Thematische Bibliographien / Education, Tests and Measurements|Education, Special

Auswahl der wissenschaftlichen Literatur zum Thema „Education, Tests and Measurements|Education, Special“

Autor: Grafiati
Veröffentlicht am 14. September 2021
Zuletzt aktualisiert am 18. Februar 2022

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  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Education, Tests and Measurements|Education, Special":

1

Stotsky, Sandra. „Licensure Tests for Special Education Teachers“. Journal of Learning Disabilities 42, Nr. 5 (26.06.2009): 464–74. http://dx.doi.org/10.1177/0022219409338740.

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To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
2

Wall, M. „Special tests“. Nurse Education Today 9, Nr. 5 (Oktober 1989): 359. http://dx.doi.org/10.1016/0260-6917(89)90136-6.

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3

Hoy, Mary P. „Observation opportunities for rural special education“. Rural Special Education Quarterly 8, Nr. 2 (Juni 1987): 2–6. http://dx.doi.org/10.1177/875687058700800201.

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This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.
4

Kanaya, Tomoe. „Intelligence and the Individuals with Disabilities Education Act“. Journal of Intelligence 7, Nr. 4 (21.11.2019): 24. http://dx.doi.org/10.3390/jintelligence7040024.

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One of the stated purposes of this Special Issue is to “discuss when and why intelligence has disappeared” in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed.
5

Mabry, Kemp. „A Guide to 75 Tests for Special Education by Carolyn Compton“. Measurement and Evaluation in Counseling and Development 20, Nr. 3 (Oktober 1987): 134. http://dx.doi.org/10.1080/07481756.1987.12022861.

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6

Connelly, James B. „Published Tests—Which Ones Do Special Education Teachers Perceive as Useful?“ Journal of Special Education 19, Nr. 2 (Juli 1985): 149–55. http://dx.doi.org/10.1177/002246698501900203.

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7

Yaman, Ç., V. Uluışık, G. Hergüner und A. Önal. „Examining the attitudes of physical education teachers towards special education (the handicapped)“. Physical education of students 22, Nr. 4 (28.08.2018): 207–16. http://dx.doi.org/10.15561/20755279.2018.0406.

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Purpose: The purpose of the present study was to determine the education of physical education teachers working at special education schools or classes in this field and to determine the attitudes of them towards students who need special education. Material: Our study was designed in the form of review model, and 164 questionnaires were included in the analyses. The questionnaires were filled fully by teachers who were selected with the Random Sampling Method and who were contacted in person. The data collection tool used consisted of two parts; Personal Information Form and the Attitude Scale for the Handicapped. Non-parametric tests like Mann Whitney U-Test and Kruskal Wallis H-Test were used in the study because the data did not show normal distribution. Results : According to the findings, it was determined that the attitudes of the participants in the family life sub-dimension were moderate; and the scores were high in educational medium, interpersonal relations, working life, personal characteristics, competence-independent life and total attitudes. Conclusions: As a result, there is a significant loss of productivity due to the lack of special training in physical education teachers who are appointed to special education schools and to job training centers through centralization method.
8

Hessen, David J. „Likelihood Ratio Tests for Special Rasch Models“. Journal of Educational and Behavioral Statistics 35, Nr. 6 (Dezember 2010): 611–28. http://dx.doi.org/10.3102/1076998609359787.

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9

Tamir, Pinchas. „Marking strategies of student tests in Israel with special reference to an innovative marking procedure of practical tests“. Studies in Educational Evaluation 13, Nr. 1 (Januar 1987): 91–103. http://dx.doi.org/10.1016/s0191-491x(87)80023-8.

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10

Hurwitz, Sarah, Brea Perry, Emma D. Cohen und Russell Skiba. „Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students With Disabilities“. American Educational Research Journal 57, Nr. 2 (25.06.2019): 576–611. http://dx.doi.org/10.3102/0002831219857054.

