Relevant bibliographies by topics / Educational testing and measurements

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational testing and measurements'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Educational testing and measurements"

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Glas, Cees A. W. "Item response theory in educational assessment and evaluation." Mesure et évaluation en éducation 31, no. 2 (May 13, 2014): 19–34. http://dx.doi.org/10.7202/1025005ar.

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Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized adaptive testing. First, a concise introduction to the principles of IRT models is given. The models discussed pertain to dichotomous items (items that are scored as either correct or incorrect) and polytomous items (items with partial credit scoring, such as most types of openended questions and performance assessments). Second, it is shown how an IRT measurement model can be enhanced with a structural model, such as, for instance, an analysis of variance model, to relate data from achievement and ability tests to students’ background variables, such as socio-economic status, intelligence or cultural capital, to school variables, and to features of the schooling system. Two applications are presented. The first one pertains to equating and linking of assessments, and the second one to a combination of an IRT measurement model and a multilevel linear model useful in school effectiveness research.
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Howie, Sarah J., Pekka Kupari, Martin Goy, Heike Wendt, and Wilfried Bos. "Rasch measurement in educational contexts Special issue 1: Rasch modeling in educational testing." Educational Research and Evaluation 17, no. 5 (October 2011): 301–6. http://dx.doi.org/10.1080/13803611.2011.634578.

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Anderson, Beverly L. "State Testing and the Educational Measurement Community: Friends or Foes?" Educational Measurement: Issues and Practice 4, no. 2 (June 1985): 22–26. http://dx.doi.org/10.1111/j.1745-3992.1985.tb00876.x.

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Camara, Wayne J., and Dianne C. Brown. "Educational and Employment Testing: Changing Concepts in Measurement and Policy." Educational Measurement: Issues and Practice 14, no. 1 (October 25, 2005): 5–11. http://dx.doi.org/10.1111/j.1745-3992.1995.tb00845.x.

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Kim, Eun Sook, Myeongsun Yoon, and Taehun Lee. "Testing Measurement Invariance Using MIMIC." Educational and Psychological Measurement 72, no. 3 (December 6, 2011): 469–92. http://dx.doi.org/10.1177/0013164411427395.

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Multiple-indicators multiple-causes (MIMIC) modeling is often used to test a latent group mean difference while assuming the equivalence of factor loadings and intercepts over groups. However, this study demonstrated that MIMIC was insensitive to the presence of factor loading noninvariance, which implies that factor loading invariance should be tested through other measurement invariance testing techniques. MIMIC modeling is also used for measurement invariance testing by allowing a direct path from a grouping covariate to each observed variable. This simulation study with both continuous and categorical variables investigated the performance of MIMIC in detecting noninvariant variables under various study conditions and showed that the likelihood ratio test of MIMIC with Oort adjustment not only controlled Type I error rates below the nominal level but also maintained high power across study conditions.
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Paap, Muirne C. S., Sebastian Born, and Johan Braeken. "Measurement Efficiency for Fixed-Precision Multidimensional Computerized Adaptive Tests: Comparing Health Measurement and Educational Testing Using Example Banks." Applied Psychological Measurement 43, no. 1 (April 23, 2018): 68–83. http://dx.doi.org/10.1177/0146621618765719.

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It is currently not entirely clear to what degree the research on multidimensional computerized adaptive testing (CAT) conducted in the field of educational testing can be generalized to fields such as health assessment, where CAT design factors differ considerably from those typically used in educational testing. In this study, the impact of a number of important design factors on CAT performance is systematically evaluated, using realistic example item banks for two main scenarios: health assessment (polytomous items, small to medium item bank sizes, high discrimination parameters) and educational testing (dichotomous items, large item banks, small- to medium-sized discrimination parameters). Measurement efficiency is evaluated for both between-item multidimensional CATs and separate unidimensional CATs for each latent dimension. In this study, we focus on fixed-precision (variable-length) CATs because it is both feasible and desirable in health settings, but so far most research regarding CAT has focused on fixed-length testing. This study shows that the benefits associated with fixed-precision multidimensional CAT hold under a wide variety of circumstances.
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Bichi, Ado Abdu, and Rohaya Talib. "Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development." International Journal of Evaluation and Research in Education (IJERE) 7, no. 2 (June 1, 2018): 142. http://dx.doi.org/10.11591/ijere.v7i2.12900.

