Relevant bibliographies by topics / Standardized skills test

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Academic literature on the topic 'Standardized skills test'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Standardized skills test"

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Villares, Elizabeth, Michael Frain, Greg Brigman, Linda Webb, and Paul Peluso. "The Impact of Student Success Skills on Standardized Test Scores." Counseling Outcome Research and Evaluation 3, no. 1 (June 2012): 3–16. http://dx.doi.org/10.1177/2150137811434041.

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Smith, Jamie Mahurin, Laura Segebart DeThorne, Jessica A. R. Logan, Ron W. Channell, and Stephen A. Petrill. "Impact of Prematurity on Language Skills at School Age." Journal of Speech, Language, and Hearing Research 57, no. 3 (June 2014): 901–16. http://dx.doi.org/10.1044/1092-4388(2013/12-0347).

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Purpose The existing literature on language outcomes in children born prematurely focuses almost exclusively on standardized test scores rather than discourse-level abilities. The authors of this study looked longitudinally at school-age language outcomes and potential moderating variables for a group of twins born prematurely versus a control group of twins born at full term, analyzing both standardized test results and language sample data from the population-based Western Reserve Reading Project (WRRP; Petrill, Deater-Deckard, Thompson, DeThorne, & Schatschneider, 2006). Method Fifty-seven children born prematurely, at ≤32 weeks or <1,500 g, were compared with 57 children born at full term and were matched for age, gender, race, and parental education. Data included discourse-level language samples and standardized test results, collected at average ages 7, 8, and 10 years. The language samples were analyzed to yield a number of semantic and syntactic measures that were consolidated via factor analysis. Results Regression models showed significant differences between the 2 groups for standardized test results, although the mean score for both groups fell in the normal range. For the discourse-level language measures, however, differences never reached statistical significance. Parental education was significantly associated with improved standardized test scores. Conclusions These findings suggest that in the absence of frank neurological impairment, sophisticated semantic and syntactic skills may be relatively intact in the discourse-level language of children born prematurely. Implications for assessment, particularly the potential role of attention and executive function in standardized testing tasks, are reviewed.
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Winkel, Abigail Ford, Colleen Gillespie, Marissa T. Hiruma, Alice R. Goepfert, Sondra Zabar, and Demian Szyld. "Test of Integrated Professional Skills: Objective Structured Clinical Examination/Simulation Hybrid Assessment of Obstetrics-Gynecology Residents' Skill Integration." Journal of Graduate Medical Education 6, no. 1 (March 1, 2014): 117–22. http://dx.doi.org/10.4300/jgme-d-13-00055.1.

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Abstract Background Assessment of obstetrics-gynecology residents' ability to integrate clinical judgment, interpersonal skills, and technical ability in a uniform fashion is required to document achievement of benchmarks of competency. An observed structured clinical examination that incorporates simulation and bench models uses direct observation of performance to generate formative feedback and standardized evaluation. Methods The Test of Integrated Professional Skills (TIPS) is a 5-station performance-based assessment that uses standardized patients and complex scenarios involving ultrasonography, procedural skills, and evidence-based medicine. Standardized patients and faculty rated residents by using behaviorally anchored checklists. Mean scores reflecting performance in TIPS were compared across competency domains and by developmental level (using analysis of variance) and then compared to standard faculty clinical evaluations (using Spearman ρ). Participating faculty and residents were also asked to evaluate the usefulness of the TIPS. Results Twenty-four residents participated in the TIPS. Checklist items used to assess competency were sufficiently reliable, with Cronbach α estimates from 0.69 to 0.82. Performance improved with level of training, with wide variation in performance. Standard faculty evaluations did not correlate with TIPS performance. Several residents who were rated as average or above average by faculty performed poorly on the TIPS (&gt; 1 SD below the mean). Both faculty and residents found the TIPS format useful, providing meaningful evaluation and opportunity for feedback. Conclusions A simulation-based observed structured clinical examination facilitates observation of a range of skills, including competencies that are difficult to observe and measure in a standardized way. Debriefing with faculty provides an important interface for identification of performance gaps and individualization of learning plans.
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Sanger, Dixie D., Karen Hux, and Don Belau. "Oral Language Skills of Female Juvenile Delinquents." American Journal of Speech-Language Pathology 6, no. 1 (February 1997): 70–76. http://dx.doi.org/10.1044/1058-0360.0601.70.