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This study examined the effectiveness of participating in special education on the academic outcomes of students with disabilities. A sample of 575 students from a large, urban school district were followed longitudinally as they transitioned between general and special education to evaluate whether receiving special education services was associated with improvements in academic trajectories. Using student fixed effects models of within-person change over time, individuals’ performance on standardized tests were compared before, during, and/or after special education placement. Results indicate that test scores of students with disabilities improved after being enrolled in special education. Additionally, students exiting special education exhibited a sustained trajectory of academic growth, suggesting that participation in special education in this district was associated with enduring improvements over time.
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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Education, Tests and Measurements|Education, Special":

1

Taylor, Deborah. „Special Education Students and Standardized Assessments“. Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.

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Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determine if there was a relationship between how teachers from the two groups responded to survey statements and how students actually scored on the Missouri Assessment Program (MAP) for the years 2012-2014. Finally, data were analyzed to determine the perceptions of the two groups on the use of special education students’ assessment results for teacher evaluations. Sixty-three (N = 63) teachers, 30 regular and 33 special education teachers, from the Southwest Missouri region participated in completing a survey. Results indicated teachers in both groups negatively viewed the idea of special education students taking the same standardized assessments, with or without accommodations, as their non-disabled peers. In addition, a statistical relationship was found between the regular education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2013, 2014), and a statistical relationship was found between special education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2012) and math (2013). Finally, the data showed teachers in both groups negatively viewed the idea that special education students’ MAP scores should be used in teacher evaluations.

2

Fox, Lynn A. „Performance of Students with Visual Impairments on High-Stakes Tests| A Pennsylvania Report Card“. University of Pittsburgh, 2013.

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3

Schonebaum, Jennifer Ann 1973. „Assessing the multiple intelligences of children who are Deaf with the DISCOVER process and the use of American Sign Language“. Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278639.

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The following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.
4

Griffiths, Sarah Elizabeth. „The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289555.

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The underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unless more reliable and valid measures that tap into the intellectual strengths of diverse populations are developed. The DISCOVER assessment developed by Maker, Rogers, and Nielson (1992) seems to hold greater promise than other assessments for identifying ethnic minority students for placement in programs for the gifted. Therefore, the purpose of this study was to examine the comparative validity of the DISCOVER assessment, based on a contemporary theory of human ability, and two commonly administered standardized tests of intelligence, based on traditional views of intelligence, for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment ratings and standardized scores from the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices of 34 participants were used to conduct the comparative validity analysis. Six research questions guided this study. The comparative validity was analyzed through (a) intercorrelations to determine construct validity, (b) correlations between methods of assessment to determine the presence or lack of relationship(s), (c) the predictive validity of the DISCOVER activities. The results of the intercorrelation, correlation, and multiple regression analyses allowed this researcher to conclude that the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices were not comparable to the DISCOVER assessment for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment was found to be a better indicator of students' complex thinking, problem solving, and problem finding abilities. Therefore, the use of the DISCOVER assessment will result in the more equitable identification of highly competent students and should be more widely used among ethnic minority populations.
5

Levinson, Tami S. „The use of the Social Skills Rating System as applied to students who are visually impaired“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290117.

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This study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.
6

Spencer, Rebecca Ann. „Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
7

Denny, Gary Richard. „Discriminating attention-deficit hyperactivity disordered, learning disabled, and typical school aged children: Evaluating an assessment battery for learning clinics and schools“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282270.

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The performance of children with Attention-Deficit Hyperactivity Disorder (ADHD) or Learning Disability (LD) were compared to "typical" children using the Attention-Deficit Hyperactivity Disorder Experimental Assessment Battery (AEAB). The AEAB is a battery of assessment instruments that have been used individually and in various combinations in research to either (1) measure attention or other ADHD characteristics in research participants or (2) discriminate LD characteristics from the characteristics of typical participants. The present study examined whether these assessment instruments differentiated ADHD and LD from typical children. The two hypotheses that were addressed were (1) the combined scores on the Child Behavior Checklist - Attention Problems Scale, the Stroop Color - Word Test, the Hand Movements Test, and the Audiovisual Checking Task will discriminate ADHD from typical participants and (2) the combined scores on the Minnesota Percepto-Diagnostic Test - Revised and the Trail Making Test will discriminate LD from typical participants. The instruments used to measure attention characteristics were the Child Behavior Checklist - Attention Problems Scale (Achenbach & Edelbrock, 1983), the Stroop Color - Word Test (Golden, 1978), The Hand Movements Test from the Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983) and the Audiovisual Checking Task (Margolis, 1973). Two instruments were used to measure and discriminate LD characteristics. They were the Minnesota Percepto-Diagnostic Test - Revised (Fuller, 1983) and the Trail Making Test from the Halstead - Reitan Neuropsychological Test Battery (Reitan & Wolfson, 1985). A Kruskal - Wallis Analysis of Variance by Ranks (Hays, 1973) was calculated for the groups. The results showed that the groups were significantly different for the analyzed combined scores. These findings were discussed in regard to the research literature in this area.
8

