Journal articles: 'Education, Tests and Measurements'

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Sternberg, Robert J. "Ability tests, measurements, and markets." Journal of Educational Psychology 84, no. 2 (1992): 134–40. http://dx.doi.org/10.1037/0022-0663.84.2.134.

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Scheirs, J. G. M. "A Priori and A Posteriori Tests on Repeated Measurements." Educational Psychology 12, no. 1 (January 1992): 63–72. http://dx.doi.org/10.1080/0144341920120105.

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Maier, Uwe. "Modellierung der Effekte lernzielorientierter Tests nach dem Prinzip des mastery measurement innerhalb einer digitalen, formativen Leistungsmessung." Zeitschrift für Erziehungswissenschaft 23, no. 4 (August 2020): 769–91. http://dx.doi.org/10.1007/s11618-020-00958-6.

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Zusammenfassung Mastery measurements sind kurze, kriterienorientierte, formative Tests zur Messung von Schülerleistungen in hierarchisch strukturierten Lerndomänen. Obwohl viele digitale Lernmaterialien dieses Testprinzip nutzen, sind Zusammenhänge zwischen mastery measurments und weiterführenden Lernprozessen bisher kaum Gegenstand empirischer Forschung. In dieser Studie werden deshalb die Effekte lernzielorientierter Tests innerhalb eines Moodle-Kurses zu Rechtschreibung und Grammatik untersucht. Als Datengrundlage dienen die im Moodle-Kurs anfallenden Bewertungen und Log-Daten von 407 Schülerinnen und Schülern aus 18 Realschul- und Gymnasialklassen (Jahrgangsstufe 6–9). Die Effekte des mastery measurement auf Feedbacknutzung, Lernaktivitäten im Kurs und Lernfortschritt wurden mit einem Bayes’schen Netz auf Ebene einzelner Test-Folgetest-Sequenzen modelliert. Es zeigte sich, dass eine Feedbacknutzung zusammen mit dem Nachlesen von Regeln und gezielten Übungen die Wahrscheinlichkeit eines Lernfortschritts innerhalb einer Test-Folgetest-Sequenz deutlich erhöht.

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Shwalb, Barbara J., and David W. Shwalb. "Development of a Course Ratings Form by a Tests and Measurements Class." Teaching of Psychology 19, no. 4 (December 1992): 232–34. http://dx.doi.org/10.1207/s15328023top1904_10.

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Thirty psychology majors in a Tests and Measurements class and 49 faculty members developed a college-wide course ratings questionnaire. Students collected data from peers and faculty members at each stage of the design process. Following each research activity, class discussions centered on technical and conceptual issues raised by that aspect of the research process. Feedback from the students indicated that this hands-on experience contributed to their satisfaction with the course and that it provided an opportunity to think critically about research. Successful development and general acceptance of the new form were credited to student and faculty participation in designing it.

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Maksic, Slavica, and Mirosava Djurisic-Bojanovic. "Measurement of children's creativity by tests." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 45–62. http://dx.doi.org/10.2298/zipi0335045m.

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After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they measure and if there is not a significant relationship between creativity scores and creativity in life. Unsatisfactory creativity test reliability and validity does not mean those tests should be given up the majority of researchers agree. Of the tests of creativity administered in work with the young, the status of Urban-Jellen Test of Creative Thinking - Drawing Production (TCT-DP) is given prominence due to the fact that over the past ten years or so it has been used in a larger number of studies as well as in some studies carried out in this country. In TCT-DP scoring is not based on statistical uncommonness of the figures produced but on a number of criteria derived from Gestalt psychology. The factor analyses of the defined criteria of creativity, applied on samples in various settings yielded that the test contains an essential factor of creativity "novelty".

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Genc, Harun, and Ghazwan Karaem Ali. "Examination of the Effect of Badminton Education on Physical and Selected Performance Characteristics." Journal of Education and Learning 8, no. 6 (October 24, 2019): 47. http://dx.doi.org/10.5539/jel.v8n6p47.

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This study was conducted on a total of 16 female students studying at the 1st grade of Bingöl University, School of Physical Education and Sports. Students participated in the study voluntarily and divided into 8 experimental groups (EG) and 8 control groups (CG). In the study, height, body weight, dominant hand grip strength, non-dominant hand grip strength, back strength, leg strength, 30-meter speed running, flexibility measurement, vertical jump, long jump tests were applied to the experimental and control groups as pre-test and post-test. Statistical analysis of the study was performed using SPSS 22.0 program. The analysis of the data in-group and intergroup measurements were performed by MANOVA and p < 0.05 was taken as statistical significance level. While there was no statistically significant difference between the experimental group and the control group in terms of pre-test measurement results, there was a statistically significant difference in body fat percentage, body weight, body mass index value in favor of EG in physical measurements after 8-week training. Also, in terms of performance characteristics, according to the post-test measurement results, the differences between experimental and control group dominant hand strength and non-dominant hand strength, 30 m speed average was significantin favor of EG, and again the difference between long jump and vertical jump tests was statistically significant in favor of EG in final test measurement results. As a result, it can be said that 8-week basic badminton training has positive effects on female students both physically and physiologically.

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Royadi, Dedi, Mohd Nasrun Mohd Nawi, and Fitria Supyaningsih. "Measurement of Reliability of Test Instruments Through Management of Education and Psychology." Aptisi Transactions on Management (ATM) 2, no. 2 (July 2, 2018): 149–58. http://dx.doi.org/10.33050/atm.v2i2.788.