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The language performances of female delinquents and nondelinquents were compared on composite scores from a standardized test (the Test of Language Competence-Expanded) and an informal language sample analysis procedure (a modified version of the Clinical Discourse Analysis). Participants included 28 Caucasian, institutionalized, adolescent, female delinquents with no previous identification of learning or language difficulties and 28 nondelinquent females of similar age. Delinquent participants scored significantly lower than nondelinquents on the standardized measure and on the percentage of utterances in the language samples that had syntactic and morphological errors. However, significant group differences did not emerge on pragmatically based aspects of the language sample analysis. Based on results of the standardized testing, 4 (14.29%) delinquent participants and no nondelinquent participants were potential candidates for language intervention services.
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Arner, Tracy, Kathryn S. McCarthy, and Danielle S. McNamara. "iSTART StairStepper—Using Comprehension Strategy Training to Game the Test." Computers 10, no. 4 (April 9, 2021): 48. http://dx.doi.org/10.3390/computers10040048.

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Literacy skills are critical for future success, yet over 60% of high school seniors lack proficient reading skills according to standardized tests. The focus on high stakes, standardized test performance may lead educators to “teach-to-the-test” rather than supporting transferable comprehension strategies that students need. StairStepper can fill this gap by blending necessary test prep and reading comprehension strategy practice in a fun, game-based environment. StairStepper is an adaptive literacy skill training game within Interactive Strategy Training for Active Reading and Thinking (iSTART) intelligent tutoring system. StairStepper is unique in that it models text passages and multiple-choice questions of high-stakes assessments, iteratively supporting skill acquisition through self-explanation prompts and scaffolded, adaptive feedback based on performance and self-explanations. This paper describes an experimental study employing a delayed-treatment control design to evaluate users’ perceptions of the StairStepper game and its influence on reading comprehension scores. Results indicate that participants enjoyed the visual aspects of the game environment, wanted to perform well, and considered the game feedback helpful. Reading comprehension scores of students in the treatment condition did not increase. However, the comprehension scores of the control group decreased. Collectively, these results indicate that the StairStepper game may fill the intended gap in instruction by providing enjoyable practice of essential reading comprehension skills and test preparation, potentially increasing students’ practice persistence while decreasing teacher workload.
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Hudson, J. Blaine, Sidney A. McPhee, and Joseph Petrosko. "The Relationship Between Tests, Course Placement, and the Academic Performance of College Freshmen." NACADA Journal 13, no. 2 (September 1, 1993): 5–14. http://dx.doi.org/10.12930/0271-9517-13.2.5.

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Standardized and basic skills placement tesh are used routinely as indicators of academic ability and potential in academic advising. By analyzing the relationship between test scores and the academic performance patterns of more than 1,800 freshmen attending an urban public university, the authors found that basic skills placement tesh measured academic preparation more accurately than did the American College Test (ACT). However, standardized and locally developed placement tests predicted academic performance with only low to moderate reliability. In particular, the tests tended to underestimate both the academic preparation and the likelihood of satisfactory academic performance of female and non-White students.
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Kucukkelepce, Gulhan Erkus, Leyla Dinc, and Melih Elcin. "Effects of using standardized patients on nursing students’ moral skills." Nursing Ethics 27, no. 7 (July 30, 2020): 1587–602. http://dx.doi.org/10.1177/0969733020935954.

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Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in-class case analyses. Research design: This is a quasi-experimental study. Participants and research context: The sample comprised 89 students in Hacettepe University’s Faculty of Nursing. Following lectures describing the theoretical components of ethics, students were randomly assigned to two working groups, one using standardized patients and the other using in-class case analyses. Data were collected using the Moral Sensitivity Questionnaire, Rest’s Defining Issues Test, and the Nursing Dilemma Test. All data were analysed using IBM SPSS Statistics Version 23. Ethical considerations: Ethical approval and official permission were obtained. All participating students completed informed consent forms. Findings: According to the results, the moral sensitivity of students in the standardized patient group significantly improved over time compared to those in the case analysis group, while the mean scores of students in both groups for moral reasoning and ethical decision-making were not statistically significant. Conclusion: Based on our results, we recommend the use of both standardized patients and case analysis as appropriate teaching methods in ethics education.
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Cahyono, Bagus Dwi, Ida Zuhroidah, and Mokhammad Sujarwadi. "EFFECTIVENESS OF STANDARDIZED PATIENTS AND ROLE-PLAY SIMULATION METHODS IN IMPROVING SELF-CONFIDENCE AND THERAPEUTIC COMMUNICATION SKILLS OF NURSING STUDENTS." Nurse and Health: Jurnal Keperawatan 9, no. 1 (June 15, 2020): 9–15. http://dx.doi.org/10.36720/nhjk.v9i1.128.

