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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 (> 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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Gabbett, Tim J., and Boris Georgieff. "The Development of a Standardized Skill Assessment for Junior Volleyball Players." International Journal of Sports Physiology and Performance 1, no. 2 (June 2006): 95–107. http://dx.doi.org/10.1123/ijspp.1.2.95.
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Purpose:To develop a skill assessment for junior volleyball players and to evaluate the reliability, validity, and sensitivity of the test for detecting training-induced improvements in skill.Methods:Thirty junior volleyball players (mean ± SD age, 15.5 ± 1.0 years) participated in this study. Subjects performed tests of spiking, setting, serving, and passing skills on 2 separate occasions to determine test–retest reliability of accuracy. Two expert coaches evaluated the players’ technique and reevaluated it 1 month after the initial evaluation to determine the intratester reliability for technique measurements. A third expert coach determined the intertester reliability for technique measurements. The validity of the test to discriminate players of different playing abilities was evaluated by testing junior national, state, and novice volleyball players. Finally, each player participated in an 8-week skill-based training program.Results:Accuracy measurements and intratester and intertester ratings of players’ technique proved to be highly reproducible (intraclass correlation coefficient, r, .85 to .98, range of typical error of measurement 0.2% to 10.0%). A progressive improvement in skill was observed with increases in playing level, while training-induced improvements were present in all skill tasks.Conclusions:These results demonstrate that skill-based testing offers a reliable method of quantifying development and progress in junior volleyball players. In addition, the skill-testing battery was useful in successfully discriminating playing ability among junior volleyball players of varying levels, and it was sensitive to changes in skill with training. These fi ndings demonstrate that skill-based testing is useful for monitoring the development of junior volleyball players.
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Jackson, Leonard. "Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students." Scholar Chatter 2, no. 1 (March 15, 2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.
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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.
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Garingan, Eleanor Gatchalian. "Community Based Disaster Preparedness: Need for a Standardized Training Module." International Journal of Disaster Management 4, no. 1 (April 18, 2021): 11–22. http://dx.doi.org/10.24815/ijdm.v4i1.20544.
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One of the biggest challenges we face today is providing information on the risk of natural disasters and preparedness is crucial with the least damage. The goal is to help develop vitally important skills and enable them to make correct decisions in critical situations. Knowledge provides the best instrument for disseminating the information necessary to reduce disaster risks by implementing appropriate risk reduction measures. This study ascertains the level of disaster preparedness in case of emergency. The study used the descriptive-correlation design with 80 respondents. Questionnaires and interviews were employed. G-Power; Frequency counts and percentages; Mean; t-test; F- test or Analysis of Variance (ANOVA) and Kendall’s tau-b was used. Results revealed that the level of disaster preparedness and management in case of emergency is sometimes. Age, civil status, ethnic affiliation, and occupation affect disaster preparedness and management in case of emergency. Ethnic affiliation and occupation affect the relationship between disaster preparedness and management in case of emergency. Findings suggest that disseminate disaster risk reduction information at all levels, develop educational programs on disaster risk reduction; develop a safe behavior model and skills, and learning by doing is necessary to develop their knowledge and skills.
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Thomas-Tate, Shurita, Julie Washington, and Jan Edwards. "Standardized Assessment of Phonological Awareness Skills in Low-Income African American First Graders." American Journal of Speech-Language Pathology 13, no. 2 (May 2004): 182–90. http://dx.doi.org/10.1044/1058-0360(2004/018).
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Accurate identification of students with poor phonological awareness skills is important to providing appropriate reading instruction. This is particularly true for segments of the population, such as African American students, who have a history of reading failure. The purpose of this study was to examine the performance of a group of African American first-grade students from low-income families on a standardized test of phonological awareness. Fifty-six African American first graders were given the Test of Phonological Awareness (TOPA; J. K. Torgesen & B. R. Bryant, 1994). Mean student performance on the TOPA was significantly below expected norms and negatively skewed. However, students' mean performance on a test of basic reading skills indicated performance within normal limits. Outcomes are discussed relative to the validity and predictive power of standardized phonological assessment instruments, in this case, the TOPA, for use with African American students and the possible influence of dialect on performance.
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Safitri, Mega, Anik Nunuk Wulyani, and Suharyadi Suharyadi. "The correlation between students' reading and listening score in a standardized test of TOEFL." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 5, no. 2 (July 30, 2021): 127–38. http://dx.doi.org/10.36312/esaintika.v5i2.472.