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At this time in the world of work or in job management workers are required to be able to solve problems that mean that in education and psychology management must be able to build or develop instruments in all fields of management. The development of measurement instruments in the field of psychology and education many assume the use of unidimensional measurements, which conceptually formulated that there is one type of ability factor, personality, character, and attitude measured by one measurement instrument. This study aims to allow readers to understand the notions of reliability, reliability of learning outcomes tests, general models of reliability, simple methods of estimating reliability, retesting methods, parallel methods, halves, moment product equations, Flanagan equations, Rulon equations, reliability coefficients , and standard measurement errors. In order for this management research to take place smoothly, the researcher uses the literature study method as his research method. Keywords: Educational management, Measurement Instruments, Reliability

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Depaepe, Marc. "Tests, measurements, and selection in the Belgian Congo during the 1950s: the end of racist clichés?" Paedagogica Historica 55, no. 3 (November 13, 2018): 493–510. http://dx.doi.org/10.1080/00309230.2018.1538253.

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Oosterveld, Paul, and Johan Hoogstraten. "The Differential Predictive Validity of Two Measurements of Cognitive Ability." Perceptual and Motor Skills 82, no. 3 (June 1996): 817–18. http://dx.doi.org/10.2466/pms.1996.82.3.817.

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In this study was compared the relative predictive power of an achievement test and a self-report questionnaire for cognitive abilities in the context of prediction of educational achievement. With average grades, the multiple correlation of scores on both tests administered to a sample of 232 pupils in secondary education showed only marginal differences.

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Pomohaci, Marcel, and Ioan Sabin Sopa. "The Importance of Anthropometry Measurements in Analyzing the Impact of Sports Activities on Students." Land Forces Academy Review 22, no. 1 (March 1, 2017): 40–48. http://dx.doi.org/10.1515/raft-2017-0007.

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Abstract Our research aims to identify the importance of anthropometry measurements and functional testing of two groups that practice sport different, the first group, the experimental group was formed by 25 students (age 10 ± 2.1 years, 13 boys and 12 girls), that practiced 2 hours a week physical education and other 2 hours a week basketball and volleyball optional courses; and the second group formed by 25 students (age 10 ± 1.8 years, 14 boys and 11 girls), that practiced 2 hours a week classic physical education. The anthropometric tests included in the research were the measurement of height, weight, different length of superior and inferior segments, bust, spread of arms, biacromial diameter, bitrohanterian diameter and chest perimeter. Results showed that children from the experimental group, that practiced more sports activities, developed more quickly and had better proportionality index then the sample group. Statistically significant differences were determined within the experimental group both in the initial and in the final tests (p<0.05), also significant differences were discovered between the experimental and the sample group in the final measurement (p<0.05). Conclusions of this research showed that more physical activities can influence the development of children both in anthropometric way and in functional and health related.

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Blanchard, Jay, and John Carey. "Scales of measurement and appropriate statistical tests." Reading Research and Instruction 26, no. 4 (June 1987): 302–8. http://dx.doi.org/10.1080/19388078709557918.

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Eler, Nebahat. "The Relationship between Body Composition and Physical Fitness Parameters in Children." International Education Studies 11, no. 9 (August 28, 2018): 71. http://dx.doi.org/10.5539/ies.v11n9p71.

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The aim of this study is to analyze the relationship between body composition and physical fitness parameters in children. 286 male and 311 female students have voluntarily participated in the study. Data on body composition have been obtained through the measurements of the students’ height, body weight, BMI, body fat percentage, length (sitting height, arm length, forearm length, leg length, thigh lengths), circumference (elbow, shoulder, biceps (flexion) , buttock, knee, waist, calf, ankle). For somatotype characteristics, the Heat-Carter somatotype grading method has been used. The Sit-Reach Flexibility Test (cm) has been used to determine the characteristic of flexibility; the 20 m. Speed Test (seconds) to determine speed; the 20 m. Sit-up test to determine endurance; Takkei hand dynamometer to determine right-left hand grip strength; Takkei back and lift dynamometer for leg strength and the Flamingo Balance Test for balance have been used. In the analysis of data, the SPSS 16 software has been used and T test and Pearson correlation test have been carried out (p<0.05). Between the body composition and physical fitness parameters of female and male students, a statistically significant relationship has been found with the exception of age, arm and waist measurements (p<0.05). In both genders, positive or negative relationships have been found between height, circumference measurements and somatotype characteristics and performance tests (p<0.05). It was found that there is a negative or positive relationship between the heights, circumference measurements and somatotype characteristics and their strength, endurance, speed, flexibility and balance characteristics of female and male children aged 10-12. As a result, it has been seen that the body composition of children aged 10-12 affects the physical fitness parameters. Children in this age group which is both a period of growth and development and skills selection period for numerous sports branches should regularly be followed by their physical education teachers, anthropometric measurements and performance tests should be carried out and the children should be directed towards suitable sports branches.

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Brewster, Paul W. H., Holly Tuokko, and Stuart W. S. MacDonald. "Measurement equivalence of neuropsychological tests across education levels in older adults." Journal of Clinical and Experimental Neuropsychology 36, no. 10 (November 14, 2014): 1042–54. http://dx.doi.org/10.1080/13803395.2014.967661.

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FABRICIO, Daniel Antonio Kapper, Lisiane TREVISAN, and Cecília SARTORI. "DEVELOPMENT OF VERIFICATION STANDARDS FOR BRINELL AND ROCKWELL HARDNESS TESTS." Periódico Tchê Química 16, no. 31 (January 20, 2019): 616–21. http://dx.doi.org/10.52571/ptq.v16.n31.2020.623_periodico31_pgs_616_621.pdf.