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Background: Communication skills are critical skills that must be possessed by nurses because communication is a dynamic process that is used to collect assessment data, provide education or health information to influence clients to apply it in life, show caring, provide comfort, foster self-confidence and, value respect - client value. Nurses in communicating with clients must have high confidence in the effect of these communications.Objectives: The purpose of this study was to analyze the differences in the effect of standardized patient simulation methods and role play in increasing self-confidence and therapeutic communication skills of students of the Nursing Academy of Pasuruan.Methods: The design of this study is the quasi experimental study. There are two therapeutic communication training groups. Group A uses a Standardized Patient (SP) and, Group B uses the role play (RP) method. The population in this study were students of the Nursing Academy of Pasuruan, and the sample was taken by simple random sampling with a sample size group of 16 standardized patients and a roleplay group of 16 people. The measuring instrument used was an observation sheet on therapeutic communication skills and a questionnaire on confidence in therapeutic communication. The effectiveness of the two methods was analyzed by the non-parametric test, namely the Mann Whitney test, to test 2 unpaired samples.Results: The results of this study indicate that there are differences in standardized patient methods and role play on self-confidence and therapeutic communication skills in nursing academy students who are statistically significant at 0.03 (p=0.05).Conclusion: The standardized patient method is more effective in increasing self-confidence and therapeutic communication skills in nursing academy students compared to the roleplay method. Keywords: Standardized Patient, Roleplay, Therapeutic Communication, Self-Confidence
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Rode, Jennifer, and Karen Brown. "Emotional Intelligence Relates to NCLEX and Standardized Readiness Test." Nurse Educator 44, no. 3 (2019): 154–58. http://dx.doi.org/10.1097/nne.0000000000000565.

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Hanson, Ralph A., and Richard E. Schutz. "A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.

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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.
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Dissertations / Theses on the topic "Standardized skills test"

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Itomitsu, Masayuki. "Developing Japanese skills test : theoretical framework for a standardized proficiency test." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.

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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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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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Cushing, Katherine Susan. "The effect of formal instruction in test taking skills using the Riverside "Improving Test Taking Skills" materials on standardized achievement test scores of students in fourth and fifth grade." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184472.

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Researchers have suggested that knowledge of how to take a test decreases the validity of achievement test scores as measures of content knowledge. Further, teaching students test taking skills generally improves student achievement test scores. However, little research exists regarding the efficacy of commercially prepared materials for formal test-wiseness instruction. Fourth and fifth grade students in 15 elementary schools participated in this study. Students in the Volunteer Selected group received instruction in test taking skills using the Riverside Improving Test Taking Skills materials. Students in the Volunteer Not-Selected group received whatever test taking skill instruction their teachers provided as a result of wanting, but not being selected, to participate in the study. Students in the Control group received what was considered "normal" instruction in test taking skills. A gain score ANOVA of NCE scores from standardized testing was used to determine statistical significance on the Composite Battery and the Reading and Mathematics subtests. When reliable differences were indicated effect sizes were calculated. Formal instruction in test taking skills resulted in significant effects for fourth grade students on the Composite battery and the Mathematics subtest. However, average gains for students in the Volunteer Not-Selected group were as great as for students who received instruction using the Riverside materials. Significant effects for the Reading subtest were indicated only for achievement level. Positive effects were indicated for fifth grade students in the Volunteer Not-Selected group on the Composite and Mathematics subtest. At the fourth grade differential effects were indicated for achievement level, sex, and SES, but not for ethnicity. At the fifth grade achievement level, sex, SES, and ethnicity resulted in differential effects for students in all three groups. In summary, test taking skill instruction appeared beneficial to fourth grade students regardless of whether the instruction was delivered using the Riverside materials or using teacher made or teacher collected materials. At the fifth grade data the results were less clear cut. Further research must be conducted before policies can be established and educators can use with confidence, or not use at all, commercially prepared test taking skill instructional materials.
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Johnson, Tyler Gene. "The Effects of the Type of Skill Assessment on the Motivation of Students in Physical Education." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/614.