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Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT’s identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.
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Steinmetz, Holger, Peter Schmidt, Andrea Tina-Booh, Siegrid Wieczorek, and Shalom H. Schwartz. "Testing measurement invariance using multigroup CFA: differences between educational groups in human values measurement." Quality & Quantity 43, no. 4 (January 5, 2008): 599–616. http://dx.doi.org/10.1007/s11135-007-9143-x.

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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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Coutinho, Martha J. "Book Review: Educational testing and measurement: Classroom application and practice (5th ed.)." Journal of Psychoeducational Assessment 17, no. 3 (September 1999): 269–74. http://dx.doi.org/10.1177/073428299901700306.

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Dissertations / Theses on the topic "Educational testing and measurements"

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Caldwell, Nicole S. "Educational implications of high stakes testing." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:84.

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Haick, Angela. "Testing irregularities : are we getting accurate scores? /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3076863.

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Singh, Onkar. "NCLEX Success First Attempt| An Exploratory Study of PassPoint and Comparative Analysis of Traditional Testing Versus Computerized Adaptive Testing." Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608625.

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Schools of nursing around the United States take multiple measures to prepare nursing students for safe practice in today’s complex healthcare system. One area in which schools of nursing continue to struggle is the first-attempt pass rates of NCLEX-RN. Despite various ways of preparing nursing student graduates, the NCLEX-RN first-attempt pass rates for United States’ nursng schools remain sub-optimal. Because many of the efforts to increase first-attempt NCLEX-RN pass rates have been inadequate and new ways of preparing nursing students remain underexplored, the purpose of this study was to explore a computerized adaptive testing program, PassPoint, and identify any predictors for NCLEX-RN success on first attempt. The purpose was also to compare and analyze the computerized adaptive testing program, PassPoint, to a traditional preparatory testing method, Kaplan, in relation to NCLEX-RN first-attempt success in an associate degree nursing program in the midwestern United States. After employing a retrospective correlation design, a number of statistically significant relationships were noted.

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Bayyan, Aquil F. Sr. "One-to-one mobile technology and standardized testing| A quantitative ex post facto study." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100962.

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This quantitative, ex post facto study examined the impact a districtwide high school one-to-one mobile technology initiative had on the number of 10 th grade students in the Forney Independent School District (ISD) (Texas) who passed their standardized TAKS tests during the 2010 academic year. The research study used annual public Forney ISD (Texas) data obtained from the Texas Education Agency (TEA) website. The study compared the 2009 academic year when 10th grade students (n=520) did not have one-to-one mobile technology and the 2010 academic year when 10 th grade students (n=530) were able to use one-to-one mobile technology as their personal school and home device. Findings from the study determined if there was a statistically significant relationship between one-to-one mobile technology and the number of 10th grade students who passed their standardized TAKS tests during the 2010 academic year. With a chi-square critical value of 3.84 the results of the study showed a statistically significant relationship between the number of 10th grade students who passed their TAKS tests in 2010 with one-to-one mobile technology. In 2010, the number of 10th grade students who passed the English Language Arts test increased by 5% (92% to 97%) with a chi-square statistic of 12.86. The number of students who passed the Math test increased by 18% (65% to 83%) with a chi-square statistic of 44.39. The number of students who passed the Science test increased by 12% (70% to 82%) with a chi-square statistic of 21.04. The number of students who passed the Social Studies test increased by 6% (90% to 96%) with a chi-square statistic of 14.79. The number of 10 th grade students who passed all of their TAKS tests increased by 18% (57% to 75%) with a chi-square statistic of 38.67. The theoretical framework was constructed by the dual coding theory of Alan Pavio and the multiple intelligence theory of Howard Gardner.