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The hardness test is one of the most important mechanical tests used by the metal-mechanical industry. The quality assurance of the measured results is mainly due to the human factor, which is involved in the verification, adjustment, and operation of the measuring equipment. Therefore, the main goal of this paper is to design and develop verification standards for Brinell (HB) and Rockwell (HRC) scales from low alloy carbon steels subjected to different types of heat treatment. In order to assure the reliability of the hardness values of the verification standards, they have been measured on equipment calibrated by laboratories belonging to the Brazilian Calibration Network (RBC). The results showed similar values based on ten measurements made on the standards surface.

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Mitchell, David F., and Bert A. Goldman. "A Mental Measures Classification System for Noncommercially Produced Research Instruments." Psychological Reports 74, no. 1 (February 1994): 287–90. http://dx.doi.org/10.2466/pr0.1994.74.1.287.

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Psychometric tests are available through both commercial and noncommercial sources. The Mental Measurements Yearbook provides adequate classification of the commercially available instruments which it reviews, but the system lacks the detail required to embrace the many concepts of the little-known experimental measures constructed by researchers in education, psychology, and sociology. The 24-category classification system described here is an attempt to order the myriad noncommercially constructed instruments and in so doing make these measures known to researchers. This measurement classification system along with the Directories of Unpublished Experimental Mental Measures for which the system was developed provide behavioral and social science researchers easy access to noncommercially constructed measuring instruments in the fields of education, psychology, and sociology.

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Lee, Guemin. "Estimating Conditional Standard Errors of Measurement for Tests Composed of Testlets." Applied Measurement in Education 13, no. 2 (April 2000): 161–80. http://dx.doi.org/10.1207/s15324818ame1302_3.

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James Popham, W., David C. Berliner, Neal M. Kingston, Susan H. Fuhrman, Steven M. Ladd, Jeffrey Charbonneau, and Madhabi Chatterji. "Can today’s standardized achievement tests yield instructionally useful data?" Quality Assurance in Education 22, no. 4 (August 26, 2014): 303–18. http://dx.doi.org/10.1108/qae-07-2014-0033.

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Purpose – Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated. Originality/value – Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.

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Serradell-Lopez, E., P. Lara, D. Castillo, and I. González. "Developing Professional Knowledge and Confidence in Higher Education." International Journal of Knowledge Society Research 1, no. 4 (October 2010): 32–41. http://dx.doi.org/10.4018/jksr.2010100103.

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The purpose of this paper is to determine the effectiveness of using multiple choice tests in subjects related to the administration and business management. To this end the authors used a multiple-choice test with specific questions to verify the extent of knowledge gained and the confidence and trust in the answers. The analysis made, conducted by tests given out to a group of 200 students, has been implemented in one subject related with investment analysis and has measured the level of knowledge gained and the degree of trust and security in the responses at two different times of the business administration and management course. Measurements were taken into account at different levels of difficulty in the questions asked and the time spent by students to complete the test. Results confirm that students are generally able to obtain more knowledge along the way and get increases in the degree of trust and confidence. It is estimated that improvement in skills learned is viewed favourably by businesses and are important for job placement. Finally, the authors proceed to analyze a multi-choice test using a combination of knowledge and confidence levels.

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Molina-García, A., E. Gómez, J. A. Fuentes, and J. Villarejo. "Experiences in Teaching Electric Drives Based on Basic Modelling Simulations and Industrial A.C. Drive Measurements." International Journal of Electrical Engineering & Education 47, no. 4 (October 2010): 416–29. http://dx.doi.org/10.7227/ijeee.47.4.6.

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The objective of this paper is to compare laboratory tests of industrial electric a.c. drives and simulation results obtained from the basic model introduced to our students in practical sessions. This basic model takes into account the electrical, electronic and control subsystems which comprise a simplified electric a.c. drive. The proposed tests allow us to analyse the electric drive in four-quadrant operation, which are included in this paper. The main advantage of this approach is that students can verify the differences between real and simulated results and, in this way, they can also progress, strengthen and expand their theoretical knowledge. The proposed methodology has been implemented during the past few years in two optional subjects related to electric and electronic fields. Academic results and student reaction are also discussed.

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Hall, J. R. "Critical-care medicine and the acute-care laboratory." Clinical Chemistry 36, no. 8 (August 1, 1990): 1552–56. http://dx.doi.org/10.1093/clinchem/36.8.1552.

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Abstract Critical-care medicine today is practiced by anesthesiologists, internists, pediatricians, and surgeons. Outcome from today's management of critically ill patients is very good, yet associated costs are very high. Over one-half of the hospital costs of critically ill patients emanates from the intensive-care unit (ICU), although the ICU stay accounts for less than 20% of their time in the hospital. Outside of the operating room, the ICU is the most expensive location for patient care in the hospital, and laboratory tests are the most expensive single item. Plans for cost containment should incorporate the following: more effective data management, education of practitioners about appropriateness and costs of tests, conversion from laboratory measurements to appropriate in vivo and ex vivo measurements, and real-time utilization assessment. To provide high-quality, cost-effective critical care in the future, laboratorians and clinicians must work together today to meet the challenges of technology, data management, and staff education.

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Munoz, Albert, and Jonathon Mackay. "An online testing design choice typology towards cheating threat minimisation." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.3.5.

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Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.