Seraphim, Catherine Kerry Michel 1960. „Observation of problem-solving in multiple intelligences: Internal structure of the DISCOVER assessment checklist“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282382.

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The primary purpose of this study was to assess certain aspects of the internal structure of the DISCOVER assessment checklist to determine its construct validity. A secondary purpose was to assess gender differences in identifying giftedness using the assessment. The sample of this study consisted of 368 participants from kindergarten, fourth, fifth, and sixth grade levels divided into three subsamples. Participants were from two culturally diverse populations: Navajo Indians and Mexican-Americans. The methodology consisted of correlational analyses and chi-square tests. Separate, but identical analyses were conducted on each subsample. Three questions guided this study: (a) What is the relationship between observers' ratings of participants' problem-solving ability in one activity and their rating of participants in the other activities? (b) What items characterize each of the four rating categories? and (c) What are the gender differences occurring when using the assessment? The results of this study showed low and non significant inter-rating correlations, indicating high discriminant validity of the checklist. Significant, but low to moderately high inter-rating correlations were found between the Storytelling and Storywriting activities across subsamples. R-squared analyses revealed low percentages of variance accounted for, indicating low convergent validity of the checklist. Moreover, a pattern of higher percentages of item checks was found for higher ratings, indicating that observers checked items at a higher frequency rate for participants given higher ratings. Only items characterizing the "Definitely" category were possible to identify because all items represent superior problem-solving skills, thus were mostly checked for participants who demonstrated superior problem-solving processes or products. Items with zero frequencies were identified as well. Chi-square tests for gender by activity revealed significant gender differences in two activities. In Pablo°ler, a significantly higher number of sixth grade boys were rated "Definitely" and in Storytelling, a significantly higher number of fourth and fifth grade girls were rated "Definitely". No significant gender differences were found for any other activity across subsamples. Similarly, no significant overall gender differences were found across subsamples for gifted participants, indicating that equal proportions of males and females are identified through the use of the DISCOVER assessment.
9

Bombly, Sarah Mirlenbrink. „Reading Assessment Practices of Elementary General Education Teachers| A Descriptive Study“. Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604341.

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In this descriptive study, I researched five elementary general education teachers’ reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research.

I used a qualitative design, specifically, Colaizzi’s (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices.

Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.

10

Legg, David E. „The utility of curriculum-based measurement within a multitiered framework| Establishing cut scores as predictors of student performance on the Alaska standards-based assessment“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557477.

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The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (n = 472), 4th (n = 435), and 5th (n = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, r = .689 to r = .728, p < .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, p < .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.

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Bücher zum Thema "Education, Tests and Measurements|Education, Special":

1

Salvia, John. Assessment in special and inclusive education. 9. Aufl. Boston: Houghton Mifflin, 2004.

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2

Salvia, John. Assessment in special and inclusive education. Boston, MA: Houghton Mifflin Co., 2007.

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3

Salvia, John. Assessment in special and inclusive education. Belmont, CA: Wadsworth/Cencage Learning, 2010.

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4

Salvia, John. Assessment in special and inclusive education. Belmont, CA: Wadsworth/Cencage Learning, 2010.

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5

Compton, Carolyn. A guide to 85 tests for special education. Belmont, CA: Fearon Education, 1990.

