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Relevant bibliographies by topics / Iowa Tests of Basic Skills

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Academic literature on the topic 'Iowa Tests of Basic Skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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Journal articles on the topic "Iowa Tests of Basic Skills"

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Stevens, Joseph J. "Confirmatory factor analysis of the Iowa tests of basic skills." Structural Equation Modeling: A Multidisciplinary Journal 2, no. 3 (January 1995): 214–31. http://dx.doi.org/10.1080/10705519509540010.

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Duran, Ricardo, and Stephen Powers. "Reliabilities of the Iowa Tests of Basic Skills for Hispanic- and Anglo-American Students." Psychological Reports 73, no. 1 (August 1993): 64–66. http://dx.doi.org/10.2466/pr0.1993.73.1.64.

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Cronbach alpha reliabilities were computed separately for 425 Hispanic-American and Anglo-American students in Grades 3 to 6 on the Iowa Tests of Basic Skills Reading Comprehension and Vocabulary subtests. Anglo-American students' scores showed significantly higher reliabilities than Hispanic-American students' scores in Grades 4 and 5.

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Estes, Robert E., Douglas L. Baum, and Nanci M. Bray. "Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students." Perceptual and Motor Skills 62, no. 2 (April 1986): 619–25. http://dx.doi.org/10.2466/pms.1986.62.2.619.

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The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

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Shriner, James, and John Salvia. "Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests." Exceptional Children 55, no. 3 (November 1988): 240–48. http://dx.doi.org/10.1177/001440298805500306.

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The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.

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Beer, John. "Relationship of Divorce to Self-Concept, Self-Esteem, and Grade Point Average of Fifth and Sixth Grade School Children." Psychological Reports 65, no. 3_suppl2 (December 1989): 1379–83. http://dx.doi.org/10.2466/pr0.1989.65.3f.1379.

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61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory—School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.

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Canivez, Gary L. "Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills." Psychology in the Schools 37, no. 2 (March 2000): 107–13. http://dx.doi.org/10.1002/(sici)1520-6807(200003)37:2<107::aid-pits2>3.0.co;2-9.

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Meisels, Samuel J. "Impact of Instructional Assessment on Elementary Children's Achievement." education policy analysis archives 11 (February 28, 2003): 9. http://dx.doi.org/10.14507/epaa.v11n9.2003.

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This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.

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Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (April 1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

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Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (December 1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60 Hispanic, and 221 Caucasian). Multiple regression analyses showed the relationship between scores on the Cognitive Abilities Test and achievement was equivalent for all groups; however, teachers' ratings showed bias against Caucasian and Asian-American students by underpredicting their achievement scores.

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Dissertations / Theses on the topic "Iowa Tests of Basic Skills"

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Russell, Rhea. "The Impact of Yearly Standardized Tests on Teacher Attitudes and Curriculum." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1115837961.

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Laduzenski, Ann Marie Anzalotti. "Mathematics laboratories and third grade standardized test scores /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1570.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]. Includes bibliographical references (leaves 29-32).

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Creasy, Kim. "The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134505532.

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Zirkelbach, Andrea Cary. "Identifying Gifted Students in Science." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1057.

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Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary school, teachers and parents can foster their interest, increasing the students’ knowledge, value, and affect as well as their willingness to re-engage science (Eccles & Wigfield, 2002; Gottfried & Gottfried, 1996; Häussler 1987; Neber & Schommer-Aikins, 2002; Osborne, 2003; Schunk, Pintrich, & Meece, 2008). In this study, a brief student identification form was developed for elementary school teachers to complete. The form was based on Hidi and Renninger’s (2006) four-phase model of interest development. The form was one piece of a more comprehensive identification protocol. Students in grades second, third, fourth, fifth, and sixth from six Warren County elementary schools were asked to participate in this study. However, due to insufficient data, grades two and six were not used after collection. Few sixth grade teachers completed the forms and second graders did not take the ITBS. This study primarily focused on identifying students from underrepresented populations. These six schools, Cumberland Trace, Bristow, Lost River, Oakland, Richardsville, and North Warren, were chosen based on their larger population of students who qualify for free and reduced lunch.