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Tsigilis, Nikolaos, Helen Douda, and Savvas P. Tokmakidis. "Test-Retest Reliability of the Eurofit Test Battery Administered to University Students." Perceptual and Motor Skills 95, no. 3_suppl (December 2002): 1295–300. http://dx.doi.org/10.2466/pms.2002.95.3f.1295.

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The purpose of this study was to examine the rest-retest reliability of the Eurofit motor fitness tests performed by university students. A total of 98 undergraduate students who were enrolled in physical education departments in Greece participated (29 men aged 19.5 ± 2.7 hr. and 66 women aged 19, 4 ± 2.7 yr.). ALL Eurofit motor fitness tests and anthropometric measurements were obtained twice with one week between the two measurements, Intraclass correlation coefficient indicated satisfactory coefficients above .70 for most tests. The only exception was the plate-tapping test which yielded a low value ( R = .57). Further, the majority of the Eurofit test battery fitted well within the 95% confidence interval, and only three Eurofit motor fitness test items (flamingo balance, plate tapping, and sit-ups) presented a confidence limit below the value of .70, These findings indicated that the Eurofit test battery yielded reliable data for undergraduate students. However, modifications should be considered to improve the reliability of certain test items, for application to undergraduates.

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Han, Kyung (Chris) T., Dimiter M. Dimitrov, and Faisal Al-Mashary. "Developing Multistage Tests Using D-Scoring Method." Educational and Psychological Measurement 79, no. 5 (April 22, 2019): 988–1008. http://dx.doi.org/10.1177/0013164419841428.

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The D-scoring method for scoring and equating tests with binary items proposed by Dimitrov offers some of the advantages of item response theory, such as item-level difficulty information and score computation that reflects the item difficulties, while retaining the merits of classical test theory such as the simplicity of number correct score computation and relaxed requirements for model sample sizes. Because of its unique combination of those merits, the D-scoring method has seen quick adoption in the educational and psychological measurement field. Because item-level difficulty information is available with the D-scoring method and item difficulties are reflected in test scores, it conceptually makes sense to use the D-scoring method with adaptive test designs such as multistage testing (MST). In this study, we developed and compared several versions of the MST mechanism using the D-scoring approach and also proposed and implemented a new framework for conducting MST simulation under the D-scoring method. Our findings suggest that the score recovery performance under MST with D-scoring was promising, as it retained score comparability across different MST paths. We found that MST using the D-scoring method can achieve improvements in measurement precision and efficiency over linear-based tests that use D-scoring method.

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Pestovs, Pāvels, and Dace Namsone. "PERFORMANCE ASSESSMENT IN SCIENCE NATIONAL LEVEL DIAGNOSTIC TESTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 376. http://dx.doi.org/10.17770/sie2018vol1.3215.

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National Centre of Education of the Republic of Latvia in 2016 lunched national project of the renewal of the curriculum for education funded by the European Social Fund. One of the key priorities of successful implementation of the new education curriculum is transforming national level assessment system.Assessment system measuring student performance must meet different requirements from the traditional measurement instrument assessing content knowledge.Analysing 2017 national level science assessment diagnostic tests of 15-16 years old students, it is impossible to discriminate student different level of performance. Student, demonstrating singly stored pieces of knowledge, integrating pieces of knowledge into a coherent system, deriving general principle or transferring understanding to new situations, are assessed the same.The research goal is to analyse 9th grade student performance in national level science diagnostic testing, which measures conceptual understanding by explaining natural phenomena scientifically. This paper describes developing and calibrating measuring instrument assessing student performance according to the cycles of cognitive growth and taxonomy of observed learning outcomes.

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Mandic, Svetlana. "Anthropometric Measurements of Athletes Performed by Teachers of the Faculty for Sport and Physical Education, University of Montenegro in 2017." Journal of Anthropology of Sport and Physical Education 5, no. 1 (January 18, 2021): 25–30. http://dx.doi.org/10.26773/jaspe.210105.

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The Center for Diagnostics in Sport, which is an integral part of the Faculty for Sport and Physical Education University of Montenegro, was established in 2017. It was accredited by the Ministry of Science and systematized by the University of Montenegro. The main function of the Center is to conduct research that will contribute to the improvement of scientific work in the field of sports sciences, as well as scientific branches and disciplines that are directly or indirectly related to sport and sports science. During the first year of its work, the Center justified its purpose and from May 20 to October 27 teachers of the Faculty for Sport and Physical Education, carried out 40 anthropometric measurements having tested individuals, clubs and national teams of different age groups from the country and abroad. In this paper, we classified the performed tests according to the countries where the athletes come from, as well as according to sports; separately for national teams, clubs and individuals. It was determined that the majority of the tested athletes were from Montenegro; even 22 national teams passed the tests. It was also determined from which sports there was the largest number of tested participants, as well as who the tested individuals were. Further research, which will include anthropometric measurements from 2018, can be based on this research. In addition, this research is significant because it gives an overview of all tests performed during the first year of work of the Center for Diagnostics in Sport.

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Rudner, Lawrence M., Lauress L. Wise, and Robert M. Stonehill. "The ERIC Clearinghouse on Tests, Measurement, and Evaluation (ERIC/TME)--A Growing Resource." Applied Measurement in Education 4, no. 1 (January 1991): 1–10. http://dx.doi.org/10.1207/s15324818ame0401_1.

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Tomczak, Andrzej, Paweł Różański, and Ewa Jówko. "Selected Coordination Motor Abilities of Students of the University of Physical Education During Survival Training." Polish Journal of Sport and Tourism 24, no. 2 (June 27, 2017): 102–5. http://dx.doi.org/10.1515/pjst-2017-0011.