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6

Salvia, John. Assessment in special and inclusive education. Belmont, CA: Wadsworth/Cencage Learning, 2013.

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7

Salvia, John. Assessment in special and remedial education. 3. Aufl. Boston: Houghton Mifflin, 1985.

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8

Salvia, John. Assessment in special and remedial education. 4. Aufl. Boston: Houghton Mifflin Co., 1988.

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9

Hoy, Cheri. Assessment: The special educator's role. Pacific Grove, CA: Brooks/Cole Pub. Co., 1994.

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10

Gearheart, Carol. Introduction to special education assessment: Principles and practices. Denver, Colo: Love Pub. Co., 1990.

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Buchteile zum Thema "Education, Tests and Measurements|Education, Special":

1

Detterman, Robin, Jenny Ventura, Lihi Rosenthal und Ken Berrick. „Assessment“. In Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0012.

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By now it should be apparent that unconditional education (UE) is both comprehensive in its scope and ambitious in its goals. This chapter will help outline the formative assessment process that has been created as a means to inform high-quality program planning and implementation and summative assessments used to measure the extent to which the model promotes positive outcomes for students and schools. The two overarching goals of implementing this model are (1) to increase the academic performance and social-emotional well-being of the most struggling students and (2) to increase the capacity of schools serving highly stressed communities to deliver effective interventions through the implementation of a transdisciplinary multi-tiered framework. The second goal relates to capacity building and systems change within the school community itself; while the first relates to the outcomes these changes bring about. More information about the model’s overall theory of action can be found in the logic model in Appendix 7.1. The logic model also highlights the four key components of UE and the implementation strategies related to them. These key components are as follows: …System efficiency, resources match the level of identified student need and schools are able to leverage braided funding, including general education, special education, and mental health dollars. Coordination of services, a transdisciplinary team reviews data, assigns students to intervention, and monitors their progress. Universal supports/Tier 1, a culture and climate team engages in a schoolwide assessment and planning process explained in great detail later in this chapter. Targeted and intensive supports, data-informed, high-quality interventions are implemented with fidelity and monitored for effectiveness…. The strategies related to these four key components are expected to influence a set of comprehensive, long-term outcomes. These outcomes measure the extent to which the model has improved school culture and climate (as measured by the School Climate Assessment Instrument), increased academic achievement (as measure by standardized tests), improved behavior outcomes (as measured by suspension rates), and increased attendance. While data are reviewed at the end of every school year, it is not until the third year that a substantial impact on these long-term measures is expected.
2

Schulte, Ann C., und Diane Ν. Villwock. „Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy“. In Large-scale Testing of Students With Disabilities, 107–26. Routledge, 2018. http://dx.doi.org/10.4324/9780203764466-4.

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3

Triantis, Dimos, und Errikos Ventouras. „Enhancing Electronic Examinations through Advanced Multiple-Choice Questionnaires“. In Higher Education Institutions and Learning Management Systems, 178–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch009.

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The present chapter deals with the variants of grading schemes that are applied in current Multiple-Choice Questions (MCQs) tests. MCQs are ideally suited for electronic examinations, which, as assessment items, are typically developed in the framework of Learning Content Management Systems (LCMSs) and handled, in the cycle of educational and training activities, by Learning Management Systems (LMS). Special focus is placed in novel grading methodologies, that enable to surpass the limitations and drawbacks of the most commonly used grading schemes for MCQs in electronic examinations. The paired MCQs grading method, according to which a set of pairs of MCQs is composed, is presented. The MCQs in each pair are similar concerning the same topic, but this similarity is not evident for an examinee that does not possess adequate knowledge on the topic addressed in the questions of the pair. The adoption of the paired MCQs grading method might expand the use of electronic examinations, provided that the new method proves its equivalence to traditional methods that might be considered as standard, such as constructed response (CR) tests. Research efforts to that direction are presented.
4

Carneiro, Maria João, Leonor Teixeira, Celeste Eusébio, Elisabeth Kastenholz und Andreia Antunes Moura. „Use of the Internet to Plan Tourism Trips by People With Special Needs“. In ICT Tools and Applications for Accessible Tourism, 74–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6428-8.ch004.