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This study aimed at analyzing the correlation between reading and listening in TOEFL ITP test and how much reading predicts listening. It involved 50,684 reading and listening scores in 2015-2019 test periods of undergraduate students in one of the state universities in Malang. The data were collected by using standardized TOEFL ITP issued by ETS. Using Pearson Correlation Product Moment and linear regression analysis, the result demonstrated reading and listening had significant, linear, and strong correlation (.682), and reading significantly predicted 46.5% variance of listening. The results lead to the hypothesis that two language input skills, reading and listening significantly correlated and predicted one another. The result also suggested that correlation language skills not only occurred among reading and writing and listening and speaking, but also it happened in reading and listening. Moreover, the results suggested the combination of reading and listening activities in classroom activities.
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Yuzar, Ella, and Siti Rejeki. "The CORRELATION BETWEEN PRODUCTIVE AND RECEPTIVE LANGUAGE SKILLS: AN EXAMINATION ON ADFELPS TEST SCORES." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (August 1, 2020): 99–113. http://dx.doi.org/10.35961/salee.v1i02.111.
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ADFELPS Tests has been widely used as a predictive test to help stakeholders in making decisions in levelling Indonesian defence attachés’ English proficiency before they are assigned abroad. Despite the significant demands in examining the test for the purpose of informing the test users about the army officers’ English competence, little research has attempted to evaluate this standardized test. The present study, therefore, aimed to analyse the connection between the receptive and productive language skills of the test. Besides, it is also keen to explore whether test takers’ age, frequency of test-taking and length of study affect their scores and which part of the test is the most difficult to complete. Thirty military officers participated by submitting their ADFELPS Test scores and answered a designed questionnaire. IBM SPSS 2.5 software was used to perform a variety of analysis procedures such as the Pearson correlation analysis, an Analysis of Variance (ANOVA) and an independent t-test procedure. It revealed a strong relationship between ADFELPS test score of language receptive skills (listening and reading) and the productive skills (speaking and writing) and listening is the dominant skill that correlates with all other language proficiency skills. Second, listening skill is particularly considered as the most difficult skill to acquire due to its complexity in the language learning process. Finally, participants’ age and their experiences of taking the test do not bring a significant impact on the improvement of ADFEPLS achievement score. In contrast, length of study preparation has helped test takers in increasing their test scores.
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Beigman Klebanov, Beata, Chaitanya Ramineni, David Kaufer, Paul Yeoh, and Suguru Ishizaki. "Advancing the validity argument for standardized writing tests using quantitative rhetorical analysis." Language Testing 36, no. 1 (December 21, 2017): 125–44. http://dx.doi.org/10.1177/0265532217740752.
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Essay writing is a common type of constructed-response task used frequently in standardized writing assessments. However, the impromptu timed nature of the essay writing tests has drawn increasing criticism for the lack of authenticity for real-world writing in classroom and workplace settings. The goal of this paper is to contribute evidence to a validity argument for standardized writing tests. Using measurements of distances between rhetorical profiles in the corpora of interest, we examined connections between argumentative writing on standardized assessments and in external writing situations; namely, opinionated writing in academic and real-life settings. The results show that test corpora, focusing on argumentation in two standardized tests, are rhetorically similar to academic argumentative writing in a graduate-school setting, and about as similar as a corpus of civic writing in the same genre. The proximity between the test corpora and corpora representing external criteria of interest support the assessment use argument. The argumentative writing skills employed on the test are similar to the skills employed in academic and civic settings, despite the differences in the nature of the settings under which the writing samples for these different corpora are produced.
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Spenceley, Laura M., Whitney L. M. Wood, Marisa Valentino, and Lawrence J. Lewandowski. "Predicting the Extended Time Use of College Students With Disabilities." Journal of Psychoeducational Assessment 38, no. 3 (May 17, 2019): 279–90. http://dx.doi.org/10.1177/0734282919848588.
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This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.
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Alshaye, Shaye. "Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 2049–69. http://dx.doi.org/10.18844/cjes.v16i4.6074.
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The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.
Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic
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Walker, Stacy E., Thomas G. Weidner, and Ashley B. Thrasher. "Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills." Athletic Training Education Journal 11, no. 1 (January 1, 2016): 38–44. http://dx.doi.org/10.4085/110138.