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Abstract Introduction. Taking up emergency actions when fighting various types of natural disasters requires appropriate psychophysical preparation. Thanks to the development of technique, coordination motor abilities have gained greater importance than physical strength and endurance in such activities. The purpose of the present work was to assess the impact of 36 hours of survival activities and sleep deprivation on selected coordination motor abilities in students of the University of Physical Education. Material and methods. The study involved 12 male students of the University of Physical Education in Warsaw, specialising in “Physical Education in Uniformed Services”. The age of the participants was 21.0 ± 0.74 years, their body height was 179.5 ± 5.6 cm, and their body mass was 74.6 ± 8.0 kg. The assessment was performed based on the following coordination motor ability tests: a test measuring the differentiation of the use of forearm muscle strength, a running motor adjustment test, and a measurement of divided attention. A test involving shooting from a pneumatic gun and a measurement of the maximal force of the forearm were also carried out. Tests and trials were conducted before training (P1), after 24 hours of training (P2), after completing the training - that is after 36 hours of training (P3), and after 12 hours of rest (P4). During the training, the participants completed 12 km on foot, paddled for approximately 6 hours, rowed kayaks for about 4 hours, and performed survival tasks. Results. The analysis of the results of the study of maximal force and the ability to differentiate forearm muscle strength showed that the forearm muscle strength remained at the same level during the entire training. The ability to differentiate forearm muscle strength deteriorated after night training. There were no statistically significant differences in the results of the running motor adjustment tests and in shooting performance between individual measurements. Conclusions. Participation in long-term survival training with very low intensity, combined with sleep deprivation, caused a temporary deterioration in the ability to differentiate forearm muscle strength. This may indicate that people involved in rescue operations during which the psychophysical load is small will be able to perform tasks correctly for a long time.

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Dymek, Justyna, Anna Gołda, Wioletta Polak, Bartosz Lisowski, and Agnieszka Skowron. "Effect of Education for Hypertensive Patients with Correctly Performed Self-Blood Pressure Monitoring (SBPM)." Pharmacy 7, no. 3 (June 27, 2019): 75. http://dx.doi.org/10.3390/pharmacy7030075.

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Introduction: The study objective was to assess the impact of pharmacist-led education on the patient’s knowledge and skills on SBPM (self-blood pressure monitoring). Methods: Patient knowledge was assessed using tests and patients’ skills were based on a checklist (20 parameters) completed by the researcher based on the SBPM video records. Patients taking pressure measurements were filmed for 20 days and after 6 months. After the first 10 days, patients were educated about the correct SBPM procedure. Knowledge tests were repeated three times (before/after/6 months after education). Results: All patients’ knowledge and skills in the field of SBPM were improved after education. After the education, patients scored an average of 9 out of 10 points in the knowledge test (increasing an average of five points after education), six months later—an average increase of 7.36 points. Patient skills after training were rated at 17.4 out of 20 points on average (increase by an average of 5.14 points after education), six months later, there was an average of 16.23 points. Conclusions: The study showed an increase in patients' knowledge and skills in the field of SBPM after training.

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Westgard, J. O., P. H. Petersen, and D. A. Wiebe. "Laboratory process specifications for assuring quality in the U.S. National Cholesterol Education Program." Clinical Chemistry 37, no. 5 (May 1, 1991): 656–61. http://dx.doi.org/10.1093/clinchem/37.5.656.

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Abstract We have assessed the laboratory specifications necessary for ensuring that cholesterol testing processes satisfy the quality required by the U.S. National Cholesterol Education Program (NCEP). A model for setting process specifications has been developed to relate the NCEP guidelines for medical interpretation of a cholesterol test to the pre-analytical and analytical variables that can affect a test result. Using this model, we derived specifications for the imprecision (coefficient of variation, CV, or standard deviation, s) and inaccuracy (bias) that are allowable under stable operation, as well as the quality-control procedures (control rules and number of control measurements) that are necessary to detect unstable operation. The NCEP goals of an allowable CV less than or equal to 3% and an allowable bias no greater than +/- 3% are inadequate for assuring the quality of an individual or single cholesterol test when monitoring performance with many of the statistical quality-control procedures currently used in the U.S. With quality-control procedures having two control measurements per run, a CV of 3% is allowable only when bias is zero; a CV less than or equal to 2% is necessary if bias is +/- 3%. With quality-control procedures having four control measurements per run, a CV of 3% is allowable when bias is +/- 1.5%; a CV less than or equal to 2.5% is required if bias is as large as +/- 3%. For two serial tests, the NCEP 3% goals are adequate for current quality-control procedures having four control measurements per run.

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Ritter, Jacob, Federico Ghirimoldi, Laura Manuel, Eric Moffett, Paula Shireman, and Bradley Brimhall. "Choosing Wisely: Persistent Amylase Concurrent With Lipase Testing at Multiple Academic Health Systems." American Journal of Clinical Pathology 152, Supplement_1 (September 11, 2019): S125. http://dx.doi.org/10.1093/ajcp/aqz124.004.

