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The article presents research on the application of an online and self-diagnostic test for introductory general chemistry at Athabasca University (AU) in Canada. The test employs well-developed performance predictors in terms of the conceptual basics, educational background, and critical thinking of the students. It is being used with no obligation on the part of individual students who have instant evaluation on general advice and success.

Background: The regulation of personnel in psychiatry (PsychPV) stipulates time requirements for all relevant activities in inpatient psychiatric care as a function of the degree of disease severity of the patients treated. The demands made on employees in psychiatric care have risen substantially in recent years. Our aim was to examine whether the standard requirements of the PsychPV cover the actual work load. Material and methods: With the help of a multi-moment study on a general psychiatric ward we examined which activities are performed to which extent by doctors and nurses. Results: Physicians must spend an inordinate amount of time on documentation and the nursing staff on non-patient-related tasks. The causes are the higher number of external requests and higher clinical documentation requirements. This time is lost to the direct patient contact. Conclusion: The PsychPV requirements must be urgently adapted so that more time is again available for the direct patient contact. [ABSTRACT FROM AUTHOR]

Background: Multiple choice questions play an important role in training and continuing education. Der Nervenarzt has been publishing articles for continuing medical education (CME) since 2002 which usually have ten multiple choice questions. Studies from other fields have shown that CME questions are often formulated awkwardly from a didactic standpoint. In this study we analyzed the CME questions contained in Der Nervenarzt to assess their instructional quality. Materials and methods: The standardized evaluation was performed by semiskilled nonprofessionals. The setup permitted differentiation of 15 known quality criteria for multiple choice questions from the educational medical literature. Results: Of the 796 questions studied that had been posed in 2002-2008 (370 neurology, 346 psychiatry, and 80 interdisciplinary), 518 questions had an awkward construction for didactic purposes. A negative wording of the stem, followed by unintentional cues and obsolete combination formats were most frequently observed. The proportion of precisely phrased questions has increased significantly since 2006. Conclusion: The CME questions in the German medical journal Der Nervenarzt have improved regarding their instructional quality since the beginning of the program. [ABSTRACT FROM AUTHOR]

Sensitivity and specificity measure inherent validity of a diagnostic test against a gold standard. Researchers develop new diagnostic methods to reduce the cost, risk, invasiveness, and time. Adequate sample size is a must to precisely estimate the validity of a diagnostic test. In practice, researchers generally decide about the sample size arbitrarily either at their convenience, or from the previous literature. We have devised a simple nomogram that yields statistically valid sample size for anticipated sensitivity or anticipated specificity. MS Excel version 2007 was used to derive the values required to plot the nomogram using varying absolute precision, known prevalence of disease, and 95% confidence level using the formula already available in the literature. The nomogram plot was obtained by suitably arranging the lines and distances to conform to this formula. This nomogram could be easily used to determine the sample size for estimating the sensitivity or specificity of a diagnostic test with required precision and 95% confidence level. Sample size at 90% and 99% confidence level, respectively, can also be obtained by just multiplying 0.70 and 1.75 with the number obtained for the 95% confidence level. A nomogram instantly provides the required number of subjects by just moving the ruler and can be repeatedly used without redoing the calculations. This can also be applied for reverse calculations. This nomogram is not applicable for testing of the hypothesis set-up and is applicable only when both diagnostic test and gold standard results have a dichotomous category. [ABSTRACT FROM AUTHOR]

While most validity indices are based on total test scores, this paper describes a method for quantifying the construct validity of items. The approach is based on the item selection technique originally described by Piazza in 1980. Unfortunately, Piazza's P2 index suffers from some substantial limitations. The Dm, coefficient provides an alternative which can be used for item selection and provides a validity index for a set of items. The index is similar to that of traditional criterion-related validity indices. Criterion-related validity is used to demonstrate the accuracy of hypothesized relations of the measure with outcome variables of interest in research and practice. This method may be useful when the sample of items or persons is small, rendering more traditional approaches such as factor analysis or item response theory inappropriate. An example of how to use the technique is provided. [ABSTRACT FROM AUTHOR]

The assessment for accurate identification and appropriate instruction of English language learners (ELLs) with learning-related disabilities has remained a chronic source of concern. One source of concern that has gone relatively unchallenged is the use of general outcomes measurement (GOMs). The authors examine the problems and challenges of using outcome measures within the response to intervention (RTI) model in the identification and assessment of ELLs who struggle in schools and are suspected of having learning disabilities. They argue here that, despite its importance as a viable form of assessment, GOMs and, concomitantly, RTI may exhibit risks for these learners. In particular, the unique characteristics of ELLs with and without disabilities are often inadequately addressed in current research and practice. The authors review recent educational research on GOMs with respect to ELLs and present current trends in this body of work, along with discussing suggestions and recommendations. [ABSTRACT FROM AUTHOR]

This paper presents a framework to provide a structured approach for developing score reports for cognitive diagnostic assessments (CDAs) . Guidelines for reporting and presenting diagnostic scores are based on a review of current educational test score reporting practices and literature from the area of information design. A sample diagnostic report is presented to illustrate application of the reporting framework in the context of one CDA procedure called the Attribute Hierarchy Method. Integration and application of interdisciplinary techniques from education, information design, and technology are required for effective score reporting. While the AHM is used in this paper, this framework is applicable to any attribute-based diagnostic testing method. [ABSTRACT FROM AUTHOR]