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Clifton, Karen S. "The testing effect using retrival [sic] practice in the classroom /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=561.

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Retz, Anne Christine. "Important issues of educational testing: lessons from the No Child Left Behind Act." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400144639.

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Barnes, Susan Kubic. "Using computer-based testing with young children /." Full-text of dissertation on the Internet (1.64 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/barnessk/barnessk_doctorate_04-07-2010.pdf.

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Liu, Fu. "Comparisons of subscoring methods in computerized adaptive testing| A simulation study." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745565.

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LIU, FU, Ph.D. Comparisons of Subscoring Methods in Computerized Adaptive Testing: A Simulation Study. (2015) Directed by Dr. Terry A. Ackerman. 187 pp. Given the increasing demands of subscore reports, various subscoring methods and augmentation techniques have been developed aiming to improve the subscore estimates, but few studies have been conducted to systematically compare these methods under the framework of computerized adaptive tests (CAT). This research conducts a simulation study, for the purpose of comparing five subscoring methods on score estimation under variable simulated CAT conditions. Among the five subscoring methods, the IND-UCAT scoring ignores the correlations among subtests, whereas the other four correlation-based scoring methods (SEQ-CAT, PC-MCAT, reSEQ-CAT, and AUG-CAT) capitalize on the correlation information in the scoring procedure. By manipulating the sublengths, the correlation structures, and the item selection algorithms, more comparable, pragmatic, and systematic testing scenarios are created for comparison purposes. Also, to make the best of the sources underlying the assessments, the study proposes a successive scoring procedure according to the structure of the higher-order IRT model, in which the test total score of individual examinees can be calculated after the subscore estimation procedure is conducted. Through the successive scoring procedure, the subscores and the total score of an examinee can be sequentially derived from one test. The results of the study indicate that in the low correlation structure, the original IND-CAT is suggested for subscore estimation considering the ease of implementation in practice, while the suggested total score estimation procedure is not recommended given the large divergences from the true total scores. For the mixed correlation structure with two moderate correlations and one strong correlation, the original SEQ-CAT or the combination of the SEQ-CAT item selection and the PC-MCAT scoring should be considered not only for subscore estimation but also for total score estimation. If the post-hoc estimation procedure is allowed, the original SEQ-CAT and the reSEQ-CAT scoring could be jointly conducted for the best score estimates. In the high correlation structure, the original PC-MCAT and the combination of the PC-MCAT scoring and the SEQ-CAT item selection are suggested for both the subscore estimation and the total score estimation. In terms of the post-hoc score estimation, the reSEQ-CAT scoring in conjunction with the original SEQ-CAT is strongly recommended. If the complexity of the implementation is an issue in practice, the reSEQ-CAT scoring jointly conducted with the original IND-UCAT could be considered for reasonable score estimates. Additionally, to compensate for the constrained use of item pools in PC-MCAT, the PC-MCAT with adaptively sequencing subtests (SEQ-MCAT) is proposed for future investigations. The simplifications of item and/or subtest selection criteria in a simple-structure MCAT, PC-MCAT, and SEQ-MCAT are also pointed out for the convenience of their applications in practice. Last, the limitations of the study are discussed and the directions for future studies are also provided.

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Wang, Yixi. "Application of Item Response Tree (IRTree) Models on Testing Data: Comparing Its Performance with Binary and Polytomous Item Response Models." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587481533999313.

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Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001teedk.pdf.

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Books on the topic "Educational testing and measurements"

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Wiersma, William. Educational measurement and testing. 2nd ed. London: Allyn and Bacon, 1990.

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Wiersma, William. Educational measurement and testing. 2nd ed. Boston: Allyn and Bacon, 1990.