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Abstract Objectives Choosing Wisely is a multidisciplinary effort to reduce unnecessary tests and procedures. Evidence-based guidelines advocate using serum lipase to diagnose acute pancreatitis; concurrent amylase and lipase tests provide minimal benefit compared to either alone. Serial measurements after the first elevated test are ineffective for tracking disease course. Our study determined the number of concurrent amylase/lipase tests and unnecessary serial tests to examine adherence to Choosing Wisely recommendations at four academic health systems. We also identified provider-ordering patterns and quantified the variable and total costs of unnecessary tests. Methods We analyzed deidentified laboratory data from four academic health systems in the Greater Plains Collaborative for all serum amylase and lipase tests from 2017, including results, timing, and patient-encounter location. We defined concurrent tests occurring within a 24-hour period and unnecessary serial inpatient measurements occurring after the first elevated result. Conclusion While the majority of providers adhered to Choosing Wisely recommendations obtaining 58,693 lipase-only tests, 85.8% of amylase tests were obtained in parallel with lipase (20,771 concurrent tests; amylase only, 3,447; total amylase tests, 24,218). Encounter location revealed concurrent rates of 43%, 32%, and 5% for ambulatory, inpatient, and emergency department settings, respectively. Ambulatory clinics from multiple services obtained concurrent tests, with Family Medicine obtaining 48%. Services with order sets containing both amylase and lipase were associated with higher rates of concurrent testing. Inpatient unnecessary serial testing resulted in 413 amylase and 1,266 lipase tests occurring in 33% and 31% of inpatient encounters for amylase and lipase, respectively. Unnecessary amylase and lipase tests resulted in $31,195 variable costs and in $86,297 total costs. Targeted education to clinicians/services ordering unnecessary amylase/lipase tests and revising order sets could decrease costs and improve quality of care by decreasing the volume and frequency of blood draws. Funded by UL1TR002645 and the Greater Plains Collaborative.

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Komboz, Basil, Carolin Strobl, and Achim Zeileis. "Tree-Based Global Model Tests for Polytomous Rasch Models." Educational and Psychological Measurement 78, no. 1 (October 6, 2016): 128–66. http://dx.doi.org/10.1177/0013164416664394.

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Psychometric measurement models are only valid if measurement invariance holds between test takers of different groups. Global model tests, such as the well-established likelihood ratio (LR) test, are sensitive to violations of measurement invariance, such as differential item functioning and differential step functioning. However, these traditional approaches are only applicable when comparing previously specified reference and focal groups, such as males and females. Here, we propose a new framework for global model tests for polytomous Rasch models based on a model-based recursive partitioning algorithm. With this approach, a priori specification of reference and focal groups is no longer necessary, because they are automatically detected in a data-driven way. The statistical background of the new framework is introduced along with an instructive example. A series of simulation studies illustrates and compares its statistical properties to the well-established LR test. While both the LR test and the new framework are sensitive to differential item functioning and differential step functioning and respect a given significance level regardless of true differences in the ability distributions, the new data-driven approach is more powerful when the group structure is not known a priori—as will usually be the case in practical applications. The usage and interpretation of the new method are illustrated in an empirical application example. A software implementation is freely available in the R system for statistical computing.

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Zulrafli and Kamarudin. "Analisis Motor Ability Mahasiswa Pendidikan Jasmani." Journal Sport Area 6, no. 1 (January 1, 2021): 1–12. http://dx.doi.org/10.25299/sportarea.2021.vol6(1).4097.

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In producing good and quality learning in sports education, it needs to be equipped with good motoric movements in order to achieve goals and follow the learning contained in the physical education curriculum, so that the expected graduates can be achieved. This study aims to determine the level of motor skills of physical education students of Universitas Islam Riau. This research is a quantitative descriptive study, the method used is a survey method in the form of tests and measurements to physical education students. The population used in this study was all physical education students in semester 1 of the 2019/2020 academic year with a total of 224 people. While the sample of 144 people was selected by random sampling. The instrument used was the motor ability test from Harol M. Barrow in the form of a test battery with a validity coefficient of 0.92 with a series of tests; wall pass, basketball throw, broad jump and 4.sec. The results of the research on the level of motor skills of physical education students at the Universitas Islam Riau were mostly in the moderate category.

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Specht, Mariusz, and Tomasz Szot. "Accuracy Analysis of GPS Sport Receivers in Dynamic Measurements." Annual of Navigation 19, no. 1 (November 1, 2012): 165–76. http://dx.doi.org/10.2478/v10367-012-0013-9.

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Abstract Producers of GPS receivers nowadays offer many easy-to-use, mobile units for amateur and professional athletes. Similar functionality parameters and a relatively low price make it difficult for the average user to make a choice. This article compares technical aspects of different GPS devices and presents results of their dynamic accuracy evaluation. Selected GNSS units were divided into two groups: specialized dedicated to sports and GPS data loggers. The tests were carried out on the sports stadium of the Gdansk University of Physical Education and Sport, where the lanes were measured with the use of the GPS Total Station phase receivers Leica GS-15 VIVA, supported by Polish Active Geodetic Network ASG-EUPOS. The ellipsoidal coordinates logged in the GNSS sports receivers were transformed in Gauss-Kruger projection to conformal x, y coordinates and statistical distributions of the predictable accuracy were calculated. The article also discusses other (important from a functional point of view) characteristics of GPS receivers used by athletes.

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Horowitz, Jonathan. "Relative Education and the Advantage of a College Degree." American Sociological Review 83, no. 4 (July 9, 2018): 771–801. http://dx.doi.org/10.1177/0003122418785371.

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What is the worth of a college degree when higher education expands? The relative education hypothesis posits that when college degrees are rare, individuals with more education have less competition to enter highly-skilled occupations. When college degrees are more common, there may not be enough highly-skilled jobs to go around; some college-educated workers lose out to others and are pushed into less-skilled jobs. Using new measurements of occupation-level verbal, quantitative, and analytic skills, this study tests the changing effect of education on skill utilization across 70 years of birth cohorts from 1971 to 2010, net of all other age, period, and cohort trends. Higher-education expansion erodes the value of a college degree, and college-educated workers are at greater risk for underemployment in less cognitively demanding occupations. This raises questions about the sources of rising income inequality, skill utilization across the working life course, occupational sex segregation, and how returns to education have changed across different life domains.