The authors describe a static test compaction procedure for diagnostic test sets of full-scan circuits. Similar to reverse order and random order fault simulation procedures applied to fault detection test sets, the procedure simulates the test set in different orders in order to identify unnecessary tests. Two features distinguish the procedure from earlier ones. (i) It uses a diagnostic fault simulation process based on equivalence classes to identify tests that are not necessary for distinguishing fault pairs. (ii) It includes an iterative reordering process whose goal is to increase the number of tests that will be identified as unnecessary. Experimental results are presented to demonstrate the ability of the procedure to compact diagnostic test sets and the effectiveness of the iterative reordering process. [ABSTRACT FROM AUTHOR]

Acquired Angioedema (AAE) is a rare condition classified into two subtypes: Type I, which is associated with lymphoproliferative disorders, and Type II, which is linked with autoantibodies against C1-esterase inhibitor (C1-INH). Unlike Type I AAE, Type II has no correlation with lymphoproliferative disorders. We report the evaluation of angioedema that was associated with an underlying lymphoproliferative disorder for the purpose of discussing the relationship between C1q and a diagnosis of AAE. A literature review was completed for the purpose of assessing the diagnostic value of C1q when used in the workup of AAE. A PubMed/Web of Science search (1976-2010) produced 78 references (yielding 167 individual cases of AAE) using terminology 'AAE.' The case described a patient with a depressed C1q (<3.5 mg/dL), decreased C4 (<3 mg/dL), decreased C1-inhibitor (1 mg/dL), decreased functional C1-INH (12%), and decreased total complement (<10 U/mL). Autoantibodies against C1-INH (free and bound respectively) were normal (12.4% and 10.1% of the standard of deviation). Using the above figures and data collected from the literature search, we tabulated 168 individual cases of AAE. Of the 168 cases, C1q was drawn in 104 cases, and 64 cases have no information regarding C1q. There are 10 cases where the C1q was documented as normal. With these values, a correlation between C1q and a diagnosis of AAE was assessed: A decreased C1q correlated with a diagnosis of AAE approximately 56%-94% of the time. C1q is a useful tool when working up a case of AAE. [ABSTRACT FROM AUTHOR]

Many business school faculty seek to increase student engagement in the classroom to improve student learning, but lack tools to measure engagement. We modified an existing, validated survey of student engagement and administered it to a convenience sample of business school classes to estimate levels of engagement. We used the data to create an index of overall engagement and provide an illustration of the diagnostic use of this index. The degree and distribution of variation in our results indicate that the engagement construct is sufficiently complex and multi-dimensional to warrant use of a diagnostic tool such as this. [ABSTRACT FROM AUTHOR]

Systematic reviews of randomized controlled trials are well-recognized as the best evidence for an intervention and are also becoming more available for diagnostic test evaluation. In the absence of a well-conducted and well-reported systematic review clinicians must rely on primary studies to determine how best to interpret and understand diagnostic test information. Diagnostic test studies are abundant in the published literature; however, there are considerable limitations to the information provided in many of these papers and careful appraisal is required before the findings can be applied to individual patients. The current paper provides a framework for determining bias, clinical applicability and erroneous findings within a paper, allowing greater efficiency in selecting studies and deciding on the value of the information reported in them. [ABSTRACT FROM AUTHOR]

Background People with intellectual disability who live in the community often have poor health and healthcare, partly as a consequence of poor communication, recall difficulties and incomplete patient health information. Materials and Methods A cluster randomized-controlled trial with 2 × 2 factorial design was conducted with adults with intellectual disability to investigate two interventions to enhance interactions among adults with intellectual disability, their care providers and general practitioners (GPs). The interventions were the Comprehensive Health Assessment Program (CHAP), a one-off health review tool, and the Ask health diary, designed for ongoing use. Follow-up was for 12 months post-intervention. Evidence of health promotion, disease prevention and case-finding activities were extracted from GPs clinical records. Results Increased health promotion, disease prevention and case-finding activity were found in the intervention groups using the CHAP. It had a positive impact on Pneumococcus vaccination (OR 7.4; 95% CI: 1.5–37.1), hearing testing (4.5; 1.9–10.7), Hepatitis A vaccinations (5.4; 1.8–16.3), vision testing (3.4; 1.4–8.3), and weight measurement (3.1; 1.5–6.4). There were no strong changes in the measured outcomes in the group who used the Ask health diary alone. Conclusions The use of the CHAP increased health promotion, disease prevention and case-finding activity in adults with intellectual disability living in the community and confirms the previously demonstrated benefits of the CHAP can be extended to less formal residential settings. The use of the Ask health diary did not improve the measured healthcare activity, at least in the short term, although it may contribute in other ways towards better health. [ABSTRACT FROM AUTHOR]

Many researchers working with SIS-I have felt the need of an extended scoring system for the test. After an extensive review of the literature available on inkblots, the Comprehensive Scoring System (CSS) for SIS-I was developed on the basis of Beck's scoring system for Rorschach. The present study aims at delineating the pattern of responses on SIS-I in normal persons. SIS-I was administered on 200 normal persons drawn from general population. The CSS indices were enumerated and defined operationally for objective scoring. The SIS-I protocols of the sample were scored as per the developed CSS. Mean and S.D. of each scoring indices of Comprehensive Scoring System were computed. The results are presented. [ABSTRACT FROM AUTHOR]