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The purposes of this study were to (1) examine the effects of criterion-referenced (i.e., Programmed Practice Sheet or PPS) and norm-referenced (i.e., standardized) skill assessments on the situational motivation of junior high school physical education students (N = 507), (2) determine if student task and ego dispositions could be affected by the type of skill assessment administered, and (3) determine if having choices of skill level affects student situational motivation and perception of autonomy support. Student situational motivation, task and ego disposition, and sense of autonomy were assessed using the Situational Motivation Scale (SIMS), Perception of Success Questionnaire (POSQ), and the Self-Regulation Questionnaire-Autonomy (SRQ-A). Results revealed significant differences between the criterion-referenced/choice Group 4 and the norm-referenced/no choice Group 1 as follows: Group 4 (a) had a greater sense of identified regulation, (b) had a lesser sense of external control, and (c) was less amotivated than Group 1. Significant gender by group interactions were found, thus indicating that girls were more affected by test type than boys. Girls in Group 4 (a) felt a lesser sense of external regulation, (b) had a greater sense of identified regulation, and (c) were more intrinsically motivated than girls in Group 1. Also, girls in Group 4 (a) felt a greater sense of identified regulation and (b) were more intrinsically motivated than girls in the norm-referenced/choice Group 2. These findings provide some evidence that using criterion-referenced skill assessments, like the PPS, and offering choices of skill level may enhance student situational motivation during skill assessment. No significant differences were found in student task and ego disposition and perception of autonomy support.
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Souza, Thamires da Fonseca de. "Especificidade e sensibilidade do Questionário de Transtorno do Desenvolvimento da Coordenação - Brasil para crianças de 8 a 10 anos." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7283.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Different instruments meet the criteria of the Manual Diagnostic and Statistical of Mental Disorders (DSM) for the diagnosis of Developmental Coordination Disorder (DCD) have been used by researchers. Among them, the most recognized and employed questionnaire today for screening is the Developmental Coordination Disorder Questionnaire (DCDQ), a questionnaire for parents developed in Canada. This was translated and adapted to Brazilian culture, however its scoring system was not standardized for Brazilian children. Therefore, this study aimed to evaluate the sensitivity and specificity of the questionnaire to a group of children aged 8, 9 and 10 years using as gold standard the Movement Assessment Battery for Children Test (Mabc-2) engine test also identify the cutoff point for each specific age and correlate the scores of both tests between gender and between economic classes. It is a descriptive study transversal - exploratory, with a quantitative approach. The participants were 100 children enrolled in the municipal school system of Rio Claro -SP, where had their motor skills evaluated using the DCDQ-Brazil and Mabc-2, and their socioeconomic conditions verified by Criterion Brazil. The data collected were subjected to statistical analysis of association and the cutoff set by the Youden index and Roc curve (Receiver Operator Characteristic). The results reveal the DCDQ-Brazil does not have satisfactory validity to the Brazilian context analyzed in the sample at the ages of 8 and 10 years the ages of 8 and 10 years, with its higher cutoff points the cutoff points defined in this study, in a proportion ranging 4-7 points. Also found, contrary to what area of the studies show, girls and boys do not have significant difference when evaluated in DCDQ-Brazil and Mabc-2, and no association between the results of the instruments and the socioeconomic classification of participants was detected, suggesting socioeconomic status does not imply engine performance and incidence of DCD. It was possible to ascertain the use of Mabc-2 instruments and DCDQ-Brazil together enables check for data favor the evaluation of the specificity and sensitivity of DCDQ-Brazil for a group of children aged 8 and 10 years. For future research it is suggested further data on the age of 9 years to use the Developmental Coordination Disorder Questionnaire form adapted to Brazilian children between 8 to 10 years promoting the early identification process of the DCD.
Diferentes instrumentos que atendam aos critérios do Manual Diagnóstico e estatístico de Transtornos Mentais (DSM) para o diagnóstico do Transtorno do Desenvolvimento da Coordenação (TDC) vêm sido utilizados por pesquisadores da área. Dentre eles, o questionário mais reconhecido e empregado na atualidade para a triagem é o Developmental Coordination Disorder Questionnaire (DCDQ), um questionário para pais desenvolvido no Canadá. Este foi traduzido e adaptado para a cultura brasileira, no entanto seu sistema de pontuação não foi padronizado para as crianças brasileiras. Diante disso, esta pesquisa teve como objetivo principal avaliar a sensibilidade e a especificidade do questionário para um grupo de crianças de 8, 9 e 10 anos utilizando como padrão ouro o teste motor Movement Assessment Battery for Children Test (Mabc-2), também identificar o ponto de corte para cada idade específica e correlacionar as pontuações de ambos os testes entre gênero e entre as classes econômicas. Trata-se de um estudo de caráter transversal descritivo - exploratório, com abordagem quantitativa. Participaram da pesquisa 100 escolares matriculados na rede de ensino municipal de Rio Claro-SP, os quais tiveram suas habilidades motoras avaliadas por meio do DCDQ-Brasil e Mabc-2, e suas condições socioeconômicas verificadas pelo Critério Brasil. Os dados coletados foram submetidos à análise estatística de associação e os pontos de corte definidos através do índice de Youden e curva Roc (Receiver Operator Characteristic). Os resultados revelam que o DCDQ-Brasil não possui validade satisfatória para o contexto brasileiro analisado na amostra nas idades de 8 e 10 anos, sendo seus pontos de corte mais altos que os pontos de corte definidos nessa pesquisa, numa proporção que varia de 4 a 7 pontos. Também verificou-se que, diferentemente do que estudos da área apontam, meninas e meninos não apresentaram diferença significativa quando avaliados no DCDQ-Brasil e Mabc- 2, e nenhuma associação entre os resultados dos instrumentos e a classificação socioeconômica dos participantes foi detectada, o que sugere que a condição socioeconômica não implica no desempenho motor e incidência do TDC. Foi possível averiguar que o uso dos instrumentos Mabc-2 e DCDQ-Brasil em conjunto possibilita verificar a presença de dados que favorecem a avaliação da especificidade e sensibilidade do DCDQ-Brasil para um grupo de crianças de 8 e 10 anos. Para futuras investigações sugere-se aprofundar os dados relativos à idade de 9 anos a fim de utilizar o Developmental Coordination Disorder Questionnaire de forma adaptada às crianças brasileiras na faixa de 8 a 10 anos favorecendo o processo de identificação precoce do TDC.
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Stober, Diane. "The effect of non-fiction reading skills and strategies instruction on standardized mathematics test results /." 2003. http://www.consuls.org/record=b2646354.