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Wilson, Ann. "Book Review: Psychological testing: An introduction to tests & measurement." Journal of Psychoeducational Assessment 10, no. 2 (June 1992): 167–72. http://dx.doi.org/10.1177/073428299201000210.

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Leisten, J. M., D. R. G. H. Jones, and L. Hobson. "Laboratory Exercise on Linear Induction Motors." International Journal of Electrical Engineering & Education 24, no. 2 (April 1987): 101–13. http://dx.doi.org/10.1177/002072098702400202.

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The paper describes the results of an exercise on linear induction motors to demonstrate their principles in an undergraduate laboratory experiment. Basic linear motor characteristics are demonstrated and magnetic field strength measurements made. An equivalent circuit for the motor is derived from practical tests and results processed by a computer to predict motor efficiency and rotor thrust for various values of slip.

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Hynan, Linda S., and Barbara M. Foster. "A Project for Developing Tests in a Psychological Testing and Measurement Course." Teaching of Psychology 24, no. 1 (February 1997): 52–54. http://dx.doi.org/10.1177/009862839702400114.

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This article describes a project used in a sophomore-level psychological testing and measurement course. The project helps integrate the seemingly separate topics of item writing, reliability, and validity by having students work through the different phases of developing a test. Students have reported that this project was valuable in learning how to create and evaluate tests.

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Hynan, Linda S., and Barbara M. Foster. "A project for developing tests in a psychological testing and measurement course." Teaching of Psychology 24, no. 1 (February 1997): 52–54. http://dx.doi.org/10.1207/s15328023top2401_12.

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Sjaastad, Jørgen. "Enhancing measurement in science education research through Rasch analysis: Rationale and properties." Nordic Studies in Science Education 10, no. 2 (October 24, 2014): 212–30. http://dx.doi.org/10.5617/nordina.662.

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This article presents the basic rationale of Rasch theory and seven core properties of Rasch modeling; analyses of test targeting, person separation, person fit, item fit, differential item functioning, functioning of response categories and tests of unidimensionality. Illustrative examples are provided consecutively, drawing on Rasch analysis of data from a survey where students in the 9th grade responded to questions regarding their mathematics competence. The relationship between Rasch theory and classical test theory is commented on. Rasch theory provides science and mathematics education researchers with valuable tools to evaluate the psychometric quality of tests and questionnaires and support the development of these.

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ALBANO, Filipe, Carla ten CATEN, and Michel ANZANELLO. "PRINCIPAL COMPONENT ANALYSIS FOR SELECTION OF VARIABLES IN HOMOGENEITY AND STABILITY TESTS APPLIED TO PROFICIENCY TESTING SCHEMES." Periódico Tchê Química 14, no. 27 (January 20, 2017): 30–38. http://dx.doi.org/10.52571/ptq.v14.n27.2017.30_periodico27_pgs_30_38.pdf.

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Proficiency Tests (PT) based on interlaboratory comparisons are activities aimed at assessing the technical competence of laboratories in carrying out specific measurements. The analyses of homogeneity and stability of prepared samples are an important step in ensuring the reliability of the comparison rounds, since improper selection of the parameter to carry out this evaluation can influence the promoted comparison. This paper proposes a method for selecting the most relevant variables aimed at improving homogeneity and stability tests in PT. For that matter, the approach relies on a variable importance index derived from Principal Components Analysis (PCA) parameters. The proposed method was applied to three different PT schemes (beverage, water and coal) in Brazil. Results indicate that the use of PCA was adequate to help the variable selection of homogeneity and stability tests in PT schemes. The selected subset of variables was corroborated by experts in the PT schemes analyzed.

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Prodea, Cosmin, and Nora Frida Blaga. "Optimizing the Physical Education Lessons for Harmonious Physical Development at Fourth Grade Students Through Dynamic Games." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 65, no. 4 (December 30, 2020): 119–30. http://dx.doi.org/10.24193/subbeag.65(4).37.

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ABSTRACT. Education begins in the moment we are born and continues our entire lives having a crucial part during our school period. This a very important period of time because it is when a child develops forms itself and learns to be conscious that everything contributes to their development as human beings. The approaching methods are very diversified, but between the ages of 7-10 (primary level) are the most appropriate and very handy to complete these tasks. Two of these tasks have the main objectives to develop the motor qualities and the harmonious physical development of children. Through these active games, the objective of Physical Education is completed simultaneously, in an attractive manner, thus helping and shortening the development of these motor skills. The study has been conducted at Baia Sprie Gimnasium School, from Baia Sprie, Maramures county, with a total of forty fourth graders, between the ages of 9-10. The general preparation and result registration of the experiment took place in the school year of 2018-2019. All the tests and measurements were made rigorously during Physical Education lessons. At the beginning of the school year, in September, all the initial tests were made for both class groups. The final tests were carried out in May 1-25. The following research methods were used: observation, experiment, the mathematical and statistical method, the statistical mathematical method.

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А.А., Huseynova, and Vashchinnikova K.D. "IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION." “Educational bulletin “Consciousness” 22, no. 9 (September 22, 2020): 28–34. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-9-28-34.