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Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students' interpersonal communication, psychosocial intervention, and referral skills. Design: Cohort. Setting: One Midwestern university. Patients or Other Participants: Thirty-nine (14 male, 25 female; age = 22 ± 1.0 years) senior athletic training students. Intervention(s): The experimental group (n = 20) engaged in a small-group SP encounter to teach interpersonal communication, psychosocial intervention, and referral skills, in addition to normally scheduled classes and clinical education. The control group (n = 19) engaged only in routine classroom and clinical education. Both groups participated in an individual SP encounter to assess skills. Main Outcome Measure(s): A 19-item dichotomous checklist (yes/no) assessed participants on their interpersonal communication, psychosocial intervention, and referral skills (eg, listened with interest, asked about eating habits and menstrual period) during the individual SP encounter. A Fisher exact test evaluated differences between the experimental and control group scores for each checklist item. Mann-Whitney U tests were used to compare combined checklist scores between the experimental and control groups. A Bonferroni correction was performed to control for multiple comparisons. Results: The experimental group experienced a significant increase in psychosocial intervention and referral skills (U = 77.5, P = 0.001), but there was no difference between the 2 groups on interpersonal communication skills (U = 138, P = .149). Participants in the experimental group asked the SP about coping strategies for stress more often than the control group (Fisher exact test P < .001). Conclusions: A small-group SP encounter improved the participants' psychosocial intervention and referral skills but not their interpersonal communication skills. These results suggest a small-group SP encounter can provide learning experiences to better prepare athletic training students for clinical practice.
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Muthammal, Ramula, and Arivazagan Natarajan. "Role of simulation in AETCOM and skill development of surgery interns." International Surgery Journal 6, no. 1 (December 27, 2018): 56. http://dx.doi.org/10.18203/2349-2902.isj20185112.
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Background: Simulation is a way of learning skills in life like situations that are not real. Simulation based training according to many studies turned out to be effective method in skill development. In this study we have used bench top models available in our institute with simulated patients, which are accessible, and cost effective. The use of simulation in Graduate Medical Education has evolved significantly over time, particularly during the past decade. The applications of simulation include training budding surgeons in technical and non-technical skills and better prepared to face clinical situations.Methods: After 5 days of focused group discussion, 60 interns were asked to perform the two basic tasks in bench models attached to simulated patents. Skills assessed by pre-test, post-test and feedback module created for the 2 tasks. Scores was compared and analyzed, at the end of the module by summative assessment. Tasks were graded to100 point system, using rubrics and difference calculated using pair t test.Results: Mean of the skill score in pre-test 78.26±5.58, range found to be 86-73. There was significant improvement in post test score in which 86.54±4.41, range 97-66. t was found to be 5.5256, a significant improvement, and p value found in post-test 0.0002.Conclusions: Skill development with Mannequins and Standardized patients is found effective in training the interns. In addition to developing technical and non-technical skills, interns also get to communicate with simulated patients, which will make them more competent.
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King, Diane, and Olympia Palikara. "Assessing language skills in adolescents with autism spectrum disorder." Child Language Teaching and Therapy 34, no. 2 (June 2018): 101–13. http://dx.doi.org/10.1177/0265659018780968.
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Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher report measure of pragmatics. The findings were that, although adolescents with ASD scored within the normal range on expressive and receptive language, their performance on narrative tasks revealed difficulties with both structural and evaluative language. It should be noted that both teachers and parents rated the pragmatic language skills of the young people with ASD as significantly lower than those of the typically developing group but parents were more likely than teachers to additionally identify difficulties in speech and syntax. The implications of these results for professionals in terms of assessing the language skills of adolescents with ASD and for the planning of appropriate intervention are discussed.
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Scruggs, Thomas E., and Margo A. Mastropieri. "Improving the Test-Taking Skills of Behaviorally Disordered and Learning Disabled Children." Exceptional Children 53, no. 1 (September 1986): 63–68. http://dx.doi.org/10.1177/001440298605300107.
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Seventy-six third- and fourth-grade children classified as learning disabled or behaviorally disordered were randomly assigned to treatment and control groups. Students assigned to the treatment condition were taught test-taking skills pertinent to reading achievement tests. Students were taught, in small groups over a 2-week period, such strategies as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. Following the training procedures, students were administered standardized achievement tests in their normal classroom assignments. Results indicated that trained students scored significantly higher on the Word Study Skills subtest of the Stanford Achievement Test. Scores on the Reading Comprehension subtest were not affected by training. The relevance of these findings to assessment in special education is discussed.
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Kusumaningrum, Widya Ratna, and Prima Ferri Karma. "The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it?" Vision: Journal for Language and Foreign Language Learning 7, no. 2 (October 31, 2018): 132. http://dx.doi.org/10.21580/vjv7i23024.