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This chapter aims to examine internet usage to plan a tourism trip by people with special needs (PwSN), particularly addressing differences in the intensity of internet usage according to their age and education level. To achieve these aims, a survey was applied to a sample of Portuguese people with special needs who have already undertaken tourism trips. Various bivariate statistical tests (chi-square, t test, ANOVA, and Kruskal-Wallis) were used to examine differences in internet usage according to respondents' age and education level. Results obtained reveal that the internet is the most important information source used by PwSN in planning their tourism trips. However, respondents report that they are not very satisfied with the online sources used. Moreover, online sources used to plan tourism activities vary according to PwSNs' age and education level.
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Akbarova, Sanobar Narzikulovna. „Taxonomies of Human Performance by Edwin A. Fleishman“. In Modern challenges of education and psychology of personality formation, 115–23. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96429.

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The issue of abilities is important in solving the problem of the job analysis and career guidance in psychology. Therefore, it is actual to determine the level of knowledge of this problem worldwide and its effective use in psychological activity. To solve this problem, the world scientific literature and information resources of the Internet were studied by the method of literary analysis. As a result, it was noted that in the field of psychology of the CIS countries, there are two types of abilities, namely general and special abilities. In the United States, the Taxonomy of Human Abilities was developed by E.A. Fleishman, which includes 52 types of abilities in four classes: cognitive, psychomotor, physical, and sensory. There is a clear definition of each ability, and currently in Uzbekistan, psychometric tests diagnosing 14 types of cognitive abilities have been adapted and standardized.
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Drigas, Athanasios, Dimitris Kouremenos und John Vrettaros. „E-Learning, Fuzzy Methods, and Sign Language Video to Enhance Teaching for Hearing Impaired“. In Advances in Educational Marketing, Administration, and Leadership, 193–203. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch009.

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This chapter discusses the e-learning methods that were used within the Dedalos project for the teaching of English (as a second language) to deaf and hearing impaired people through the use of Sign Language. Firstly, special educational e-content was developed using modern digital and animation technologies, which was divided into educational levels in accordance to the special needs of the deaf and hearing impaired students. In addition, this special educational content was embedded in a newly developed e-learning environment aiming at the distance training of the aforementioned target group. Apart from the educational material, special evaluation tests were embedded in the e-learning environment towards the assessment and evaluation of the skills of the students. Finally, an intelligent taxonomy system was used for setting the e-content to the right level as well as for the realization of the evaluation process. The procedure can be used in tertiary education.
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Catalano, Amy J., und Michael A. Marino. „Tests of Science Content Knowledge for Teachers“. In Measurements in Evaluating Science Education, 109–31. Routledge, 2020. http://dx.doi.org/10.4324/9780429052958-5.

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Corrêa, Ana Grasielle Dionísio. „Interactive Books in Augmented Reality for Mobile Devices“. In Mobile Computing and Wireless Networks, 1238–56. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8751-6.ch053.

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One of the methods of teaching that has brought significant contributions to the field of education is augmented reality. This technology transformed learning into a more motivating, enjoyable, fun, and interesting activity. This chapter contributes an augmented reality application for mobile devices that complements and supports the learning of geometric figures. The application, called AGeRA, consists of a geometry book and software capable of reading special markers inserted into the book's content. When this book is placed in front of the camera of a mobile device, 3D objects, sounds, animations, and other interactive elements leap from book pages making learning more fun and exciting. Preliminary tests were made with teachers and students and showed good acceptance of the application to support the teaching of geometry.
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Corrêa, Ana Grasielle Dionísio. „Interactive Books in Augmented Reality for Mobile Devices“. In Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning, 1–18. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4542-4.ch001.