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Wiersma, William. Educational measurement and testing. 2nd ed. Boston: Allyn and Bacon, 1990.

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Wiersma, William. Educational measurement and testing. Boston: Allyn and Bacon, 1985.

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Massachusetts Basic Skills Testing Program. Massachusetts testing program. [Quincy, Mass.]: Massachusetts Dept. of Education, 1988.

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Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass Publishers, 1993.

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Standardized testing in schools. Edina, Minn: ABDO Pub. Co., 2009.

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Barton, Paul E. Testing in American schools. Princeton, NJ: ETS Policy Information Center, 1994.

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Standardized testing. Farmington Hills, MI: Lucent Books, 2015.

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Achievement testing. New York: P. Lang, 2005.

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Book chapters on the topic "Educational testing and measurements"

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Sass, Daniel A., and Thomas A. Schmitt. "Testing Measurement and Structural Invariance." In Handbook of Quantitative Methods for Educational Research, 315–45. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-404-8_15.

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Veldkamp, Bernard P., and Angela J. Verschoor. "Robust Computerized Adaptive Testing." In Theoretical and Practical Advances in Computer-based Educational Measurement, 291–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_15.

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Allerup, Peter, and Christian Christrup Kjeldsen. "Standard Setting in Denmark: Challenges Through Computer-Based Adaptive Testing." In Methodology of Educational Measurement and Assessment, 101–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50856-6_7.

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Funke, Joachim, and Samuel Greiff. "Dynamic Problem Solving: Multiple-Item Testing Based on Minimally Complex Systems." In Methodology of Educational Measurement and Assessment, 427–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50030-0_25.

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van Groen, Maaike M., Theo J. H. M. Eggen, and Bernard P. Veldkamp. "Multidimensional Computerized Adaptive Testing for Classifying Examinees." In Theoretical and Practical Advances in Computer-based Educational Measurement, 271–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_14.

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Nurakhmetov, Darkhan. "Reinforcement Learning Applied to Adaptive Classification Testing." In Theoretical and Practical Advances in Computer-based Educational Measurement, 325–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_17.

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Verschoor, Angela, Stéphanie Berger, Urs Moser, and Frans Kleintjes. "On-the-Fly Calibration in Computerized Adaptive Testing." In Theoretical and Practical Advances in Computer-based Educational Measurement, 307–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_16.

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Hambleton, Ronald K., and H. Jane Rogers. "Advances in Criterion-Referenced Measurement." In Advances in Educational and Psychological Testing: Theory and Applications, 3–43. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-009-2195-5_1.

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Béguin, Anton A., and J. Hendrik Straat. "On the Number of Items in Testing Mastery of Learning Objectives." In Theoretical and Practical Advances in Computer-based Educational Measurement, 121–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_6.

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Cizek, Gregory J., Heather K. Koons, and Sharyn L. Rosenberg. "Finding validity evidence: An analysis using the Mental Measurements Yearbook." In High-stakes testing in education: Science and practice in K–12 settings., 119–38. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12330-008.

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Conference papers on the topic "Educational testing and measurements"

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Beck, B. Terry, and Nelson A. Pratt. "A Simple Device for Wind Tunnel Performance Testing of Small Scale Powered Propellers." In ASME 2005 Fluids Engineering Division Summer Meeting. ASMEDC, 2005. http://dx.doi.org/10.1115/fedsm2005-77191.