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<p class="AbstractText">The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.</p>
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Borden-King, Lisa, Warren Gamas, Kathy Hintz, and Chelsie Hultz. "Should standardized testing define our profession?" Phi Delta Kappan 101, no. 6 (February 24, 2020): 24–28. http://dx.doi.org/10.1177/0031721720909586.
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Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.
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Watson, G., J. Baldasare, and S. Whittaker. "The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test." Journal of Visual Impairment & Blindness 84, no. 3 (March 1990): 119–23. http://dx.doi.org/10.1177/0145482x9008400304.
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Macular degeneration is the most widespread untreatable cause of visual impairment. Since it is age-related, it is expected to increase as the mean age of the population increases. Many individuals with this impairment wish to develop or retain reading ability, which is inhibited by the resulting central scotomas, or blind spots. The Pepper Visual Skills for Reading Test has been developed to evaluate the visual skills used in reading under these circumstances. Previously shown to be highly reliable, the Pepper VSRT is also shown to be highly valid when compared to a standardized oral reading evaluation. It can be adapted to a wide variety of clinical applications.
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Martin, David J., and Stephen B. Dunbar. "Hierarchical Factoring in a Standardized Achievement Battery." Educational and Psychological Measurement 45, no. 2 (July 1985): 343–51. http://dx.doi.org/10.1177/001316448504500219.
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This study was concerned with the factorial validity of the Iowa Tests of Basic Skills (ITBS). Previous research identified a strong general factor for this battery, which was taken as evidence of redundancy among the subtests. Hierarchical factor analysis was done with a subset of the standardization data to explore the presence of second-order group factors. The results supported the construct validity of the Language and Mathematics subscales, though a degree of factorial complexity was found in both. Verbal and Visual Information group factors were also identified. Extension of the ITBS general and group factors to subtests of the Cognitive Abilities Test supported the interpretations made of the various group factors.
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McGillion, Michael, Adam Dubrowski, Robyn Stremler, Judy Watt-Watson, Fiona Campbell, Colin McCartney, J. Charles Victor, et al. "The Postoperative Pain Assessment Skills Pilot Trial." Pain Research and Management 16, no. 6 (2011): 433–39. http://dx.doi.org/10.1155/2011/278397.
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BACKGROUND/OBJECTIVES: Pain-related misbeliefs among health care professionals (HCPs) are common and contribute to ineffective postoperative pain assessment. While standardized patients (SPs) have been effectively used to improve HCPs’ assessment skills, not all centres have SP programs. The present equivalence randomized controlled pilot trial examined the efficacy of an alternative simulation method – deteriorating patient-based simulation (DPS) – versus SPs for improving HCPs’ pain knowledge and assessment skills.METHODS: Seventy-two HCPs were randomly assigned to a 3 h SP or DPS simulation intervention. Measures were recorded at baseline, immediate postintervention and two months postintervention. The primary outcome was HCPs’ pain assessment performance as measured by the postoperative Pain Assessment Skills Tool (PAST). Secondary outcomes included HCPs knowledge of pain-related misbeliefs, and perceived satisfaction and quality of the simulation. These outcomes were measured by the Pain Beliefs Scale (PBS), the Satisfaction with Simulated Learning Scale (SSLS) and the Simulation Design Scale (SDS), respectively. Student’sttests were used to test for overall group differences in postintervention PAST, SSLS and SDS scores. One-way analysis of covariance tested for overall group differences in PBS scores.RESULTS: DPS and SP groups did not differ on post-test PAST, SSLS or SDS scores. Knowledge of pain-related misbeliefs was also similar between groups.CONCLUSIONS: These pilot data suggest that DPS is an effective simulation alternative for HCPs’ education on postoperative pain assessment, with improvements in performance and knowledge comparable with SP-based simulation. An equivalence trial to examine the effectiveness of deteriorating patient-based simulation versus standardized patients is warranted.
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Scruggs, Thomas E., Karla Bennion, and Steven Lifson. "Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests." Learning Disability Quarterly 8, no. 3 (August 1985): 205–10. http://dx.doi.org/10.2307/1510894.
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The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.
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El-Banna, Majeda M., Malinda Whitlow, and Angela M. McNelis. "Improving Pharmacology Standardized Test and Final Examination Scores Through Team-Based Learning." Nurse Educator 45, no. 1 (2020): 47–50. http://dx.doi.org/10.1097/nne.0000000000000671.
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Yang, Jing, Chun-ting Lu, Dan Wang, Bi-yao Su, and Si-min Huang. "Reflection on and Exploration of a Standardized Resident Training Programme Based on a Comprehensive Examination of Clinical Skills." International Research in Higher Education 3, no. 2 (April 3, 2018): 17. http://dx.doi.org/10.5430/irhe.v3n2p17.