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One of the methods of teaching that has brought significant contributions to the field of education is augmented reality. This technology transformed learning into a more motivating, enjoyable, fun, and interesting activity. This chapter contributes an augmented reality application for mobile devices that complements and supports the learning of geometric figures. The application, called AGeRA, consists of a geometry book and software capable of reading special markers inserted into the book's content. When this book is placed in front of the camera of a mobile device, 3D objects, sounds, animations, and other interactive elements leap from book pages making learning more fun and exciting. Preliminary tests were made with teachers and students and showed good acceptance of the application to support the teaching of geometry.
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„Child health promotion“. In Oxford Handbook of Primary Care and Community Nursing, herausgegeben von Judy Brook, Caroline McGraw und Val Thurtle, 151–256. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831822.003.0006.

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The Children Act (2004) places a responsibility on health practitioners to work together to help a child be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being. This chapter covers the assessment of children, screening tests for vision and hearing, the immunization schedule, and accident prevention. It includes information for working with parents, providing support to new parents, and new birth visits. It then covers pre-term infants, new babies (including twins and multiple births), breast and bottle feeding, and weaning. Growth and development milestones are explained for different age ranges. The promotion of development, toilet training, good food habits, speech and language acquisition, and communication are all covered. The chapter also covers puberty and adolescence, health promotion in schools, sex and relationship education, and child and adolescent mental health. Separately, the care of children with complex health needs, disabilities, and special educational needs is described. Safeguarding children, identifying at-risk individuals, child protection processes, and the care of looked-after children are all included.

Konferenzberichte zum Thema "Education, Tests and Measurements|Education, Special":

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Pelleriti, Margherita. „Dyslexic students: from language learning to language testing“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Nazaruk, Stanisława K., und Joanna Marchel. „EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Martins, Inês, Cristiane Lima Nunes, Simone Aparecida Capellini und Graça S. Carvalho. „COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end116.

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Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.
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Naumenko, Yulia, Lilia Vokhmina und Ekaterina Budnik. „The Usage of the Flipped Class Model when Teaching International Students Theoretical Disciplines at the Philological Faculty“. In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3109.

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One of the teaching models which stimulates and motivates students' studying activities is the flipped class, which “turns over” the traditional order of the material (a lecture - homework) vice versa. The purpose of this work is to present the effectiveness of the usage of the flipped class model when teaching international students’ theoretical disciplines in Russian at the philological faculty at Pushkin State Russian Language Institute. The traditional way of giving the material of theoretical disciplines to the international students didn’t show the high results: the students couldn’t master the material in full, didn’t understand texts of the lectures due to an insufficiently formed lexical stock and couldn’t do practical tasks and tests. The students met significant difficulties during the performance of the certification work. It became clear that the special preparative work must be done with the students before they begin to listen to lectures. So, the teaching and academic staff of the department (Department of Methodology of Teaching Russian as a Foreign Language) at the philological faculty decided to change the traditional way of giving theoretical lecture material in Russian for the international students into the flipped class teaching model. In 2019-2020 academic year the international students got the new formatted material under study within the theoretical discipline “Aspect study of the Russian Language in an international audience”. LMS Canvas was used as an educational platform, where the students got different tasks with video lectures, articles, questions, practical exercises. At the end of the term the students completed the certification work. And the high points which the students got for the work indicated the correctness of the chosen teaching model. Keywords: teaching international students, traditional format of teaching, flipped class teaching model, Russian and international audience
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Merchante, Catharina, David Posé, Fernando Gallardo, Mar Quiñones, Juan Antonio Gálvez und Beatriz Martínez-Poveda. „NEW ACTIVE METHODOLOGIES FOR CRITICAL LEARNING IN THE FIELD OF BIOCHEMISTRY OF HUMAN NUTRITION“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end142.