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Thesis (M.S.)--Central Connecticut State University, 2003.
" ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 23-24). Also available via the World Wide Web.
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Kaňková, Hana. "Objektivizace jemné motoriky u pacientů po traumatickém poškození mozku pomocí testu Purdue Pegboard." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-351435.

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of diploma thesis: Objective In the Czech republic there is no normative data for Purdue pegboard test in any reprezentative group of people. First goal of this diploma thesis is to determine basic normative data Purdue pegboard test in not representative sample of people with traumatic brain injury at the age of 22-40 years in chronic phase. Second goal is to determine clinical utility of Purdue pegboard test in this clinical population group of people. The Student t-test and ambiguity proportion was used to statistic analyse the hypothesis. As a graphic processing was choosen the linear equation with the image of the Gaussian curve. There are analysed 3 case studies about people with traumatic brain injury to accomplish second goal. There is no significant difference in Purdue pegboard test score in employed and unemployed people with traumatic brain injury, equally to women and men with traumatic brain injury. There is evidence, that age influence score of Purdue pegboard test in men with traumatic brain injury, but not in women with traumatic brain injury. There are presented basic norms of Purdue pegboard test in people with traumatic brain injury in standard and percentile scale in this thesis. Normative data in people with traumatic brain injury makes easier to work with this clinical...
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Nývltová, Lucie. "Hodnocení motorických dovedností dětí s Aspergerovým syndromem a vysokofunkčním autismem pomocí MABC-2." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332025.

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Asperger syndrome and high-functioning autism is a form of pervasive developmental disorder characterized by impaired social interaction and communication and restricted and stereotyped interests. These children are often clumsy and motor uncoordinated. They also performed worse in standardized tests of motor function. In this diploma thesis we used Movement Assessment Battery for Children 2 (MABC-2) for assessment motor skills in children with Asperger syndrome and high-functioning autism aged 7-10 years in comparison with the group of children developing typically. Our study included 9 children with Asperger syndrome, 3 children with high-functioning autism and 64 children with typical development. Evident motor deficit (below 5. percentile) was found in 2 children with Asperger syndrome and 3 children with high-functioning autism. 1 child with Asperger syndrome was in a risk of motor deficit (6.-16. percentile). Children with Asperger syndrome and high-functioning autism performed significantly worse than children developing typically in a total score of this test. Significant difference was found in two components of MABC-2, in Aiming and catching (AC) and Balance (BAL). Better results reached children with typical development. Results of this study indicate that children with Asperger syndrome...
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Marquart, Ann M. "The use of extended time as an accommodation on a standardized mathematics test : an investigation of effects on scores and perceived consequences for students of various skill levels /." 2000. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Books on the topic "Standardized skills test"

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Get test smart!: The ultimate guide to middle school standardized tests. New York: Scholastic Reference, 2007.