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To identify the optimal clinical skills training programme for internal medicine residents by reflecting upon and analysing the usual training plan and arrangement, and practical tests according to the national standardized resident training policies and requirements. The 3-year-rotation and training plan of the 2013 and 2014 internal medicine resident cohorts, the basic skills and case analysis scores on the basic entrance examination and final graduation examination were reflected, summarized and compared with the ultimate purpose of evaluating standardized resident training. This knowledge was used to perfect a competency-oriented training system that integrated clinical theory, clinical scenarios, clinical skills, bedside teaching, learning, etc. After a 3-year programme of standardized training, the residents’ clinical skills were significantly improved. Statistically significant enhancements (P<0.05) were observed in the case analysis and clinical skills test scores between the basic entrance and graduation examinations of the trainees in both the 2013 and 2014 cohorts. No significant differences (P>0.05) were observed between the trainees in the 2013 and 2014 cohorts in their graduation scores on the clinical skills and case analysis tests, suggesting that both cohorts achieved the same level of mastery and reached the standardized training target, which also reflected the homogeneity of the residency training programme. While this study indicated that the training method was effective, exploring better models in the future is warranted. In conclusion, as a national policy, continuously incorporating reflection and exploration is necessary for designing a reasonable programme for standardized resident training. In this study, analysis of the basic entrance and graduation examinations of comprehensive clinical skills were important for developing an effective standardized resident training programme and training team with satisfactory teaching effects. By this way, implementing and starting new training methods gradually will be improved and especially carried out from 2015 cohorts. Therefore, the residents' clinical competence will be enhanced and also for undergraduates’ and postgraduates’ education as well. At last, the national education criteria for residency will be met.
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Ssemakula, Mukasa E., Gene Y. Liao, and Shlomo Sawilowsky. "Development Of Psychometrically Validated Standardized Test Instruments For Outcomes Assessment In Experiential Engineering Education." American Journal of Engineering Education (AJEE) 9, no. 1 (July 3, 2018): 1–10. http://dx.doi.org/10.19030/ajee.v9i1.10184.
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There is a major trend in engineering education to provide students with realistic hands-on learning experiences. This paper reports on the results of work done to develop standardized test instruments to use for student learning outcomes assessment in an experiential hands-on manufacturing engineering and technology environment. The specific outcomes targeted for assessment are those defined under the MILL (Manufacturing Integrated Learning Laboratory) Manufacturing Competency Model. In a unique feature aimed at experiential learning, the test instruments incorporate the use of a physical manipulative to evaluate attainment of particular hands-on skills. The resulting standardized tests have been subjected to extensive psychometric analysis. The results of the analysis indicate excellent structure of the test instruments. The test instruments have shown high levels of stability, internal consistency, and reliability. These tests can be used as instruments for outcomes assessment to help document attainment of targeted learning outcomes for program assessment, accreditation, and other assessment purposes. Outcomes Assessment; Standardized Test; Psychometrically Validated; Experiential Learning
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GIJSEL, MARTINE A. R., ELLEN A. ORMEL, DAAN HERMANS, L. VERHOEVEN, and ANNA M. T. BOSMAN. "Semantic categorization and reading skill across Dutch primary grades: development yes, relationship no." Journal of Child Language 38, no. 2 (May 28, 2010): 356–79. http://dx.doi.org/10.1017/s0305000909990420.
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ABSTRACTIn the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers.
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Hawkins, Richard E. "The Introduction of Clinical Skills Assessment into the United States Medical Licensing Examination (USMLE): A Description of USMLE Step 2 Clinical Skills (CS)." Journal of Medical Regulation 91, no. 3 (September 1, 2005): 22–25. http://dx.doi.org/10.30770/2572-1852-91.3.22.
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ABSTRACT In June 2004, Step 2 Clinical Skills (CS) was introduced into the United States Medical Licensing Examination (USMLE). The purpose of USMLE Step 2 CS is to ensure successful candidates for licensure in the United States possess the clinical skills that are essential for safe and effective patient care. Ensuring high quality in such a large-scale, performance-based test requires meticulous attention to detail at multiple levels in preparing for implementation. These levels include: case and test development, standardized patient training, quality assurance, scoring and standard setting. The authors describe the efforts undertaken to ensure the examination provides for a fair assessment of individual examinee performance with regard to those fundamental patient-centered skills.