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Background: The teaching of the subject “Biochemical Basis of Human Nutrition” of the Degree in Biochemistry is based on the premise that students apply the knowledge acquired in previous courses concerning biochemistry and metabolism. However, for many topics covered in this subject, not rigorously application of this knowledge has been detected, existing influences derived from non-expert information available in the media. To a large extent, this problem lies in the fact that nutrition is a topic widely covered in the media, although often in a generalized, incomplete and not very rigorous way. Methodologies: In this project we proposed students to apply a critical view on nutrition-related information available in the media, with special emphasis on the hottest topics, such as transgenic foods and Mediterranean diet. For this purpose, we designed two strategies: (1) a mini-workshop activity in connection with the subject “Food Biotechnology” focused on the use of transgenic foods; (2) involving students in the creation and management of a web page aimed at dealing with topics related to nutrition, worked from two approaches (informative and scientific). For the development of these activities, students were assigned to different working groups and information about the knowledge of the students in the topics was collected in pre- and post-activity tests. In this way, we involved students in real activities of expert search and screening of information, in order to communicate it in different environments. Results: The project was developed during two academic years, involving students from two successive promotions (30 students in the first year and 39 in the second year). The activities proposed within the project were voluntary, and the percentage of adherence to them was 100% in both cases, indicating the high degree of acceptance among the students. We created a website (www.lawebnatural.com) in the context of this project. In the activities aimed at researching and writing articles on specific topics within the web page environment, questionnaires were carried out prior to the development of the activities to evaluate the degree of knowledge that the students had about the topics to be worked on in the activities. The implementation of post-activities questionnaires showed an improvement percentage of 85% in the knowledge of the topics. The elaboration of graphic material on transgenic foods for the mini-workshop activity, was another profitable activity contributing to a better understanding of the topics. Conclusions and implications: The use of these dynamics concerning the active participation of students in creative tasks based on information search improves the quality of learning. The choice of current topics in nutrition awakens the students' critical spirit, as they confront their pre-established ideas about these topics with the new knowledge acquired. Findings: This communication is derived from the Educative Innovation Project PIE19-068, funded by University of Malaga. Websites were supported by funds from My Scientific.
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Cooper, Richard. „Workshop 2 | Helping Students Reduce Test Anxiety“. In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0004.

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7

Hasselmann, Karsten, Felix Reinker, Stefan aus der Wiesche, Eugeny Y. Kenig, Frithjof Dubberke und Jadran Vrabec. „Performance Predictions of Axial Turbines for Organic Rankine Cycle (ORC) Applications Based on Measurements of the Flow Through Two-Dimensional Cascades of Blades“. In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32098.

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The Organic-Rankine-Cycle (ORC) offers a great potential for waste heat recovery and use of low-temperature sources for power generation. However, the ORC thermal efficiency is limited by the relatively low temperature level, and it is, therefore, of major importance to design ORC components with high efficiencies and minimized losses. The use of organic fluids creates new challenges for turbine design, due to real-gas behavior and low speed of sound. The design and performance predictions for steam and gas turbines have been mainly based on measurements and numerical simulations of flow through two-dimensional cascades of blades. In case of ORC turbines and related fluids, such an approach requires the use of specially designed closed cascade wind tunnels. In this contribution, the specific loss mechanisms caused by the organic fluids are reviewed. The concept and design of an ORC cascade wind tunnel are presented. This closed wind tunnel can operate at higher pressure and temperature levels, and this allows for an investigation of typical organic fluids and their real-gas behavior. The choice of suitable test fluids is discussed based on the specific loss mechanisms in ORC turbine cascades. In future work, we are going to exploit large-eddy-simulation (LES) techniques for calculating flow separation and losses. For the validation of this approach and benchmarking different sub-grid models, experimental data of blade cascade tests are crucial. The testing facility is part of a large research project aiming at obtaining loss correlations for performance predictions of ORC turbines and processes, and it is supported by the German Ministry for Education and Research (BMBF).
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Kim, Jaehwan, Woochul Jung, William J. Craft, John Shelton, Kyo Song, Sang H. Choi und Jag Sankar. „Properties of Electro-Active Paper and Its Potential as a Bio-Inspired Actuator for Special Applications“. In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-62486.