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Writing for standardized tests: Essay and multiple choice. New York: Sadlier-Oxford, 2005.

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Calkins, Lucy McCormick. Helping children master the tricks and avoid the traps of standardized tests. [College Park, MD: ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, 1999.

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Frank, Prerost, and Bice Gillian, eds. How to study for standardized tests. Burlington, Mass: Jones & Bartlett Learning, 2013.

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Kate, Montgomery, Santman Donna, and Falk Beverly, eds. A teacher's guide to standardized reading tests: Knowledge is power. Portsmouth, NH: Heinemann, 1998.

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Brigance, Albert H. Brigance comprehensive inventory of basic skills II: Standardized. North Billerica, MA: Curriculum Associates, 2010.

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F, Madaus George, and Lyons Robert 1965-, eds. The fractured marketplace for standardized testing. Boston: Kluwer-Academic Publishers, 1993.

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McGraw-Hill. Standardized Test Skills Practice Workbook. McGraw-Hill/Glencoe, 2002.

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McGraw-Hill. Standardized Test Skills Practice Workbook. McGraw-Hill/Glencoe, 2002.

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Standardized Test Skills Preparation Workbook (The World and Its People). Glencoe, 2005.

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Book chapters on the topic "Standardized skills test"

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Lewis, Alan B. Cobo, Barbara Zurer Pearson, Rebecca E. Eilers, and Vivian C. Umbel. "Chapter: 4 Effects of Bilingualism and Bilingual Education on Oral and Written English Skills: A Multifactor Study of Standardized Test Outcomes." In Language and Literacy in Bilingual Children, edited by Kimbrough Oller and Rebecca Eilers, 64–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853595721-005.

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Lewis, Alan B. Cobo, Barbara Zurer Pearson, Rebecca E. Eilers, and Vivian C. Umbel. "Chapter 5: Effects of Bilingualism and Bilingual Education on Oral and Written Spanish Skills: A Multifactor Study of Standardized Test Outcomes." In Language and Literacy in Bilingual Children, edited by Kimbrough Oller and Rebecca Eilers, 98–117. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853595721-006.

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Wright, Katherine Landau. "The Potential of Document Sharing for Scaffolding Writing Instruction." In Social Media in Higher Education, 198–215. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch010.

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As the current focus of education is often on test scores rather than student learning, many public school teachers do not emphasize the development of cross-curricular writing skills in their curriculum. With the inherent pressures of standardized tests and growing class sizes, the burden of assessing writing projects often makes them prohibitive. However, recent research has shown that developing strong cross-curricular writing programs can not only support content knowledge but also raise standardized test scores. Web 2.0 document sharing technology can reduce teacher workload while providing more scaffolding and instruction than traditional writing assignments. Using these programs, instructors can implement collaborative writing projects that will allow students to learn as they write. This chapter uses pedagogical frameworks such as Balanced Literacy, Gradual Release of Responsibility, and Lev Vygotsky’s Zone of Proximal Development to support the implementation of cloud software in public schools. It also outlines action research from a middle school classroom using cloud technology and makes practical suggestions for use of free software in secondary curriculum.
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Ahluwalia, Gurleen, and Deepti Gupta. "Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students." In Computer-Assisted Language Learning, 1253–76. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch060.

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The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.
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Ahluwalia, Gurleen, and Deepti Gupta. "Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students." In Multiculturalism and Technology-Enhanced Language Learning, 33–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch003.

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The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.
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Marshall, Minda M. B., Simon George Taukeni, Rheinhold Disho Muruti, Gibert Likando, Cynthy Kaliinasho Haihambo, Mathilde Shihako, Chamelle De Silva, and Marshall M. "Maximizing Students' Learning Success Through Lab-on-Line." In Addressing Multicultural Needs in School Guidance and Counseling, 262–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch012.

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This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).
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Calderaro, Daniela, Luis Felipe Prada, and Rogério Souza. "Diagnosis and clinical investigation of patients presenting with pulmonary hypertension." In ESC CardioMed, edited by Marc Humbert, 2507–11. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0584.

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The diagnosis of pulmonary hypertension (PH) relies on the haemodynamic criterion of mean pulmonary arterial pressure greater than or equal to 25 mmHg, assessed by right heart catheterization. The scope of this chapter is to discuss the key elements of clinical assessment of PH patients and the decision process to indicate right heart catheterization. Investigation must get through all the possible causes of PH according to their probability and frequency in the population. Echocardiography is the most important non-invasive test as an indicator for further diagnostic evaluation. Patients who are eligible for right heart catheterization should always be referred to PH centres, where technical skills and standardized procedures will enable maximal reliability of haemodynamic measurement. In the reference centre, a multidisciplinary team will discuss clinical and haemodynamic data, to propose the best therapeutic and follow-up schedule.
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Greenblatt, Deborah. "Supporting Teacher Candidates Completing the edTPA." In Evaluating Teacher Education Programs through Performance-Based Assessments, 184–200. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9929-8.ch012.