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Selvaraj, Suganya, Sophia Johnson, and Sakthivelrani Sakthivelrani. "Financial Literacy and Its Effect on Economic Empowerment Among Self Help Group Women Members." Journal of Finance and Banking Review Vol. 1(1) 2016 1, no. 1 (December 7, 2016): 01–10. http://dx.doi.org/10.35609/jfbr.2016.1.1(1).
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Objective - This study aims to explore financial literacy and its effects on economic empowerment among the self-help group (SHG) women members who are from the Virudhunagar District of Tamil Nadu, India. Methodology/Technique - Data were randomly collected from 400 SHG women members who were from 11 Blocks of the Virudhunagar District. The techniques used were the Financial Literacy Scale and Economic Empowerment Questionnaire which were developed and standardized for the study. Descriptive analysis, quartile and f-test were used to analyse data. Findings - The study reveals that financial literacy, like saving skills, financial knowledge, borrowing skills and investment skills, play a very significant and vital role in the economic empowerment of the self-help group women members in the Virudhunagar District. Novelty - Financial literacy like saving skills, financial knowledge, borrowing skill and investment skills play a very significant role in empowering women in the Virudhunagar District. Type of Paper - Empirical Keywords: Financial Literacy; Economic Empowerment; Self Help Group; Financial Knowledge; Women Empowerment. JEL Classification: I22, I25.
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Salem, Ashraf Atta M. S. "Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer’s Block." English Language Teaching 11, no. 12 (November 22, 2018): 177. http://dx.doi.org/10.5539/elt.v11n12p177.
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The current study aims to investigate the impact of using flipped classroom approach on improving functional writing skills of business majors. Also, it aims to enhance some Higher Order Thinking (HOTs) skills including analysis, evaluation, and creation. Additionally, the study may help in eliminating writer’s block of the study sample. A standardized functional writing skill Pre and Posttest, Higher Order Thinking (HOTs) skills test and writer’s block questionnaire have been used to assess the target gains of students at the end of the study. The Quasi-experimental research design was used to investigate progress achieved by the sample of the study which included (51) business majors; (26) business students for the experimental group and (25) for the control group. The findings revealed large gains in functional writing skills, HOTs in favor of experimental group compared with the control group with minimized writer’s block based on the T-test differences in scores. Also ANOVA statistics among the quizzes targeted individual skills during the experiment showed on-going progress in both targeted skills and reduced writer’s block. It is recommended that flipped learning approach should be used in language learning practices.
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Wainwright, Mark A., Margaret J. Wright, Michelle Luciano, Gina M. Geffen, and Nicholas G. Martin. "Multivariate Genetic Analysis of Academic Skills of the Queensland Core Skills Test and IQ Highlight the Importance of Genetic g." Twin Research and Human Genetics 8, no. 6 (December 1, 2005): 602–8. http://dx.doi.org/10.1375/twin.8.6.602.
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AbstractThis study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years ± 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST.
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V Lysenko, Larysa, Steven Rosenfield, Helena Dedic, Annie Savard, Einat Idan, Philip C. Abrami, Anne Wade, and Nadia Naffi. "Using Interactive Software to Teach Foundational Mathematical Skills." Journal of Information Technology Education: Innovations in Practice 15 (2016): 019–34. http://dx.doi.org/10.28945/3395.
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The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.
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Cameron, Lynn, Steven L. Wise, and Susan M. Lottridge. "The Development and Validation of the Information Literacy Test." College & Research Libraries 68, no. 3 (May 1, 2007): 229–37. http://dx.doi.org/10.5860/crl.68.3.229.
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The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.
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Memisevic, Haris, and Mirjana Djordjevic. "Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis." Perceptual and Motor Skills 125, no. 4 (May 4, 2018): 696–717. http://dx.doi.org/10.1177/0031512518774137.
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Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child’s overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges’ g) between scores on VMI tests of these children with mild ID and either typically developing children’s VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.
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Goodwin, Amanda P., Yaacov Petscher, and Jamie Tock. "Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students With Limited Reading Vocabulary." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 589–602. http://dx.doi.org/10.1044/2020_lshss-19-00031.
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Purpose The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness, (b) Syntactic Morphological Knowledge, (c) Semantic Morphological Knowledge, and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.
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Kim, Kun Sang. "Introduction and Administration of the Clinical Skill Test of the Medical Licensing Examination, Republic of Korea (2009)." Journal of Educational Evaluation for Health Professions 7 (December 3, 2010): 4. http://dx.doi.org/10.3352/jeehp.2010.7.4.