This study reports the effects of different types of instructional preparation strategies on the problem solving performance of college students taking an introductory physics class. Students were divided into four equally skilled groups and solved the same physics problems after receiving different instructional preparations (engaging in interactive tutorials, solving similar problems or reading worked examples) in a web-based learning environment. Problem solving characteristics of the students, such as problem completion time and number of incorrect answers, were then analyzed to investigate the effects of different preparation approaches employed. The analysis results suggest that interactive tutorials could be more beneficial than other types of preparation strategies by providing just-in-time scaffolding and reducing the cognitive load of acquiring schemas when the target knowledge under study is difficult and complicated. [ABSTRACT FROM AUTHOR]

This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant difference (p.05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course. [ABSTRACT FROM AUTHOR]

The purpose of this study was to present a multifaceted approach to investigating the equivalence of the computer-based and the paper-and-pencil tests and exemplify it using the Stanford Diagnostic Reading Tests. The multifaceted approach includes construct equivalence evaluation, test-level comparison and item-level comparisons, especially differential functioning of items across the two modes. The results show that less than 1% of items in grades 3 and 4 were flagged with DIF, though about 5% of the items in grade 2 were flagged with DIF. The CBT and the PPT for the same grade test shared similar test characteristics. The mode did not affect the raw score to scale score conversion relationship significantly. The underlying constructs between the two modes of the same grade test satisfied the three levels of construct equivalence, i.e., congeneric, τ-equivalent and parallel equivalent. [ABSTRACT FROM AUTHOR]

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed. [ABSTRACT FROM AUTHOR]

In comparison with the school sector, formative and diagnostic assessment have received relatively little attention in higher education. This article reports on an in-depth study of assessment across one university, exploring views and practices in each of the five faculties, using semi-structured interviews with eight staff and small group interviews with 60 students. Our data indicate that: there is very little common understanding of the terms often used to describe forms of assessment in policy documents and other literature; students, contrary to popular belief, do value assessment that carries no marks, although a form of 'deferred instrumentalism' may be at work here; staff are sometimes engaging in formative and diagnostic assessment without explicitly recognising it; and that students in this case study do value assessment which relates to and will be valuable for life after university. The paper concludes by suggesting frameworks and terminology for future discussion and issues for staff development. [ABSTRACT FROM AUTHOR]

This study reports on the development and application of a four-tier multiple-choice (4TMC) diagnostic instrument, which has not been reported in the literature. It is an enhanced version of the two-tier multiple-choice (2TMC) test. As in 2TMC tests, its answer and reason tiers measure students’ content knowledge and explanatory knowledge, respectively. The two additional tiers measure the level of confidence of students in the correctness of their chosen options for the answer and reason tiers respectively. The 4TMC diagnostic test focused on the properties and propagation of mechanical waves. It was administered to 598 upper secondary students after they were formally instructed on the foregoing topics. The vast majority of the respondents were found to have an inadequate grasp of the topics tested. Mean scores and mean confidence associated with the answer tier was higher than those associated with the reason tier. The students tended to be poorly discriminating between what they know and what they do not know. Familiarity with the topic tested was associated with greater percentage of students giving correct answers, higher confidence, and better discrimination quotient. Nine genuine alternative conceptions (which were expressed with moderate levels of confidence by students) were identified. [ABSTRACT FROM AUTHOR]

The article presents clinical testing guidelines and treatment recommendations from the British Committee for Standards in Hematology for testing for heritable thrombophilia. It says that these guidelines relate specifically to laboratory tests, hence reference is made to grading quality of evidence and strength of recommendations for diagnostic tests and strategies. Apart from the guidelines, the article also presents recommendations for treatment of thrombosis related medical complications.

La précision d'un test diagnostique est habituellement établie en utilisant les courbes caracté-ristiques de fonctionnement du récepteur (« ROC »). Des statistiques telles que l'aire sous la courbe ROC (« AUC ») sont utilisées afin de comparer différents tests et pour mesurer la différence entre deux populations. Souvent de l'information supplémentaire est disponible sur quelques covariables dont l'influence sur de telles statistiques est connue. Les auteurs suggèrent des méthodes non paramétriques afin d'ajuster la statistique AUC pour prendre en compte les covariables. Des modèles avec des erreurs gaussiennes et même non gaussiennes sont présentés et analysés séparément. Une régression non paramétrique est utilisée afin d'estimer les fonctions moyenne et variance dans les deux scénarios. Pour le modèle sans l'hypothèse de normalité, les auteurs proposent un estimateur de Mann-Whithney tenant compte des covariables pour l'AUC qui utilise l'information disponible dans les données afin de construire des échantillons d'analyse pour n'importe quelle valeur des covariables. Cet estimateur est implanté, car il est calculable de façon efficace. Il généralise l'approche de Mann-Whitney pour comparer deux populations en considérant l'effet des covariables. Les auteurs obtiennent les propriétés asymptotiques des estimateurs AUC pour les deux scénarios incluant la normalité asymptotique, les vitesses optimales de convergence uniforme forte et la convergence en erreur quadratique moyenne (« MSE »). Le MSE de l'estimateur de l'AUC est aussi étudié pour les petits échantillons à l'aide de simulations. Des données provenant d'une étude dans le domaine agricole sont utilisées afin d'illustrer les méthodes d'analyse. La revue canadienne de statistique 38: 27-46; 2010 © 2009 Sociètè statistique du Canada [ABSTRACT FROM AUTHOR]