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Robinson, Gina Lea. "Test anxiety as a moderator in the prediction of school achievement from measured ability." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1071.

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Snow, Gabrielle M. "Development of a Math Interest Inventory to Identify Gifted Students from Underrepresented and Diverse Populations." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1052.

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The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. The current project developed a measure to assess interest in mathematics. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement; 2006). Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. The sample consists of 1,429,429 students in grades two through six. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The first hypothesis found support with an internal consistency reliability coefficient of .916 for the overall score. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations for the total score of the math interest inventory were significant; however, their values had little practical significance. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. These results are discussed in relation to limitations of the current study and recommendations for further investigation.

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Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.

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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria.
Department of Educational Psychology

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Breidenbach, Daniel Hyde. "A factor analytic study of the internal structure of the Brigance comprehensive inventory of basic skills-II." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/d_breidenbach_041609.pdf.

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Peyton, Kari C. "Measuring the predictive power of dynamic indicators of basic early literacy skills across grade levels for English language learners." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009peytonk.pdf.

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Rowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Books on the topic "Iowa Tests of Basic Skills"

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Company, Riverside Publishing. The Iowa tests: Test coordinator guide. Itasca, IL: Riverside Pub., 2001.

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Massachusetts. Department of Education. 1997 summary results: Grade 3 reading test : Iowa Tests of Basic Skills. Boston, Mass.]: Massachusetts Dept. of Education, 1997.

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Scoring high: Iowa tests of Basic Skills, a test prep program for ITBS. Columbus, Ohio: SRA/McGraw-Hill, 2007.

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Scoring high: Iowa tests of Basic Skills, a test prep program for ITBS. Worthington, OH: SRA/McGraw-Hill, 2003.

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Hieronymus, A. N. Manual for school administrators, levels 5-14: ITBS forms G/H. Chicago, IL (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1986.

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Hieronymus, A. N. Richmond tests of basic skills. 2nd ed. Windsor: NFER-Nelson, 1988.

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Hieronymus, A. N. Richmond tests of basic skills. 2nd ed. Windsor: NFER-Nelson, 1988.

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Allen, Henriette L. Reading Skills Competency Tests: Competency tests for basic reading skills. West Nyack, N.Y: Center for Applied Research in Education, 1999.

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CBEST: California Basic Educational Skills Test. Cambridge, MA: XAMonline, Inc, 2011.

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Iowa Tests of Basic Skills. Chicago (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1993.

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Book chapters on the topic "Iowa Tests of Basic Skills"

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McLoughlin, David. "Basic Skills Tests." In The Psychological Assessment of Reading, 292–93. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209225-17.

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Benbassat, Jochanan. "Diagnostic Utility of the Physical Examination and Ancillary Tests." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 61–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7_8.

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"Chapter 15 Liver and Gastroenterology Tests." In Basic Skills in Interpreting Laboratory Data, 329–68. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.015.

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"Chapter 17 Hematology: Blood Coagulation Tests." In Basic Skills in Interpreting Laboratory Data, 393–420. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.017.

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"Chapter 5 Substance Abuse and Toxicological Tests." In Basic Skills in Interpreting Laboratory Data, 69–92. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.005.

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"Chapter 14 Pulmonary Function and Related Tests." In Basic Skills in Interpreting Laboratory Data, 315–28. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.014.

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"Chapter 8 The Heart: Laboratory Tests and Diagnostic Procedures." In Basic Skills in Interpreting Laboratory Data, 151–74. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.008.

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"Chapter 16 Hematology: Red and White Blood Cell Tests." In Basic Skills in Interpreting Laboratory Data, 369–92. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.016.

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Irons, Peter. "“The Basic Minimal Skills”." In White Men's Law, 233–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190914943.003.0013.