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The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect on their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.
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Bowen, Christopher. "Scientific Practices and Skills Supported by a Problem-Based Learning Approach." In Advances in Early Childhood and K-12 Education, 27–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch003.

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In the era of education reform, most educators face the pressures of standardized tests and state accountability measures. Because of these demands and other factors, students often experience classroom lessons that minimally disturb the surface of knowledge acquisition. The adoption of rigorous three-dimensional science standards poses additional challenges to practitioners; one of these challenges is the pedagogical shift from rote memorization of science facts toward participation in scientific practices through cross-curricular investigations. In this chapter, the author discusses several research-based practices and skills that he uses in his classroom to better prepare students for 21st century careers: analogies, models, creativity, cultural identity, and discourse.
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Bessant, Rupa. "Introduction." In The Pocketbook for PACES. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199574186.003.0009.

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The Royal College of Physicians was founded by royal charter of King Henry VIII in 1518. For nearly 500 years it has engaged in a wide range of activities dedicated to its overall aim of upholding and improving standards of medical practice. The examination for the Membership of the Royal College of Physicians (MRCP) (London) was first set in 1859. The Royal College of Physicians (Edinburgh) and the Faculty of Physicians and Surgeons of Glasgow introduced their own professional examinations in 1881 and 1886 respectively. A need to have a unified membership examination throughout the United Kingdom (UK) was identified in the late 1960s, following which the first joint examination took place in October 1968. The MRCP(UK) subsequently developed into the current internationally recognized three-part examination. From 2001, the five-station PACES (Practical Assessment of Clinical Examination Skills) examination was introduced, replacing the traditional long case, short cases and viva format. The rationale for this change was to standardize the candidate experience, to permit direct observation of candidate–patient interaction throughout the examination, and to place added emphasis on the assessment of communication skills. The MRCP(UK) format evolved further in 2009. In response to the development of competency-based training and assessment, the key components of the examination were redefined as seven ‘core clinical skills’: A) Physical examination B) Identifying physical signs C) Clinical communication skills D) Differential diagnosis E) Clinical judgement F) Managing patients’ concerns G) Maintaining patient welfare. Each ‘core clinical skill’ is assessed at several different stations of the PACES examination and the marks for each ‘skill’ are integrated. A minimum pass mark for each ‘core clinical skill’ was introduced to ensure that candidates who scored poorly in one ‘core clinical skill’ area could not pass the examination by scoring highly in another skill (a compensatory marking system had existed prior to 2009). Furthermore, the requirement to obtain a minimum overall test score has been maintained. At the time of writing this book, a score of 130/172 was required to pass.
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Conference papers on the topic "Standardized skills test"

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Utari, Setiya, Jessie Manopo, Selly Feranie, Eka Prima, and Bambang Iswanto. "Development of Standardized Online Test to Assess the Students 21st Century Skills." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296465.

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STOUT, WILLIAM. "PROBABILITY MODELING AND STATISTICAL ANALYSIS OF STANDARDIZED TEST DATA FOR PURPOSES OF UNDERSTANDING AND MEASURING TEST EQUITY, LATENT ABILITY SPACE MULTI-DIMENSIONALITY, AND SKILLS DIAGNOSTIC ASSESSMENT." In Random Walk, Sequential Analysis and Related Topics - A Festschrift in Honor of Yuan-Shih Chow. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772558_0022.

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Shah, Jami J., Roger E. Millsap, Jay Woodward, and S. M. Smith. "Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28886.

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A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.
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Đurković, Tomislav, Nenad Marelić, and Robert Zekić. "Specificity of the anthropometric characteristics and fitness abilities of male volleyball players." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-2.