This article reports on the results of an empirical study of student expectations and mathematical anxiety among first-year students who must study mathematics as a supporting discipline. The article describes the model of support we have developed mixing, as it does, the more traditional ideas of ‘filling knowledge gaps’ with an exploration of student expectations at the start of a mathematics unit. The research attempts to ascertain whether student self-judgements about their mathematical abilities are accurate and tentatively suggests how we might use this as an alternative to more anxiety-inducing diagnostic testing. [ABSTRACT FROM PUBLISHER]

For the past 70 years, test development has been dominated by what is called classical test theory (CTT). However, there are many problems associated with CTT, including: the resulting scales tend to be long; their interpretation is highly dependent on the normative sample; the assumption that each item contributes equally to the total score is often wrong, as is calculating a single index of measurement error for all possible scores; and it is difficult to equate different tests developed using CTT. Recently, a new approach to scale development has appeared, called item response theory (IRT), which overcomes all of these problems and, in certain cases, results in a scale with true interval-level properties. This article is an introduction to IRT. It concludes by discussing why IRT hasn't been adopted more widely, and some of its limitations. [ABSTRACT FROM AUTHOR]

The authors aimed to propose a valid and reliable diagnostic instrument by developing a three-tier test on simple electric circuits. Based on findings from the interviews, open-ended questions, and the related literature, the test was developed and administered to 124 high school students. In addition to some qualitative techniques for establishing the validity, some quantitative techniques were also used. Consequently, Cronbach's alpha reliability coefficient was estimated for the test as .69, and results revealed that the test scores could be a valid and reliable measure of students’ qualitative understanding of simple electric circuits. [ABSTRACT FROM AUTHOR]

Background: To determine which approach to assessment of evidence in data - statistical tests or likelihood ratios - comes closest to the interpretation of evidence by untrained medical students. Methods: Empirical study of medical students (N = 842), untrained in statistical inference or in the interpretation of diagnostic tests. They were asked to interpret a hypothetical diagnostic test, presented in four versions that differed in the distributions of test scores in diseased and non-diseased populations. Each student received only one version. The intuitive application of the statistical test approach would lead to rejecting the null hypothesis of no disease in version A, and to accepting the null in version B. Application of the likelihood ratio approach led to opposite conclusions - against the disease in A, and in favour of disease in B. Version C tested the importance of the p-value (A: 0.04 versus C: 0.08) and version D the importance of the likelihood ratio (C: 1/4 versus D: 1/8). Results: In version A, 7.5% concluded that the result was in favour of disease (compatible with p value), 43.6% ruled against the disease (compatible with likelihood ratio), and 48.9% were undecided. In version B, 69.0% were in favour of disease (compatible with likelihood ratio), 4.5% against (compatible with p value), and 26.5% undecided. Increasing the p value from 0.04 to 0.08 did not change the results. The change in the likelihood ratio from ¼ to 1/8 increased the proportion of non-committed responses. Conclusions: Most untrained medical students appear to interpret evidence from data in a manner that is compatible with the use of likelihood ratios. [ABSTRACT FROM AUTHOR]

In sequential mastery testing (SMT), assessment via computer is used to classify examinees into one of two mutually exclusive categories. Unlike paper-and-pencil tests, SMT has the capability to use variable-length stopping rules. One approach to shortening variable-length tests is stochastic curtailment, which halts examination if the probability of changing classification decisions is low. The estimation of such a probability is therefore a critical component of a stochastically curtailed test. This article examines several variations on stochastic curtailment where the key probability is estimated more aggressively than the standard formulation, resulting in additional savings in average test length (ATL). In two simulation sets, the variations successfully reduced the ATL, and in many cases the average loss, compared with the standard formulation. [ABSTRACT FROM AUTHOR]

Background: Decision curve analysis (DCA) has been proposed as an alternative method for evaluation of diagnostic tests, prediction models, and molecular markers. However, DCA is based on expected utility theory, which has been routinely violated by decision makers. Decision-making is governed by intuition (system 1), and analytical, deliberative process (system 2), thus, rational decision-making should reflect both formal principles of rationality and intuition about good decisions. We use the cognitive emotion of regret to serve as a link between systems 1 and 2 and to reformulate DCA. Methods: First, we analysed a classic decision tree describing three decision alternatives: treat, do not treat, and treat or no treat based on a predictive model. We then computed the expected regret for each of these alternatives as the difference between the utility of the action taken and the utility of the action that, in retrospect, should have been taken. For any pair of strategies, we measure the difference in net expected regret. Finally, we employ the concept of acceptable regret to identify the circumstances under which a potentially wrong strategy is tolerable to a decision-maker. Results: We developed a novel dual visual analog scale to describe the relationship between regret associated with "omissions" (e.g. failure to treat) vs. "commissions" (e.g. treating unnecessary) and decision maker's preferences as expressed in terms of threshold probability. We then proved that the Net Expected Regret Difference, first presented in this paper, is equivalent to net benefits as described in the original DCA. Based on the concept of acceptable regret we identified the circumstances under which a decision maker tolerates a potentially wrong decision and expressed it in terms of probability of disease. Conclusions: We present a novel method for eliciting decision maker's preferences and an alternative derivation of DCA based on regret theory. Our approach may be intuitively more appealing to a decision-maker, particularly in those clinical situations when the best management option is the one associated with the least amount of regret (e.g. diagnosis and treatment of advanced cancer, etc). [ABSTRACT FROM AUTHOR]