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This chapter looks at the impact of segregated housing and schools on the performance of Black children on tests of academic skills, finding them lagging far behind White children. It shows that majority-Black school districts receive significantly less funding for education than majority-White districts. It then discusses in detail the 1973 Supreme Court case of San Antonio School District v. Rodriguez, brought by Demetrio Rodriguez and other Hispanic parents of children in the Edgewood district of San Antonio, Texas, whose schools received less funding than majority-White districts because of state laws that based school funding largely on property taxes. Statistics showed that poor and largely Hispanic and Black districts with low property values could not match the funding of affluent White districts. The Supreme Court ruled 5–4 against this challenge, with Justice Lewis Powell writing for the majority in stating that Texas (and other states) need provide minority students only with “the basic minimal skills” to participate in civic affairs, with a passionate dissent by Justice Thurgood Marshall. The chapter then returns to Detroit, where Black students came in last in the nation in test scores; more than two-thirds could not even grasp fundamental skills in reading and arithmetic. This barrier to advanced education and good jobs stems from the systemic racism that places Black children far behind Whites in school readiness, raising the question: How can Blacks catch up with Whites when they start so far behind?

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"Appendix B Nondrug Reference Ranges for Common Laboratory Tests in Traditional and SI Units." In Basic Skills in Interpreting Laboratory Data, 636–38. American Society of Health-System Pharmacists, 2017. http://dx.doi.org/10.37573/9781585285495.app2.

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Conference papers on the topic "Iowa Tests of Basic Skills"

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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.

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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.

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Vega Bello, Jessica Daniela, Yesica Escalera Matamoros, Arturo Treviño Arizmendi, Daniel Haro Mendoza, Vicente Borja, and José Luis Jiménez Corona. "Design Methodology of a Toy to Improve Manual Abilities on Medicine Students." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24582.

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Abstract Theoretical knowledge is important in all disciplines, but practical knowledge is of utmost importance in many of them, such is the case in engineering, medicine, and architecture. In most of these majors’ instructors focus more on the theoretical area and set aside the practical one. That is why it is important to develop educational tools to improve students’ practice. Medical students at the Universidad Nacional Autónoma de México were our case of study since we noticed a lack of practical knowledge during their second year at University. In this paper, we present a design methodology of a toy for the students of medicine to exercise and improve their manual precise movements and motor sequencing skills, in order to improve their practical abilities by using it. This methodology emphasizes the importance of specific movements that surgeons do while they perform basic surgical procedures, intending to imitate them when they use the toy. Therefore, procedures like cutting, suturing, exposure, among others were performed by a surgeon, recorded, and analyzed. As a result, it was observed that some movements were repeated in most of the procedures. Based on this, a device was designed so that the user may be able to repeat the movements following a series of audiovisual instructions as a game. To validate its efficiency manual precision tests were used to compare the individual students’ improvement before and after using it. Once the device was built as a toy, 12 second-year medical students took the precision tests, the measured variable was the time they used to complete both tests. Furthermore, they practiced with the toy for 10 days, 6 minutes per day. On the last day, after using it, each student performed the precision tests once again to obtain a quantitative value of their improvement. The time spent by each student to perform the first precision tests were compared to the last after using the toy. The results showed that the execution time was reduced by an average of 53.75 seconds in the first precision test and 45 seconds in the second. This indicates that the use of the toy allows students to improve their manual precision skills, affecting the execution time of tasks that require accurate manual precision. Also, it was observed that the methodology developed could be applied and extrapolated to other disciplines such as engineering, in order to develop similar toys or devices that could enhance manual skills.

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Mavrudiev, Petko. "MOBILE GAMES AS A MEANS OF DEVELOPING MOTOR QUALITIES IN TENNIS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/123.