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Propellers represent an interesting application of the principles of aerodynamics. The basic physics of propeller operation can be modeled as a rotating wing section using classical blade element analysis procedure, which can also include flows induced by the propeller motion itself. Performance testing of small-scale powered propellers in modest size educational wind tunnels could yield important verification of these analysis tools, and also provide valuable experimental insight into important aspects of propeller design for the engineering laboratory. To provide useful data, measurements of propeller performance must include not only rotation speed and thrust, but also torque. These variables need to be investigated as a function of the imposed wind tunnel airspeed, which represents the forward speed of a powered propeller in flight. Rotation speed is easily measured using a variety of simple optical (including stroboscopic) techniques and thrust simply corresponds to the axial force measurement obtained directly from the typical “sting” balance used with educational wind tunnels. However, commercial devices for practical torque measurement can be quite expensive and are also typically of much higher torque range than that achieved by small-scale propellers designed for model airplane use, which limits their usefulness in the educational engineering wind tunnel laboratory. This paper presents a simple and inexpensive strain gage based device designed for measurement of low level torque developed by small-scale powered propellers. The operating principles of the torque measurement device are described, along with static calibration test results and experimental measurements of the performance characteristics of a small-scale electric motor driven powered propeller using our educational wind tunnel test facility. The torque sensor can be combined with rapid prototyping propeller design to allow investigation of a wide variety of propeller design features. Additional planned improvements and other wind tunnel applications for the torque measurement device are also discussed in the paper.
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Purcaru, Dorina, Ioan Mircea Gordan, and Anca Purcaru. "Testing and monitoring ultrasonic sensors for engineering education on electronic measurements." In 2017 14th International Conference on Engineering of Modern Electric Systems (EMES). IEEE, 2017. http://dx.doi.org/10.1109/emes.2017.7980374.

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Hocko, Marián, and Jiri Polansky. "Transformation of an Aviation Turboshaft Engine Into a Experimental Jet Engine for Laboratory Testing Unstable Radial Compressor Work." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37298.

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The article deals with the use of a small aviation turboshaft engine for laboratory purposes. This study describes its transformation into an experimental device for research and education. Various constructional, technological and controlling modifications and settings of the gas turbine test stand were carried out and tested on a stationary configuration. The stationary system can be used as a small backup power generator or as a drive unit for a compressor, pump, etc. New control systems, electronic elements and methods of measuring rotations, pressure and temperature are tested for educational and research purposes. The study includes a schematic description of modelling measurements and subsequent numerical evaluation of the thermodynamic characteristics of the cycle in an experimental gas turbine. The laboratory device presented here is, thanks to technological, material and thermodynamic research, suitable for educating and testing the knowledge of future aviation and mechanical engineers. The content of the article is a description of the use of transformed small turboshaft engine into small jet engine by means of experimental testing of unstable work of the radial compressor under laboratory conditions.
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Stebeniaeva, Tatiana Viktorovna, Tatiana Sergeevna Larina, and Galina Serafimovna Khudolei. "Development of tools for testing technologies applied for monitoring knowledge level of the trainees educated within multifunctional technological educational system." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32352.

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The main purpose of this article is to present the contents of a number of modern innovative technologies for monitoring students' level of knowledge. To achieve it, the task of justifying the advantages of using the testing technology tools to control students' level of knowledge solved. In addition, the article shows the practical features of the use of testing technologies to monitor students' level of knowledge by creating an evaluation fund for educational discipline «Computer Science», which is an integral part of multifunctional educational technological complex in the «Manager-programmer of information systems», using a rating approach and multi-point measurement scales. The results are usable in practice of educational institutions work to control students' level of knowledge during the qualified specialist’s preparation.
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D Senn, William, Gayle Prybutok, Kittipong Boonme, and Victor R. Prybutok. "Development and Testing of an Education Service Quality Model [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4781.