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier diagnostic test and remedial learning management system called "the Dr. System." The study also designs the two-tier diagnostic test items of electro-magnetic concepts and the related multimedia remedial learning materials based on the theory of modular course for the purpose of investigating the remedial learning effects. In addition, the study helps the participants eliminate their misconception through a quasi-experiment at an elementary school in a metropolitan area of northern Taiwan. The results show that the learners of the experimental group who received the treatment under the Dr. System performed significantly better than those who took the traditional remedial class. The study, also indicates that the web-based two-tier diagnostic test helps us understand learners' misconceptions. As a result, it also provides learners useful remedial multimedia materials, which are necessary for them to eliminate their individual misconceptions in the remedial learning process. [ABSTRACT FROM AUTHOR]

A multi-stage pre/post testing scheme is developed to gauge course effectiveness using gain and loss components of normalized change. The components, unlike normalized change itself, can be used to distinguish courses that promote acquisition as well as retention of information from courses that promote acquisition at the expense of retention or retention at the expense of acquisition. The technique is employed to study the effectiveness of a course in differential calculus taught using the studio method, a form of interactive engagement. [ABSTRACT FROM AUTHOR]

Abstract: In the assessment of diagnostic tests the task may arise to show that a candidate test is non-inferior compared to a comparative (standard) test with regard to the diagnostic sensitivity or specificity. This setting is known as “one-sided equivalence” and has been applied to a single comparison between two diagnostic tests (Chen et al., 2003). Recently, the approach has been extended into a meta-analytical framework (EFSA, 2006), allowing for the difference between the sensitivity (or specificity) of two diagnostic tests to be estimated using information gathered through systematic literature review. Using this approach, confounding factors are adjusted by matching of parameter estimates on study population and preferred levels of the confounding factors. However, the power of this approach was found to be limited and therefore Markov chain Monte Carlo logistic regression (MCMCLR) models that allow adjustment for confounding variables have been developed (EFSA, 2006). We report here a refinement of the statistical inference based on the latter approach. The objective was to generate a posterior distribution of the meta-analytical difference statistic for the candidate test and a set of comparative tests. The algorithm for this purpose uses Monte Carlo sampling from the posterior distributions of sensitivity (or specificity) and, for each iteration, (i) identifies the least performant comparative test, (ii) establishes the difference statistics for this test and the candidate test and (iii) compares the difference statistic with a critical threshold value. The proportion of iterations in which the critical threshold was exceeded is then interpreted as the P-value for the one-sided equivalence test for the candidate versus the set of comparative tests. We illustrate and discuss the method using a case study on tests for bovine brucellosis. [Copyright &y& Elsevier]

Compared to unidimensional item response models (IRMs), cognitive diagnostic models (CDMs) based on latent classes represent examinees' knowledge and item requirements using discrete structures. This study systematically examines the viability of retrofitting CDMs to IRM-based data with a linear attribute structure. The study utilizes a procedure to make the IRM and CDM frameworks comparable and investigates how estimation accuracy is affected by test diagnosticity and the match between the true and fitted models. The study shows that comparable results can be obtained when highly diagnostic IRM data are retrofitted with CDM, and vice versa, retrofitting CDMs to IRM-based data in some conditions can result in considerable examinee misclassification, and model fit indices provide limited indication of the accuracy of item parameter estimation and attribute classification. [ABSTRACT FROM AUTHOR]

The current study of a diagnostic test administered at a local university in Korea aims to see if it functions well to measure students' productive English skills and to provide practical information to use the test as a valid instrument for placing students into leveled English classes. With these aims, this study analyzed the internal structure of the test and the optimal number of groups clustered by the test scores. Further, the relationship between the speaking and writing performance of Korean college students was investigated. The examinees of the diagnostic test of writing and speaking skills were 3,542 incoming college freshmen. An analysis of the test results showed that the current test was structured with two distinct constructs: writing and speaking skills. Further, two~step cluster analysis revealed that the students were classified into four groups on the basis of their speaking and writing performances. The entire group of students showed a moderate correlation between speaking and writing performance, though the four subgroups from the cluster analysis showed very weak to insignificant correlations. These low correlations were also observed in the four groups divided according to students' speaking or writing performance. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: Diagnostic terminology used in endodontics has been based on historical use, textbook and glossary terms, best-available science, and personal conviction. There is minimal evidence that establishes an absolute set of terms that can be used to make a definitive diagnosis. As a component of the Consensus Conference on Diagnostic Terminology held in October 2008, an online survey was conducted to invitees to assess their opinions on diagnosis. Methods: Thirty-six questions were developed by the oversight committee and chairs of the subcommittees. Most questions used a modified Likert scale to generate a response. At least a 51% agreement or disagreement to the statement was considered a consensus, and a response greater than 25% but less than 51% generated a minority report. Results: Thirty-one of the 36 questions were designed to determine consensus. All 31 generated a consensus response, with 14 of those generating a minority report. Minority reports suggest that there was still greater than 25% of the respondents who did not follow consensus. Possible explanations were provided for those statements that generated a minority report. Conclusions: Data from the online survey provided trends and preferences toward particular diagnostic terms and beliefs. The limitations of such a survey are multiple including the limited size and nature of the respondent group, responses based on opinion, and question design. The online survey results suggest an awareness for the specialty to develop better diagnostic tools and terminology that are biologically and metric based. [Copyright &y& Elsevier]