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ABSTRACT In many methods in different sports, mobile games are used to improve the motor abilities of adolescents. We have developed and tested a methodology based on mobile games in tennis training. The study aims to optimize the physical preparation of the 10 years old boys who are training tennis in school in an extracurricular form of education through the tools of the moving games. The оbject of study are 40 boys, 10 years old (3rd grade) divided into two groups of 20 children - experimental and control. The subject of the study are the signs of physical development and motor skills. To establish the effectiveness of the applied methodology, testing was carried out twice with all participants in the study (at the beginning and the end of the experimental period) on six tests, two physical development indicators, and BMI. The results were subjected to mathematical and statistical processing by Variation analysis, Comparative t-criterion of Student, BMI. The analysis of the results shows that, at the end of the experiment, the experimental group has higher achievements in all studied indicators. Unlike the first test, however, in which there were insignificant differences between the two groups in the level of development of the studied traits, in the second test - the ratio changed in favor of the experimental group. It can be argued with a high guarantee probability that the specific work with the means of mobile games applied by us has led to a significant increase in the level of development of the boys in the experimental group speed endurance, the explosive force of the lower limbs, both in vertical and horizontal efforts. As the main conclusion of the study, we could conclude that the experiment, through the means of mobile games in general, has positively influenced the development of basic motor skills, physical ability, and health status of students.

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Hamade, R. F. "Studying Your Students as They Learn: A Case Study of CAD Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10195.

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Having observed mechanical engineering seniors at the American University of Beirut (AUB) go about learning computer-aided design (CAD) in a formal setting, the instructors always wondered why some students acquire CAD skills with relative ease while some others seem to struggle. For this reason, a methodical study was launched in order to address this issue. Hence, and in order to “study the students as they learn” was accomplished by following 74 mechanical engineering seniors (it took three academic years including AY 2008–09 in order to have access to this relatively large number of trainees) as they went through a semester-long formal training on a commercial computer-aided design (CAD) package (Pro/Engineer, version Wildfire). The study methodically explored the trainees’: (1) technical background, (2) behavioral attributes (willingness-to-learn), and their (3) learning preferences. Investigating the technical background included quantifying the trainees’ relevant technical competencies specifically: basic math foundation, advanced math foundation, CAD-related mathematical foundation, computer science and engineering foundation, methodologies related to CAD, graphics foundation, and mechanical design foundation. Determining the trainees’ behavioral attributes included exploring their initial attitude towards learning of CAD, perception and imagination, and gauging their actual behavior (practice and CAD skills learned) throughout the training. Trainees’ learning styles were determined according to the index of learning styles, ILS [1]. Furthermore, and in order to assess the trainees’ progress in CAD knowledge acquisition, competency tests were conducted at four intervals throughout the semester-long study (2, 4, 7, and 12 weeks). The assessment involved hands-on building of CAD test parts of comparable complexity. At the conclusion of the study, statistical methods were used to correlate the trainees’ attributes with their monitored performance. Only a fraction (17 out of a class of 74 trainees or about one in four) of the trainees were found to fit the “star CAD trainee” mold which was defined in this study as someone who is fast on the tube as well as perceptive enough to be see through the procedure of building progressively more sophisticated CAD models. A profile of this “star CAD trainee” character emerges as an individual who is technically competent and perceptive, with personal drive and positive attitude, and who possesses active, sensor, sequential and visualizing learning styles.

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Miltuze, Anika, and Sanita Litiņa. "Students’ digital competence: A scoping review of measuring instruments." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.21.

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In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.

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Sena-Esteves, M. Teresa, Cristina Morais, Anabela Guedes, Isabel Brás Pereira, Margarida Ribeiro, Celina P. Leão, and Filomena Soares. "Teaching Impact and Evaluation Methodology Assessment in a Fluid Mechanics Course: Student’s Perceptions." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70576.