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The first trial of the clinical skill test as part of the Korean Medical Licensing Examination was done from September 23 to December 1, 2009, in the clinical skill test center located in the National Health Personnel Licensing Examination Board (NHPLEB) building, Seoul. Korea is the first country to introduce the clinical skill test as part of the medical licensing examination in Asia. It is a report on the introduction and administration of the test. The NHPLEB launched researches on the validity of introducing the clinical skill test and on the best implementation methods in 2000. Since 2006, lists of subjects of test items for the clinical skill test has been developed. The test consisted of two types of evaluation, i.e., a clinical performance examination (CPX) with a standardized patient (SP) and objective structured clinical examination (OSCE). The proctor (medical faculty member) and SP rate the examinees??proficiency for the OSCE and CPX respectively. Out of 3,456 applicants, 3,289 examinees (95.2%) passed the test. Out of 167 examinees who failed the clinical skill test, 142 passed the written test. This means that the clinical skill test showed characteristics independent from the written test. This successful implementation of the clinical skill test is going to improve the medical graduates??performance of clinical skills.
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Foley, Regina M., and Michael H. Epstein. "Correlates of the Academic Achievement of Adolescents with Behavioral Disorders." Behavioral Disorders 18, no. 1 (November 1992): 9–17. http://dx.doi.org/10.1177/019874299201800104.
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The purpose of this study was to identify the correlates and predictors of the academic achievement of adolescents with behavioral disorders. A series of standardized assessment instruments designed to measure locus of control, study skills, and academic achievement were individually administered to 86 11- to 15-year-old behaviorally disordered students. Special education teachers completed a rating scale assessing each student's academic school survival skills. Pearson product-moment correlation coefficients were calculated between measures of survival skills, locus of control, and study skills and students’ achievement test scores and academic grade point average. Overall, student achievement test performance was significantly correlated with organizational skills and an internal locus of control orientation. IQ and organizational skills were identified as significant predictors of writing, arithmetic, reading, general facts, and overall academic achievement. Organizational skills was the only significant predictor of students’ special education grade point average. Two variables, organizational skills and age, were significant predictors of overall grade point average. No predictors were identified for mainstream grade point average.
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Gross, Melissa, and Don Latham. "Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills." College & Research Libraries 70, no. 4 (July 1, 2009): 336–50. http://dx.doi.org/10.5860/0700336.
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This investigation uses interview data on student conceptions of and experiences with interacting with information. In addition, student scores on the Information Literacy Test (ILT) provide data that allow for comparison of student perceptions to their level of information literacy as measured by a standardized test. A relational approach, informed by competency theory and the imposed query model, provide the framework for the study design and interpretation of the data. Findings reveal a general view of information literacy focused on product rather than process, a perception of achieving information skills on their own, a preference for people over other information sources, and an emphasis on personal interest as key to successful information seeking.
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Pegah, Homayoun. "The Relationship Between Salesmen’s Emotional Intelligence and Sales Skills in In-Person Sales (Case Study: Salesmen of Commercial Complexes in the Third Municipality District of Bandar Abbas City)." International Journal of Marketing Studies 12, no. 2 (April 27, 2020): 62. http://dx.doi.org/10.5539/ijms.v12n2p62.
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The research statistical population was unlimited and included all salesmen in the stores of four large and famous commercial complexes in the Bandar Abbas City at Hormozgan Province/Iran during four months leading up to July 2019. Based on the research theoretical framework, the salesmen’s emotional intelligence is an independent variable, their demographic characteristics are a mediating variable, and in-person sales skills are a dependent variable. The data collection tool was Schering’s standardized emotional intelligence questionnaire and Basir et al.’s standardized sales skills questionnaire which was distributed among the salesmen in the real environment of the commercial complexes. Data analysis was performed under two broad categories of descriptive and inferential statistics. Pearson’s statistical test was used to determine the correlation between the variables and testing the research hypotheses. In addition, the partial correlation test was used to examine the moderating role of demographic variables on the relationship between salesmen’s emotional intelligence and their sales skills. All statistical analysis was performed by using SPSS v.22.0. The research results show that there is a direct and significant relationship between all components of emotional intelligence (self-awareness, self-management, self-motivation, social awareness and social skills) and in-person sales skills. Furthermore, it was found that the demographic variables were not modulated relationship between emotional intelligence and in-person sales skills of salesmen.
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Jarrah, Adeeb M., and Khaled Mohammed Abdel Baki Mohammed Diab. "The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills." Journal of Social Sciences Research, no. 53 (March 10, 2019): 769–77. http://dx.doi.org/10.32861/jssr.53.769.777.
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The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.