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Aim/Purpose: This study builds upon theory to develop and test a parsimonious model of service quality importance, the Higher Education Service Quality Importance (HESQI) Model, for use in standardized, frequent surveys of student satisfaction in higher education service delivery. Background: Educational institutions operating in the higher education marketplace are facing increased competition for students. In order to be competitive in terms of the student services provided, these institutions need a method to evaluate and measure, on a frequent and recurring basis, the quality and performance of their services. Methodology: A survey was developed and administered to a stratified random sample of 1,400 students at a large public university in the southwestern United States. The 56% response rate was comprised of 790 total respondents. Partial least squares structural equation modelling (PLS-SEM) was used to analyze model constructs and latent variables. Reliability, validity, non-response bias, and common method bias were assessed as part of the research. Contribution: The HESQI is a compact, parsimonious instrument that can be administered in a cost-effective manner for faster, point-in-time checks of student satisfaction with less survey fatigue than larger instruments. Findings Service quality is significantly correlated with student satisfaction. The developed model is capable of explaining nearly 70% of the variance in student perceptions of satisfaction. Recommendations for Practitioners: The developed HESQI instrument addresses the need for a quick and easy measurement instrument to assess student satisfaction in higher education institutions. The HESQI instrument simplifies data collection and analysis and can be used on a frequent and ongoing basis to gain rapid insight into service and quality issues affecting students. Recommendations for Researchers: The development of the HESQI provides an instrument that researchers can use to study the delivery of auxiliary services in higher education. In addition, the methodology used has implications for how to develop and test other parsimonious instrument for use in other contexts. Impact on Society: Higher education is of critical value to societal mobility. As such providing a better experience for those who seek education is important and services are an important part of that experience. The HESQI has an important role in helping to improve that experience because it allows measuring the satisfaction with changes that are made to improve auxiliary services which are important to the overall environment and experience. Future Research: Future research may be carried out to further validate and confirm the research findings and use it in other environments. Also, research may consider a single item instrument in similar environments.
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Parekh, D., V. Kibens, C. Rogers, A. Glezer, and A. Krothapalli. "Education returns from joint industry-university research investments." In Advanced Measurement and Ground Testing Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1996. http://dx.doi.org/10.2514/6.1996-2244.

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Ahmed, B. "Computerized educational testing tool." In International Multi Topic Conference, 2002. Abstracts. INMIC 2002. IEEE, 2002. http://dx.doi.org/10.1109/inmic.2002.1310171.

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Serikh, V. I., I. V. Yakimova, and Yu A. Palchun. "Measurements in educational processes." In 2010 10th International Scientific-Technical Conference on Actual Problems of Electronic Instrument Engineering - APEIE. IEEE, 2010. http://dx.doi.org/10.1109/apeie.2010.5677300.

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Mileticˇ, Marija. "Research Reactor VR-1 and Determination of Neutron Spatial Distribution in Its Radial Experimental Channel." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-76041.

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The research reactor VR-1 is operated by Faculty of Nuclear Sciences and Physical Engineering, Czech Technical University (CTU) in Prague. It is a pool-type, light-water reactor, with low enriched uranium. Maximum thermal power is 1kW (equal to 1·108 impulses/second when compared with reactors with higher power). Research on VR-1 reactor is mainly used for the education of university students, preparation and testing of new educational methodologies, investigation of reactor lattice parameters, reactor dynamics study, research in the control equipment field, neutron detector calibration, etc. One of the applications performed by students is the determination of the absolute value of the neutron flux density (also known as Neutron Spatial Distribution) in the radial experimental channel in reactor VR-1. The method used for this measurement is Neutron Activation Analysis. The principle of this method consists in neutron capture in a nucleus of the material forming the activation detector which is irradiated in the experimental channel. The activity of the produced radioactive products (radioisotopes) is then measured by means of appropriate counter system (in our case, High Purity Germanium detector). For this measurement totally 34 gold foils were irradiated at different reactor power levels and various positions in radial channel in aim to determine the neutron spatial distribution in radial channel. Interesting results about symmetry, value and dependence on reactor power level of neutron flux density were obtained.
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Mohajer, Abbas, and Eshagh Abbasi. "Development of Compression System Dynamic Simulation Code for Testing and Designing of Anti-Surge Control System." In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-63212.