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Fluid Transport Systems topic is of fundamental importance in most Engineering areas. In this topic basic knowledge must be taught yet students normally resist and do not perform well in theoretical syllabus. In order to reinforce the importance of these issues, and based on teachers’ perceptions and experience, a change was made in the assessment process: a Practical Work and different moments and types of assessment were introduced. The objective is to evaluate the influence of these changes in the students’ final grades and to obtain students’ perceptions regarding these changes, and to know which teaching/learning methodologies are most effective. The students’ perceptions were analyzed through a questionnaire developed and validated for that purpose. Fifty students (88% of the enrolled students) carried out this new course format and answered the questionnaire. It is interesting to observe that most students (55.1%) do not perceive this course as essentially theoretical and 37% view it as balanced between theory and practice. One of the main reasons could be the fact that students realize that practical applications proposed during classes are enough to understand the theoretical concepts (75.5%). Globally students preferred several assessment moments (mini tests) to just one. Regarding the Practical Work, it was well accepted by students. The technical and soft skills promoted by the Practical Work as well as students’ learning styles were also analyzed through the questionnaires. The majority of students (71.4%) learn through the creation of concepts (abstract conceptualization) and perform things by an active experimentation. The grades obtained in the different moments of assessments were crossed with the final and Practical Work grades. It is worth pointing out that students increased their grades with the Practical Work.

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Lenoir, Joel. "Rapid, Traditional, and Virtual: Prototypes in the Undergraduate Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14651.

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The Mechanical Engineering (ME) faculty at Western Kentucky University (WKU) has developed a curricular plan to balance the strengths and weaknesses of three types of design prototyping: rapid, traditional, and virtual. Rapid prototyping refers to any of the modern 3D printing tools, such as Fused Deposition Modeling. Traditional prototyping has been defined as primarily machined parts, ranging from simple fabricated parts to CNC machined components. Virtual prototyping is used to describe designs that exist only in the digital domain as parts and assemblies in a 3D drawing program. Over the entire four years of the WKU ME curriculum, students work on a range of projects that allow them to utilize all three types of prototypes. The ME Freshman Experience allows students to blend the study of design methodologies with basic instruction in machine tools. Each student designs, builds, and tests their own air-powered steam engine. Sophomore Design finds the students working not only on a virtual design project, but also a more extended design-build-test project focused on experimentation. Junior design blends an externally sponsored virtual design along with the ASME Regional Student Competition (RSC). As with the RSC, Capstone Design in the senior year allows students to use a balance of all three types of prototyping as they judge appropriate and/or requested by their external sponsor. Design projects utilizing rapid and traditional prototyping resources require a large commitment by faculty and staff for support. A balance between time, resources, and level of student effort must be maintained, but careful planning can lead to improved student design performance. Virtual prototyping can appear to be easier to manage, but student expertise in creating fidelity between digital drawings and the desired physical parts varies widely. The deficiencies can show up when creating assemblies, but students can often mask the errors. The most important aspect of all these prototyping activities is the need for continual interaction between students, faculty, and staff. Students do not usually possess an innate project management ability, but experience has shown that strong project management skills are necessary for successful prototyping activities. All persons involved in the efforts must understand the prototyping facilities available, the time and resources necessary to utilize them effectively, and the reasonable expectations of the course effort. Students can gain understanding through repeated course exposure, but faculty must present a consistent voice with respect to the technologies available.

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Muñoz, David. "New strategies in proprioception’s analysis for newer theories about sensorimotor control." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6903.