Supplemental Instruction has a long history of effective use in third level education in the United States. However, there are few rigorously controlled studies in which the potentially confounding effects of student aptitude and experience and of 'volunteer effects' have been controlled. Analysis of the effects of peer assisted learning in the context of the higher educational system of the UK and Ireland is relatively sparse, with few rigorously controlled studies, and it is therefore difficult to quantify its impact. I carried out a carefully controlled study of the effects of peer assisted learning by second year students with first year students. Prior to tutoring, the tutored and non-tutored groups were very evenly matched. However, after one semester of tutoring there were substantial and significant differences between the tutored and non-tutored students. The tutored students progressively increased their performance at in-house tests in calculus compared to the untutored students, their examination marks in chemistry and calculus substantially improved (>13%) and failure rates were cut dramatically. Student progression was substantially improved. [ABSTRACT FROM AUTHOR]

Cognitive diagnosis (CD) plays an important role in intelligent tutoring system. Computerized adaptive testing (CAT) is adaptive, fair, and efficient, which is suitable to large-scale examination. Traditional cognitive diagnostic test needs quite large number of items, the efficient and tailored CAT could be a remedy for it, so the CAT with cognitive diagnosis (CD-CAT) is prospective. It is more benefit to the students who live in the developing area without rich source of teaching and distance education is adopted there. Although many researchers pay attention to CD, some flaws exist because it is still in its infancy (Leighton at el.2007) and only a few researches of CD-CAT are gotten. In Tatsuoka's Q-matrix theory, it is wrong that the rows/columns could form a Boolean lattice. Based on Rule Space Model (RSM) and the Attribute Hierarchy Method (AHM), Formal Concept Analysis (FCA) is applied into CD-CAT. Concept lattices are served as the model of CD. The technology of item bank construction, item selection strategies in CD-CAT and estimation method are considered to design an initiatory and systemic CD-CAT, which diagnoses examinees on-line and offers remedial measure for examinees in time. The algorithms of constructing concept lattice for CAT, diagnosing examinees and offering the best remedial measure to examinees are discussed theoretically in detail. The result of Monte Carlo study shows that examinees' knowledge states are well diagnosed and the precision in examinees' abilities estimation is satisfied. [ABSTRACT FROM AUTHOR]

Clinicians are accustomed to interpreting diagnostic test scores in terms of sensitivity and specificity. Many clinicians also appreciate that sensitivity and specificity need to be interpreted in terms of local base rates (i.e., pretest probability). However, most neuropsychological tests contain a wide range of scores. Important diagnostic information may be sacrificed when valid test scores are reduced to the simple dichotomy of "positive" or "negative" diagnosis that underlies sensitivity and specificity analysis. The purpose of this study is to provide an introduction to multiple-level likelihood ratios, a method for preserving the information in a wider range of scores. These statistics are first described using a hypothetical example of dementia screening, then with patient data from an epilepsy surgery sample. Multiple-level likelihood ratios have several advantages over sensitivity and specificity analysis because they are applied across a wider range of diagnostic scores, and generalize to settings with different base rates. We suggest that the diagnostic validity of many psychological tests may be underestimated by relying solely on traditional dichotomous sensitivity and specificity analysis. [ABSTRACT FROM AUTHOR]

To investigate differences in learning gains by gender, we collected data in large introductory astronomy and biology courses. Male astronomy students had significantly higher pre- and post-test scores than female students on the astronomy diagnostic test. Male students also had significantly higher pretest and somewhat higher post-test scores than female students on a survey instrument designed for an introductory biology course. For both courses, males had higher learning gains than female students only when the normalized gain measure was utilized. No differences were found with any other measures, including other gain calculations, overall course grades, or individual exams. Implications for using different learning gain measures in science classrooms, as well as for research on learning differences by gender are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the ability of a preliminary intravenous diagnostic test to classify chronic orofacial pain patients into different subgroups. Patients with chronic orofacial pain conditions that could not be unambiguously diagnosed. A retrospective evaluation of series of conducted pharmacodiagnostic tests, consisting of the consecutive intravenous administration of drugs. Visual analogue scale scores were retrieved from all patients, based on which they were classified into different responder groups. In total, 46 pain profiles were analysed. Of these, 16 patients (35%) could be classified into one or more pain categories, while 30 patients (65%) could not be classified into any pain category. The pain duration or medication use did not influence the classification. Based on the results of this retrospective study, it seems that classification into subgroups is possible after intravenous testing in a minority of clinically unclassifiable patients. In patients where there is a substantial need for additional diagnostic information, these results may be of value. Recommendations are made for further research, which should include validation in patients with known pain mechanisms. [ABSTRACT FROM AUTHOR]