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Purpose: The main goal of this study is to analyze possible differences in the space of anthro-pometric characteristics, motoric and functional capabilities on the sample of senior male vol-leyball players with different playing roles. On the base of obtained data normative and modal values could be established eventually helping coaches to perform secondary selection – so called volleyball specialization (at the age of 15–16), pointing young players to certain roles where they will be able to achieve maximum results in the volleyball career. Methods: The research was conducted on 74 senior volleyball players all members of Cro-atian premier league teams. Players were categorized as setters (n = 11), central players (n = 17), receivers – attackers (n = 20), opposite hitters (n = 16), and liberos (n = 10). The sample of independent variables consisted of 4 anthropometric measures (body height, body weight, one hand standing reach and two hand standing reach. Ten standardized were used for the assessment of motor skills: lateral agility, starting acceleration, spike and block reach, general flexibility, explosive strength of arms and shoulders, spiking speed, repetitive strength of trunk flexors, static strength of trunk extensor and repetitive strength of chest, arm and shoulders. For the estimation of functional abilities, the relative maximal oxygen consump-tion was used. Dependent variable – playing role – is numerically defined and represents the afiliation of a player to a specific group: (1) setters, (2) central players, (3) receivers – at-tackers, (4) opposite hitters and (5) libero players. A one-way analysis of variance (ANOVA) with Tukey HSD post-hoc test was used to determine possible significant differences among groups of players. The level of significance was set at 0.05. Results: Significant differences (p < 0,05) were detected for 8 of 16 measured variables – all four anthropometric measures and four measures for the assessment of specific speed – strength capacities. Conclusion: Based on the obtained results, it is possible to identify the grouping of players in two subgroups, subgroup of attacking players (central players, receivers – attackers and opposite hitters) and the subgroup of the other players (setters and libero players). The main goal of the attackers is to win points with spiking blocking and serving actions for which they need certain anthropometric characteristics (height, weight, and arm span) and capabilities that enable high reaches during those actions. Extremely important is the ability to generate high spiking and serving speeds to prevent the reaction of the opponent block, defense, and service reception. For the second subgroup it can be said that they are not necessarily concentrated on winning points but on the preparation activities before spike in attack or counterattack like service reception (libero), defense (libero and setter) or setting (setter and libero) in the attack and counterattack complex for which body height, body weight and specific speed – strength capacities are not crucial (setter) or they are completely irrelevant (libero). Based on the obtained results the experts in the training process can direct the play-ers toward specific role and develop very skills that are highly correlated with the specific situational eficiency in the game.
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Asmatulu, R., and V. Movva. "Evaluation of Advanced Composites Using Destructive Testing Techniques." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62754.

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A very basic problem in manufacturing advanced composites is the occurrence of defects, such as voids, delamination, resin rich areas, distorted fibers and foreign material inclusions. Of these defects, voids are the unavoidable defects mostly coming from a variety of reasons, including resin type, poor vacuum source, air entrapment, leakage of vacuum bag and by-products formed during the curing cycle of laminates. These voids seriously affect the mechanical properties of composite panels, and cause severe damages during the service. In the present study, various destructive testing techniques, such as visual, burn-out or ignition loss of cured composites, image analysis and matrix digestion or acid digestive were used on advanced composite panels at various porosity levels (e.g., 0–2%, 3–6% and greater than 7%), and the obtained results were compared each other. Also, testing parameters were optimized using the standard samples to achieve maximum possible error free data of voids, fiber volume, fiber wash, inter laminar and trans laminar cracks, miss-oriented fibers, lay-up orders and latent defects. Optimization of parameters was performed using the design of experiments. We determined that the test results were significantly changed based on the test techniques, composite samples, as well as testing time, operator skill, cost of experimentation, initial equipment cost, pre and post treatments and lack of standardized testing patterns.
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Aliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.

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ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Wiley, Google Scholar, dan Sciendirect. The inclusion criteria were English-language and full-text articles published between 2000 and 2019. The data were selected by the PRISMA flow chart. Results: Ten articles from total of 803 articles found. It was divided into two categories: Elements in the preceptorship model and application of preceptorship. Preceptorship can help preceptors to improve teaching effectiveness and create an effective learning environment so that preceptors can perform clinical skills to improve the quality of education. The problem that arises in preceptorship in many student reports is the difficulty students experience in finding their clinical practice area. Professional organizations provide several solutions to the issues that occur in a preceptorship, one of which is paying attention to student attendance and facilitating students to give input and ideas. Conclusion: The application of the principles in the practice of midwifery clinics varies because the guideline instruments are not standardized. Keywords: Perspectives, Preceporship, Students, Midwifery Correspondence: Ana Dyah Aliza, Universitas ‘Aisyiyah Yogyakarta. Jalan Ringroad Barat No.63, Mlangi, Nogotirto, Gamping Sleman, Yogyakarta, Email: anadyahaliza@gmail.com Mobile: 085600072744. DOI: https://doi.org/10.26911/the7thicph.03.43
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