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Abstract Human’s motion and its mechanisms had become interesting in the last years, where the medecine’s field search for rehabilitation methods for handicapped persons. Other fields, like sport sciences, professional or military world, search to distinguish profiles and ways to train them with specific purposes. Besides, recent findings in neuroscience try to describe these mechanisms from an organic point of view. Until now, different researchs had given a model about control motor that describes how the union between the senses’s information allows adaptable movements. One of this sense is the proprioception, the sense which has a quite big factor in the orientation and position of the body, its members and joints. For this reason, research for new strategies to explore proprioception and improve the theories of human motion could be done by three different vias. At first, the sense is analysed in a case-study where three groups of persons are compared in a controlled enviroment with three experimental tasks. The subjects belong to each group by the kind of sport they do: sedentary, normal sportsmen (e.g. athletics, swimming) and martial sportmen (e.g. karate, judo). They are compared thinking about the following hypothesis: “Martial Sportmen have a better proprioception than of the other groups’s subjects: It could be due to the type of exercises they do in their sports as empirically, a contact sportsman shows significantly superior motor skills to the members of the other two groups. The second via are records from encephalogram (EEG) while the experimental tasks are doing. These records are analised a posteriori with a set of processing algorithms to extract characteristics about brain’s activity of the proprioception and motion control. Finally , the study tries to integrate graphic tools to make easy to understand final scientific results which allow us to explore the brain activity of the subjects through easy interfaces (e.g. space-time events, activity intensity, connectivity, specific neural netwoks or anormal activity). In the future, this application could be a complement to assist doctors, researchers, sports center specialists and anyone who must improve the health and movements of handicapped persons. Keywords: proprioception, EEG, assesment, rehabilitation.References: Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 1: Basic science and principles of assessment and clinical interventions. ManualTher.10.1016/j.math.2015.01.008. Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 2: Clinical assessment and intervention. Manual Ther.10.1016/j.math.2015.01.009. Roren, A., Mayoux-Benhamou, M.A., Fayad, F., Poiraudeau, S., Lantz, D., Revel, M. (2008). Comparison of visual and ultrasound based techniques to measure head repositioning in healthy and neck-pain subjects. Manual Ther. 10.1016/j.math.2008.03.002. Hillier, S., Immink, M., Thewlis, D. (2015). Assessing Proprioception: A Systematic Review of Possibilities. Neurorehab. Neural Repair. 29(10) 933–949. Hooper, T.L., James, C.R., Brismée, J.M., Rogers, T.J., Gilbert, K.K., Browne, K.L, Sizer, P.S. (2016). Dynamic Balance as Measured by the Y-Balance Test Is Reduced in Individuals with low Back Pain: A Cross-Sectional Comparative Study. Phys. Ther. Sport,10.1016/j.ptsp.2016.04.006. Zemková, G., Stefániková, G., Muyor, J.M. (2016). Load release balance test under unstable conditions effectivelydiscriminates between physically active and sedentary young adults. Glave, A.P., Didier, J.J., Weatherwax, J., Browning, S.J., Fiaud, Vanessa. (2014). Testing Postural Stability: Are the Star Excursion Balance Test and Biodex Balance System Limits of Stability Tests Consistent? Gait Posture. 43(2016) 225-227. Han, Jian., Waddington, G., Adams, R., Anson, J., Liu, Y. (2014). Assessing proprioception: A critical review of methods. J. Sport Health Sci.10.1016/j.jshs.2014.10.004. Hosp, S., Bottoni, G., Heinrich, D., Kofler, P., Hasler, M., Nachbauer, W. (2014). A pilot study of the effect of Kinesiology tape on knee proprioception after physical activity in healthy women. J. Sci. Med. Sport. 18 (2015) 709-713. Mima, T., Terada, K., Ikeda, A., Fukuyama, H., Takigawa, T., Kimura, J., Shibasaki, H. (1996). Afferent mechanism of cortical myoclonus studied by proprioception-related SEPs. Clin. Neurophysiol. 104 (1997) 51-59. Myers, J.B., Lephart, S.M. (2000). The Role of the Sensorimotor System in the Athletic Shoulder. J. Athl.Training.35 (3) 351-363. Rossi, S., della Volpe, R., Ginannesch, F., Ulivelli, M., Bartalini, S., Spidalieri, R., Rossi, A. (2003). Early somatosensory processing during tonic muscle pain in humans: relation to loss of proprioception and motor 'defensive' strategies. Clin. Neurophysiol. 10.1016/S1388-2457(03)00073-7. Chaudhary, U., Birbaumer, N., Curado, M.R. (2014). Brain-Machine Interface (BMI) in paralysis. Ann. Phys. Rehabil. Med.10.1016/j.rehab.2014.11.002. Delorme, A., Makeig, S. (2003). EEGLAB: an open source toolbox for analysis of single-trial EEG dynamics including independent component analysis. J. Neurosci. Meth.10.1016/j.jneumeth.2003.10.009. Morup, M., Hansen, L.K., Arnfred, S.M. (2006). ERPWAVELAB: A toolbox for multi-channel analysis of time-frequency transformed event related potentials. J. Neurosci. Meth.10.1016/j.jneumeth.2003.11.008. Kaminski, M., Blinowska, K., Szelenberger, W. (1996). Topographic analysis of coherence and propagation of EEG activity during sleep and wakefulness. Clin. 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Koessler, L., Maillard, L., Benhadid, A., Vignal, J.P., Felblinger, J., Vespignani, H., Braun, M. (2009). Automated cortical projection of EEG: Anatomical correlation via the international 10-10 system. Neuroimage. 10.1016/j.neuroimage.2009.02.006. Jurcak, V., Tsuzuki, Daisuke., Dan, I. (2007). 10/20, 10/10, and 10/5 systems revisited: Their validity as relativehead-surface-based positioning systems. Neuroimage. 10.1016/j.neuroimage.2006.09.024. Chuang, L.Y., Huang, C.J., Hung, T.M. (2013). The differences in frontal midline theta power between successful and unsuccessful basketball free throws of elite basketball players. Int. J. Psychophysiology.10.1016/j.ijpsycho.2013.10.002. Wang, C.H., Tsai, C.L., Tu, K.C., Muggleton, N.G., Juan, C.H., Liang, W.K. (2014). Modulation of brain oscillations during fundamental visuo-spatialprocessing: A comparison between female collegiate badmintonplayers and sedentary controls. Psychol. Sport Exerc. 10.1016/j.psychsport.2014.10.003. Proverbio, A.L., Crotti, N., Manfredi, Mirella., Adomi, R., Zani, A. (2012). Who needs a referee? How incorrect basketball actions are automatically detected by basketball players’ brain. Sci Rep-UK. 10.1038/srep00883. Cheng, M.Y., Hung, C.L., Huang, C.J., Chang, Y.K., Lo, L.C., Shen, C., Hung, T.M. (2015). Expert-novice differences in SMR activity during dart throwing. Biol. Psychol.10.1016/j.biopsycho.2015.08.003. Ring, C., Cooke, A., Kavussanu, M., McIntyre, D., Masters, R. (2014). Investigating the efficacy of neurofeedback training for expeditingexpertise and excellence in sport. Psychol. SportExerc. 10.1016/j.psychsport.2014.08.005. Park, J.L., Fairweather, M.M., Donaldson, D.I. (2015). Making the case for mobile cognition: EEG and sports performance. Neurosci. Biobehav. R. 10.1016/j.neubiorev.2015.02.014. Babiloni, C., Marzano, N., Infarinato, F., Iacoboni, M., Rizza, G. (2009). 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Reports on the topic "Iowa Tests of Basic Skills"