The article presents a study which determines the effectiveness of the first exam covering nomenclature and stoichiometry as a predictor of the student success in general chemistry. The researchers studied seven sections taught by five faculty members at the City University of New York (CUNY) and Hunter College in New York City respectively between fall of 2000 and fall of 2005 to determine the correlation between the first exam and the final course performance of the students. It cites that the first exam was used as a diagnostic placement tool in one section of first semester general chemistry in fall of 2002. It stresses that diagnostic tests help in identifying the students' current state of knowledge for enrolling them in the appropriate class.

In studies of the accuracy of diagnostic tests, it is common that both the diagnostic test itself and the reference test are imperfect. This is the case for the microsatellite instability test, which is routinely used as a prescreening procedure to identify individuals with Lynch syndrome, the most common hereditary colorectal cancer syndrome. The microsatellite instability test is known to have imperfect sensitivity and specificity. Meanwhile, the reference test, mutation analysis, is also imperfect. We evaluate this test via a random effects meta-analysis of 17 studies. Study-specific random effects account for between-study heterogeneity in mutation prevalence, test Sensitivities and specificities under a nonlinear mixed effects model and a Bayesian hierarchical model. Using model selection techniques, we explore a range of random effects models to identify a best-fitting model. We also evaluate sensitivity to the conditional independence assumption between the microsatellite instability test and the mutation analysis by allowing for correlation between them. Finally, we use simulations to illustrate the importance of including appropriate random effects and the impact of overfitting, underfitting, and misfitting on model performance. Our approach can be used to estimate the accuracy of two imperfect diagnostic tests from a meta-analysis of multiple studies or a multicenter study when the prevalence of disease, test sensitivities and/or specificities may be heterogeneous among studies or centers. [ABSTRACT FROM AUTHOR]

The article focuses on the study that determines the extent of understanding and alternative conception of graduate preservice teachers in Singapore on the factors influencing ionization energy. It states that the trend of ionization energies across the different elements in the periodic table at the A-level is also examined. It cites that the study used the Ionization Energy Diagnostic Instrument (IEDI), a two-tier multiple choice diagnostic instrument to 237 graduate preservice chemistry teachers. It was found out that a substantial amount number of the teachers did not adequately understand the factors influencing ionization energy and its trend. Discussion on the responses of the respondents and recommendation for teacher education is also offered.

Background: Trigonometry is an area of mathematics that students believe to be particularly difficult and abstract compared with the other subjects of mathematics. Trigonometry is often introduced early in year 8 with most textbooks traditionally starting with naming sides of right-angled triangles. Students need to see and understand why their learning of trigonometry matters. Aims: In this study, particular types of errors, underlying misconceptions, and obstacles that occur in trigonometry lessons are described. Sample: 140 tenth grade high-school students participated in the study. 6 tenth grade mathematics teachers were observed. Method: A diagnostic test that consists of seven trigonometric questions was prepared and carried out. The students' responses to the test were analyzed and categorized. Observations notes were considered. Results: The most common errors that the students made in questions were selected. Several problematic areas have been identified such as improper use of equation, order of operations, and value and place of sin, cosine, misused data, misinterpreted language, logically invalid inference, distorted definition, and technical mechanical errors. This paper gives some valuable suggestion (Possible treatment of students' error obstacles, and misconceptions) in trigonometric teaching for frontline teachers. Conclusion: The study found students have errors, misconceptions, and obstacles in trigonometry lessons. [ABSTRACT FROM AUTHOR]

The importance of literacy and numeracy skills is paramount in most societies, their acquisition essential for communication and employment. This study set out to determine whether teachers using multiple choice assessment tasks could enhance student learning in literacy and numeracy. A software program that gave the teachers access to the results in terms of preset strands was provided to one group of teachers and the other group used the traditional techniques of looking over the students' test papers. It focuses on the testing of students using standardised PAT (Progressive Achievement Test) comprehension and mathematics tests with the intervention of a software tool (AutoMarque) which is intended to expedite analysis of the results. While much research has been carried out on literacy and numeracy testing, relatively little attention has been paid to the significance of speedy feedback and analysis of results which can lead to improved pedagogy. Constructive teacher feedback following assessment tasks assists students' learning and provides them with the skills they need to improve performance in subsequent assessments. This study highlighted the difficulties that time-poor teachers have in implementing new technologies despite their commitment to assessment for learning. [ABSTRACT FROM AUTHOR]