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Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

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Isolde, Maria, Guadalupe Elizabeth, Ricardo Jesus, Claudia Moreno-Rodriguez, and Erick Alejandro. "Functional Measurement Applied to Engineering Students’ Test Anxiety Judgment for Online and Face-to-face Tests." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1599–612. http://dx.doi.org/10.12973/eu-jer.10.3.1599.

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<p style="text-align: justify;">This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations.</p>

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ARLANDINI, CLAUDIO D., MATTEO J. BOSCHINI, and ANDREA MATTASOGLIO. "A HIGH-PERFORMANCE MIXED-TECHNOLOGY LAN FOR EDUCATION AND RESEARCH." International Journal of Modern Physics C 12, no. 04 (May 2001): 459–67. http://dx.doi.org/10.1142/s0129183101002231.

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In this work we describe a series of performance tests on different architectures of high bandwidth local area networks, contemporarily in use at C.I.L.E.A. (Inter-University Consortium for Automatic Elaboration of Lombardy) to connect multi-processor machines devoted to educational and research purposes, such as fluido-dynamic and mechanical simulations. This LAN is essentially made out of a standard FDDI ring, and an HyperFabric backbone. HyperFabric is a Hewlett-Packard high performance network system bus, with a declared maximum bandwidth of 2.5 Gbit/s full duplex per link. We present a comparison, in terms of effective bandwidth, average throughput and CPU consumption of the above mentioned network systems. Furthermore we also describe the effects, in terms of transfer efficiency, of such a mixed environment, in which different systems co-exist and must often be cross-walked by various applications, as backups and mass storage access. Measurements and comparisons are made using Open Software tools like netperf and HetPIPE.

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Overall, John E., Scott Tonidandel, and Robert R. Starbuck. "Last-observation-carried-forward (LOCF) and tests for difference in mean rates of change in controlled repeated measurements designs with dropouts." Social Science Research 38, no. 2 (June 2009): 492–503. http://dx.doi.org/10.1016/j.ssresearch.2009.01.004.

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Welsh, Megan E. "Measuring Teacher Effectiveness in Gifted Education." Journal of Advanced Academics 22, no. 5 (October 20, 2011): 750–70. http://dx.doi.org/10.1177/1932202x11424882.

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States and districts are under increasing pressure to evaluate the effectiveness of their teachers and to ensure that all students receive high-quality instruction. This article describes some of the challenges associated with current effectiveness approaches, including paper-and-pencil tests of pedagogical content knowledge, classroom observation systems, and value-added models. It proposes development of a new teacher evaluation system using a virtual reality environment and describes how innovations in educational measurement and technology can be used to develop an improved teacher effectiveness measure.

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Santos, Jackelline Evellin Moreira dos, Virginia Visconde Brasil, Katarinne Lima Moraes, Jacqueline Andréia Bernardes Leão Cordeiro, Gabriela Ferreira de Oliveira, Carla de Paula Bernardes, Bárbara Ribeiro Miquelin Bueno, et al. "Comprehension of the education handout and health literacy of pacemaker users." Revista Brasileira de Enfermagem 70, no. 3 (June 2017): 633–39. http://dx.doi.org/10.1590/0034-7167-2016-0336.

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ABSTRACT Objective: To verify the comprehension of the education handout and the level of Functional Health Literacy of individuals with cardiac pacemaker (PM) and whether there is correlation between the comprehension and Functional Health Literacy (FHL). Method: Cross-sectional study with 63 individuals with PM who answered to comprehension tests of the handout, literacy assessment (SAHLPA-50) and cognition (MMSE). Measurements of dispersion, Pearson correlation and multiple linear regression were calculated. Results: Most women, study time ≤ 9 years, 66.21 (average age) presented no cognitive changes. An adequate literacy level was evidenced in 50.8% individuals with PM and satisfactory comprehension of the handout. No correlation was identified between FHL, handout comprehension, age, years of study and cognition. Conclusion: The handout comprehension assessed by individuals with appropriate FHL indicated that it can be a printed material suitable for use, aiming to improve care process and knowledge of individuals with PM.

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Krasiński, A. "Advanced Field Investigations of Screw Piles and Columns / Zaawansowane Badania Terenowe Pali I Kolumn Wkrecanych." Archives of Civil Engineering 57, no. 1 (March 1, 2011): 45–57. http://dx.doi.org/10.2478/v.10169-011-0005-5.

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Abstract Field investigations concerning screw piles and columns have been carried out for the “Bearing capacity and work in the soil of screw piles” research project, financed by the Polish Ministry of Science and Higher Education - project No N N506 369234. The tests of three instrumented screw piles were conducted together with CPTU tests and measurements of pile installation parameters (especially torque). The objectives of field investigations and the entire research project include discovering how screw piles work in the soil, locating and describing the correlations between CPTU results and rotation resistance during pile auger installation and next establishing correlations between CPTU results, rotation resistance and the bearing capacity of this kind of piles. The paper describes the investigation procedure and the basic results of tests carried out in the first of a series of sites.

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Espin, Christine, Teri Wallace, Heather Campbell, Erica S. Lembke, Jeffrey D. Long, and Renata Ticha. "Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests." Exceptional Children 74, no. 2 (January 2008): 174–93. http://dx.doi.org/10.1177/001440290807400203.

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We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.

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Rakov, Sergiy. "QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"." Educational Analytics of Ukraine, no. 2 (2020): 99–114. http://dx.doi.org/10.32987/2617-8532-2020-2-99-114.

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Since its inception in 2000, the international comparative survey of education quality PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.

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Journal articles on the topic 'Education, Tests and Measurements'

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