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Heikkilä, Jenni, Eila Lonka, Sanna Ahola, Auli Meronen, and Kaisa Tiippana. "Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 3 (March 2017): 485–93. http://dx.doi.org/10.1044/2016_jslhr-s-15-0071.
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PurposeLipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI).MethodForty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests.ResultsChildren with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills.ConclusionsSpeech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.
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Ibrahim, Zahra. "VALIDATION OF STANDARDIZED INSTRUMENTS IN EVALUATING SPEECH-LANGUAGE DISORDERS: A CHALLENGE FOR CROSS-CULTURAL SETTINGS." Pakistan Journal of Rehabilitation 8, no. 2 (January 9, 2020): 3. http://dx.doi.org/10.36283/pjr.zu.8.2/002.
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Communication has a meaningful impact between clinician and client in order to comprehend each other's language for effective therapeutic recovery and health related outcomes1.Standardized tests are considered as one of the primary assessment tools used by a speech language pathologist to evaluate and diagnose child language impairment. Test is administered upon the child where functional performance and scores reveals either the typically developing language skills or if an in-depth evaluation is required in any of the language domains3. Making use of the data and analyzing the child's expressive/receptive language skills that lags behind when compared to norm referenced data; if the child is par their chronological age or below their mental age.
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MacQuillan, Elizabeth L., Jennifer Ford, and Kristin Baird. "Increased competency of dietitian nutritionists’ physical examination skill after a simulation-based education in the United States." Journal of Educational Evaluation for Health Professions 17 (December 14, 2020): 40. http://dx.doi.org/10.3352/jeehp.2020.17.40.
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Purpose: This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing Registered Dietitian Nutritionists (RDNs). Using a standardized instrument to measure performance on the newly-required clinical skill, Nutrition Focused Physical Exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session. Methods: Total 18 practicing RDNs were recruited by their employer Spectrum Health system. Following a pre-brief session, participants completed an initial 10-minute encounter, performing NFPE on a standardized patient (SP). Next, participants completed a 90-minute SBE training session on skills within NFPE, including hands-on practice and role play, followed by a post-training SP encounter. Video recordings of the SP encounters were scored to assess competence on seven skill areas within the NFPE. Scores were for initial competence and change in competence.. Results: Initial competence rates ranged from 0- 44% of participants across the seven skills assessed. The only competency where participants scored in the “meets expectations” range initially was “approach to the patient(. When raw competence scores were assessed for change from pre- to post-SBE training, a paired t-test indicated significant increased in all seven competency areas following the simulation-based training (P< .001). Conclusion: This study showed the effectiveness of a SBE training for increased competence scores of practicing dietitian nutritionist on a defined clinical skill.
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Lafave, Mark R., and Dale J. Butterwick. "A Generalizability Theory Study of Athletic Taping Using the Technical Skill Assessment Instrument." Journal of Athletic Training 49, no. 3 (June 1, 2014): 368–72. http://dx.doi.org/10.4085/1062-6050-49.2.22.
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Context: Athletic taping skills are highly valued clinical competencies in the athletic therapy and training profession. The Technical Skill Assessment Instrument (TSAI) has been content validated and tested for intrarater reliability. Objective: To test the reliability of the TSAI using a more robust measure of reliability, generalizability theory, and to hypothetically and mathematically project the optimal number of raters and scenarios to reliably measure athletic taping skills in the future. Setting: Mount Royal University. Design: Observational study. Patients or Other Participants: A total of 29 university students (8 men, 21 women; age = 20.79 ± 1.59 years) from the Athletic Therapy Program at Mount Royal University. Intervention(s): Participants were allowed 10 minutes per scenario to complete prophylactic taping for a standardized patient presenting with (1) a 4-week-old second-degree ankle sprain and (2) a thumb that had been hyperextended. Two raters judged student performance using the TSAI. Main Outcome Measure(s): Generalizability coefficients were calculated using variance scores for raters, participants, and scenarios. A decision study was calculated to project the optimal number of raters and scenarios to achieve acceptable levels of reliability. Generalizability coefficients were interpreted the same as other reliability coefficients, with 0 indicating no reliability and 1.0 indicating perfect reliability. Results: The result of our study design (2 raters, 1 standardized patient, 2 scenarios) was a generalizability coefficient of 0.67. Decision study projects indicated that 4 scenarios were necessary to reliably measure athletic taping skills. Conclusions: We found moderate reliability coefficients. Researchers should include more scenarios to reliably measure athletic taping skills. They should also focus on the development of evidence-based practice guidelines and standards of athletic taping and should test those standards using a psychometrically sound instrument, such as the TSAI.