Alderson (2005) suggests that diagnostic tests should identify strengths and weaknesses in learners' use of language and focus on specific elements rather than global abilities. However, rating scales used in performance assessment have been repeatedly criticized for being imprecise and therefore often resulting in holistic marking by raters (Weigle, 2002). The aim of this study is to compare two rating scales for writing in an EAP context; one `a priori' developed scale with less specific descriptors of the kind commonly used in proficiency tests and one empirically developed scale with detailed level descriptors. The validation process involved 10 trained raters applying both sets of descriptors to the rating of 100 writing scripts yielded from a large-scale diagnostic assessment administered to both native and non-native speakers of English at a large university. A quantitative comparison of rater behaviour was undertaken using FACETS. Questionnaires and interviews were administered to elicit the raters' perceptions of the efficacy of the two types of scales. The results indicate that rater reliability was substantially higher and that raters were able to better distinguish between different aspects of writing when the more detailed descriptors were used. Rater feedback also showed a preference for the more detailed scale. The findings are discussed in terms of their implications for rater training and rating scale development. [ABSTRACT FROM AUTHOR]

With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (2005), this paper focuses on the dependability of the Fusion Model's skill profiling, the characteristics of resulting L2 skill profiles, and the diagnostic capacity of LanguEdge™ test items. In addition, the paper examines the validity arguments from the users' perspective by focusing on the usefulness of the diagnostic feedback. The results suggest that the CDA approach can provide more fine-grained diagnostic information about the level of competency in reading skills than traditional aggregated-test scoring can. While various empirical evidence supported the dependability of the skill profiling process, the results also raised some concerns about the application of the CDA approach to a test developed for non-diagnostic purposes, most significantly, a lack of diagnostic capacity of some of the test items with extremely easy or difficult levels. The results offer useful information about the potential challenges and conditions for future application of cognitive diagnostic assessment. [ABSTRACT FROM AUTHOR]

The authors reflect on the issues regarding practitioners' use of diagnostic classification models (DCMs). They cite several issues including the lack of studies that demonstrate the validity of the results and information provided by DCMs, and the unreported classification reliability obtained by DCMs. They also provide recommendations on diagnostic scoring for potential DCM users including the sufficiency of reported diagnostic information.

More and more systematic reviews of diagnostic test accuracy studies are being published, but they can be methodologically challenging. In this paper, the authors present some of the recent developments in the methodology for conducting systematic reviews of diagnostic test accuracy studies. Restrictive electronic search filters are discouraged, as is the use of summary quality scores. Methods for meta-analysis should take into account the paired nature of the estimates and their dependence on threshold. Authors of these reviews are advised to use the hierarchical summary receiver-operating characteristic or the bivariate model for the data analysis. Challenges that remain are the poor reporting of original diagnostic test accuracy studies and difficulties with the interpretation of the results of diagnostic test accuracy research. [ABSTRACT FROM AUTHOR]

This paper explores the relative helpfulness of counselling/psychotherapy to individuals experiencing specific learning difficulties, as a means of reducing barriers to learning by allowing the individual to return to learning from experience. Highlighting earlier studies which indicate the positive impact of psychological therapy on educational attainment and inhibiting factors such as stress, this research investigates the experience of counselling from the perspective of the person with specific learning disabilities. Using Empirical Phenomenological Research, the study explores their understandings of the circumstances and factors by which therapy is found to be helpful or unhelpful, seeking to contribute to debate on whether psychological interventions that are 'specialist' in orientation are potentially more helpful than 'generalist' therapeutic approaches. The findings point both to the potential value of psychological therapies for persons with special educational needs as a complement to other interventions and also to the importance of considering the experiences of the client in addition to diagnostic assessments. [ABSTRACT FROM AUTHOR]

This novel diagnostic tool is based on students' performance at second level and the subjects they studied, with their interests and resulting personality types from Holland's Interest Inventory. The intent is to provide an accurate predictor of student performance and in doing so also offer a detailed insight into the influences on student learning outcomes and retention. A greater understanding of the factors influencing student performance can lead to better-informed teaching and learning strategies, the appropriate application of additional support and, as a result, enhanced student learning outcomes and retention. The Self-Directed Search (SDS) interest inventory used in this research is widely regarded as the most contemporary and extensive test available. [ABSTRACT FROM AUTHOR]

Alderson (2005) suggests that diagnostic tests should identify strengths and weaknesses in learners' use of language, focus on specific elements rather than global abilities and provide detailed feedback to stakeholders. However, rating scales used in performance assessment have been criticised for using impressionistic terminology (Fulcher, 2003; Upshur & Turner, 1999) and often resulting in holistic marking by raters (Weigle, 2002). This paper reports on the development and validation of a rating scale for assessing accuracy, fluency and complexity in EAP writing. 601 writing scripts by both native and non-native speakers of English enrolled at a large university, were analysed using discourse-analytic measures of accuracy, fluency and complexity. Based on the findings, a rating scale was formulated. The student investigates whether such an empirically-grounded scale can be used to assess students' writing more reliably and with greater discrimination than more traditional measures. The validation process involved ten trained raters applying both sets of descriptors" to the rating of 100 writing scripts. A quantitative comparison of rater behavior was undertaken using FACETS (a multi-faceted Rasch measurement program). Interviews were also administered to elicit the raters' perceptions of the efficacy of the two scales. The results indicate that rater reliability was substantially higher and that raters were able to better distinguish between the three different aspects of writing ability when the more detailed descriptors were used. Rater .feedback showed a preference for the more detailed scale. The findings are discussed in terms of their implications for rater training and rating scale development in the context of diagnostic assessment. [ABSTRACT FROM AUTHOR]