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Gust, Sarah. Global Universal Basic Skills: Current Deficits and Implications for World Development. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/114.

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How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1 percent of world population and 99.4 percent of world GDP. We find that at least two-thirds of the world’s youth do not reach basic skill levels, ranging from 24 percent in North America to 89 percent in South Asia and 94 percent in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11 percent of discounted GDP.

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Comparing quality of reproductive health services before and after clinic-strengthening activities: A case study in rural Burkina Faso. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1006.

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Much literature has been written about improving the quality of reproductive health (RH) care at service delivery points (SDPs) because women deserve quality services, and as a means of increasing use of family planning (FP) and other RH services. There are six fundamental dimensions of quality of care: choice of methods, information given to clients, technical competence, interpersonal relations, mechanisms to encourage continuity, and an appropriate constellation of services. Improving these elements is thought to increase client satisfaction, resulting in an increase in contraceptive use and eventually fertility decline. Existing research has not convincingly demonstrated this link between quality of care and client outcomes. Training service providers on FP and communication skills and improving clinic infrastructure/equipment are ways of possibly improving aspects of nearly all elements of quality. An intervention in a rural field research station in Burkina Faso was designed to supply RH training and basic medical equipment to 13 SDPs. This paper details an operations research project that tests the strength of community-based and clinic interventions on RH knowledge, attitudes, and practice, and assesses overall contraceptive prevalence in the area.

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