independent of the GM content in the later PT rounds but it was affected by the complexity of the test item matrix. Performance scores were calculated for all results reported by the 62 NRLs. The number of unsatisfactory performance scores obtained decreased with time. The trends observed indicate an improvement in the analytical performance and an increased harmonisation of GMO testing within the EU enforcement laboratories., Highlights • The reported results during 10 years of a proficiency testing scheme were evaluated. • Common performance parameters were applied to visualise performance trends. • The variability of the results around the assigned value decreased with time. • The performance of 62 National Reference Laboratories improved with time. • An increased harmonisation and accuracy of GMO testing was observed.

A hardened computer is an army vehicle equipment. During the testing of electromagnetic compatibility, the RE102 electromagnetic radiation test item appeared multiple points exceeding the standard. In view of this problem, the electromagnetic environment of a reinforced computer is analyzed, and it is found that there are adverse factors that cause electromagnetic leakage in the aspects of the case aperture, cable shielding, power protection, and grounding methods. After optimization, the device passed the RE102 test smoothly. The radiated emission level of the improved equipment has decreased significantly, and the radiated disturbance suppression measures adopted are easy to implement and universal, which provides a reference for subsequent research and the development of similar equipment.