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On September 26, 2002, NASA announced that a consortium of six universities including: The University of Maryland, Virginia Tech, The University of Virginia, North Carolina A&T State University, North Carolina State University, and Georgina Tech had submitted the winning proposal for a National Institute of Aerospace. The Institute began formal operations in January of 2003 in Hampton, VA, and its mission included research, education, outreach, and technology transfer. One important focus of the NIA was to stimulate research among its member universities of potential benefit to NASA and to develop additional partnerships to further NIA focus areas. The work described in this paper is such an activity in bio-inspired actuator materials. This work was originally advocated and developed at Inha University, and it is being extended by teams from Inha University, North Carolina A&T State University, and NASA Langley so that the potential for these actuators as devices for special applications is better understood. This paper focuses on important performance characteristics of electro-active paper (EAPap) actuators and the potential of thes actuators to propel autonomous devices. EAPap is a paper that produces large displacement with small force under an electrical excitation. EAPap is made with chemically treated papers with electrodes on both outer surfaces. When electrical voltage is applied to the electrodes, a tip displacement is produced. One drawback in such actuators is that the actual power produced is variable, and the displacement is relatively unstable. Further, the performance tends to degrade in time and as a function of how the papers are processed. Environmental factors also impact the performance of the product including temperature and humidity. The use of such materials in ambulatory devices requires attention to these concerns and further research is needed to find what initial applications are most congruent with EAPap performance and service lift. In this paper, we have extended the knowledge base of EAPap to include additional ranges of temperature and humidity. We have also looked beyond the current tests on cantilevered beam actuators to segmented plate sections and have tested the ability of these actuators to perform as oscillatory devices both in and out of phase, and to chart their performance vs. time humidity and temperature thus emulating a rudimentary wing or walking assembly.
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Babkina, N. V. „Children with developmental delay: self-regulation development through education“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.
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Bugala, Martin. „Physical Fitness Of Army Forces Of The Czech Republic“. In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-41.

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Introduction: The activities of security forces and armed forces depend on two parameters: psychological level and physical fitness. These two components are the main parts of the selection procedure. Physical fitness is a topic to be discussed, especially in regard to security forces or armed forces (Bonneau, Brown 1995; Sörensen et al. 2000). Physical preparation fundamentally affects the performance of a policeman or a soldier and it is associated with stress management and service interventions or combat tasks (Gershon et al. 2008; Darryl 2000). This research is focused on physical fitness of the army forces. Further this research is important not only because it should result in expanding the portfolio and knowledge enriching study fields, such as the Special education of Security Bodies (SESB) and Applied Sport Education of Security Bodies (ASEBS) at the Faculty of Sports Studies of Masaryk University, but it also aspires to be of great contribution for security forces or armed forces themselves (Bugala, Reguli, Čihounková 2015; Reguli, Bugala, Vít 2016). Aim: The aim of the study is to find out the physical fitness level of the Army forces of the Czech Republic. Methodology: Research design as descriptive and quantitative. The data of the physical fitness test was collected from the individual Army forces of the Czech Republic in the last 4 years (2015, 2016, 2017, and 2018). The quantitative data were analysed on the basis of the statistical methods. After executing the basic statistical and normality tests, we focused on ANOVA. The total number of respondents was in 776. The ratio between genders was 698:78. Results: After comparing physical fitness tests with Sit UP, Press Up, Pull Up, Stay in Pull Up, Cooper Test, and Swimming 300m over the past four years, there was no significant change in physical fitness. All disciplines had almost the same value except for the exer-cise with the name Stay in Pull Up. This exercise is for women. Fifteen women were tested in 2015, twenty-five women were tested in 2016, twenty-eight women were tested in 2017 and only ten women were tested in 2018. The small number of women, who tested is caused by the fact, that women are not as common in Army as men. Conclusion: We can say that the emphasis on the physical performance in Security and Army forces is still up to date. We did not notice any significant differences between the years 2015, 2016, 2017 and 2018 tested. Thanks to this finding, we can state that there is a continuous maintenance of physical fitness in the Czech Republic’s army.

Berichte der Organisationen zum Thema "Education, Tests and Measurements|Education, Special":

1

Gaponenko, Artiom, und Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
2

Brokert, V. V., und O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, Januar 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.

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3

Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Bank of tasks in the test form "Radiation diagnostics in dentistry" for students in the field of training 31.05.03 "Dentistry", the level of education specialty, graduate qualification dentist. OFERNIO, August 2020. http://dx.doi.org/10.12731/ofernio.2020.24563.

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