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As cost of damages to the compression systems in oil and gas industry can lead to significant capital cost loss and plant downtime, these valuable assets must be carefully protected to achieve a high level of production and operational reliability. In recent years, several research activities have been conducted to develop knowledge in analysis, design and optimization of compressor anti surge control system. Since, the anti-surge control testing on a full scale compressor are limited for possible consequences of failure and also the experimental facility can be expensive to set up control strategies and logics, design process often involves analyses using compression system dynamic simulation. Such Simulator enables the designer to test the new control logic and see the results before implementing it on governor system. This would increase the reliability and prevents undesirable costs resulting from practical trial and error process. Taking into account its own requirements and market demand, a high fidelity compression system dynamic simulation environment has developed by MAPNA Turbine (TUGA) to verify the anti-surge control system design and test the control logic across the all operating range of the compressor performance. Typical control scenarios that have to be considered are process control, starting and stopping, and emergency shutdowns. Having such simulator is also deemed to be essential to serve other applications during all stages of system life cycle, including but not limited to the educational tool for operators training, Site Acceptance Test (SAT) and Factory Acceptance Test (FAT) and compression plant design optimization. This research focuses on developing and validating a physics-based, modular, non-linear and one-dimensional dynamic model of a compression system: centrifugal compressor and its surrounding process equipment like scrubber, cooler, a recycle line with a control valve and check valve. The mathematical approach of the model is based on laws of conservation and the included ordinary differential equations (ODEs) which describe the system dynamics, is solved by using advanced computational method in an in-house FORTRAN code. Compressor characteristics maps generated from company compressor test bench are used to determine compressor pressure ratio and efficiency. All equipment and inlet/outlet accessories as well as test instructions follow the requirements of PTC10. The simulation within a wide range of operating conditions allows a parametric study to be performed and the optimal values of the control parameters to be selected. In order to check the validity of the model, the simulation results are then compared with experimental data taken on the company industrial compressor test facility and also with operational field measurement.
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Reports on the topic "Educational testing and measurements"

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Ramsey, Lori J., and Karen L. Fertig. Officer Standardized Educational Testing Data. Fort Belvoir, VA: Defense Technical Information Center, November 1992. http://dx.doi.org/10.21236/ada259393.

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D.A. ASHLEY and R.L. JONES. THERMAL TESTING MEASUREMENTS REPORT. Office of Scientific and Technical Information (OSTI), September 2004. http://dx.doi.org/10.2172/886572.

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Wagner, R. Thermal Testing Measurements Report. Office of Scientific and Technical Information (OSTI), September 2002. http://dx.doi.org/10.2172/836503.

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Trowbridge, J. H. Testing Turbulence Closure Models Against Oceanic Turbulence Measurements. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada626861.

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Trowbridge, J. H. Testing Turbulence Closure Models against Oceanic Turbulence Measurements. Fort Belvoir, VA: Defense Technical Information Center, September 2001. http://dx.doi.org/10.21236/ada625214.

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Myers, D. Radiometric instrumentation and measurements guide for photovoltaic performance testing. Office of Scientific and Technical Information (OSTI), April 1997. http://dx.doi.org/10.2172/464134.

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MacLellan, J. A., R. J. Traub, and P. C. Olsen. Performance testing of radiobioassay laboratories: In vivo measurements, Final Report. Office of Scientific and Technical Information (OSTI), April 1990. http://dx.doi.org/10.2172/6998364.

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Robinson, A. V., D. R. Fisher, W. D. Reece, and J. A. MacLellan. Performance testing of radiobioassay laboratories: in-vivo measurements, pilot study report. Office of Scientific and Technical Information (OSTI), October 1986. http://dx.doi.org/10.2172/7154251.

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MacLellan, J. A., R. J. Traub, and D. R. Fisher. Performance testing of radiobioassay laboratories: In vitro measurements (urinalysis): Final report. Office of Scientific and Technical Information (OSTI), March 1988. http://dx.doi.org/10.2172/5287046.

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MacLellan, J. A. Performance testing of radiobioassay laboratories: In vitro measurements, fecal study report. Office of Scientific and Technical Information (OSTI), September 1988. http://dx.doi.org/10.2172/6924361.

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