Relevant bibliographies by topics / Test question

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

Academic literature on the topic 'Test question'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Test question"

1

Monga, Akarshan, Andrew Rosenberg, Frank O’Dea, John Durham, and Ty K. Subhawong. "Test yourself: question and answer question: painful knee swelling." Skeletal Radiology 48, no. 11 (July 5, 2019): 1811–14. http://dx.doi.org/10.1007/s00256-019-03273-2.

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Bacon, Dick. "IMS Question and Test Interoperability." MSOR Connections 3, no. 3 (August 2003): 44–45. http://dx.doi.org/10.11120/msor.2003.03030044.

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List, Justin M. "A Standardized Test Question, Revisited." Academic Medicine 90, no. 2 (February 2015): 173. http://dx.doi.org/10.1097/acm.0000000000000597.

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Geman, Donald, Stuart Geman, Neil Hallonquist, and Laurent Younes. "Visual Turing test for computer vision systems." Proceedings of the National Academy of Sciences 112, no. 12 (March 9, 2015): 3618–23. http://dx.doi.org/10.1073/pnas.1422953112.

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Today, computer vision systems are tested by their accuracy in detecting and localizing instances of objects. As an alternative, and motivated by the ability of humans to provide far richer descriptions and even tell a story about an image, we construct a “visual Turing test”: an operator-assisted device that produces a stochastic sequence of binary questions from a given test image. The query engine proposes a question; the operator either provides the correct answer or rejects the question as ambiguous; the engine proposes the next question (“just-in-time truthing”). The test is then administered to the computer-vision system, one question at a time. After the system’s answer is recorded, the system is provided the correct answer and the next question. Parsing is trivial and deterministic; the system being tested requires no natural language processing. The query engine employs statistical constraints, learned from a training set, to produce questions with essentially unpredictable answers—the answer to a question, given the history of questions and their correct answers, is nearly equally likely to be positive or negative. In this sense, the test is only about vision. The system is designed to produce streams of questions that follow natural story lines, from the instantiation of a unique object, through an exploration of its properties, and on to its relationships with other uniquely instantiated objects.
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MacNeill, A. Luke, M. T. Bradley, M. C. Cullen, and Andrea M. Arsenault. "Cognitive and Emotional Reactions to Questions in the Comparison Question Test." Perceptual and Motor Skills 118, no. 2 (April 2014): 429–45. http://dx.doi.org/10.2466/22.03.pms.118k20w9.

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GROSSE, GERLIND, and MICHAEL TOMASELLO. "Two-year-old children differentiate test questions from genuine questions." Journal of Child Language 39, no. 1 (April 1, 2011): 192–204. http://dx.doi.org/10.1017/s0305000910000760.

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ABSTRACTChildren are frequently confronted with so-called ‘test questions’. While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question or as a test question based on the situation (playful game versus serious task) and attitude (playful ostensive cues versus not). Results indicated that children responded to questions differently on the basis of the situation but not the expressed attitude of the questioner. Two-year-old children thus understand something of the very special communicative intentions behind test questions.
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Toyama, Hiromi, Masaki Hisano, Hiromi Chinen, and Tsuneo Satake. "Test of Question-Answer Interaction Development." Japan Journal of Logopedics and Phoniatrics 35, no. 4 (1994): 338–48. http://dx.doi.org/10.5112/jjlp.35.338.

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Connolly, Kevin. "How to Test Molyneux's Question Empirically." i-Perception 4, no. 8 (December 2013): 508–10. http://dx.doi.org/10.1068/i0623jc.

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Poletto, Dana, Marilyn Bui, and Jamie T. Caracciolo. "Test Yourself: Question - Lateral Leg Pain." Skeletal Radiology 44, no. 3 (November 14, 2014): 431. http://dx.doi.org/10.1007/s00256-014-2049-5.

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Bradley, M. T., and M. E. Black. "A Control Question Test Oriented towards Students." Perceptual and Motor Skills 87, no. 2 (October 1998): 691–700. http://dx.doi.org/10.2466/pms.1998.87.2.691.

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Control Question Tests were altered for 12 of 24 students who were examined with a polygraph about a mock crime which half of them had committed. The altered tests substituted control questions about students' cheating and plagiarism for the standard questions about crime issues. Responses to the altered tests were compared with those from tests using regular control questions which are usually about criminal issues. All tests were conducted by a professor. Detection scores derived from response magnitudes of skin resistance differed between innocent ( M = 2.0) and guilty participants ( M = −1.9). Guilt and innocence interacted with the type of test. Those examined with control questions oriented towards students scored as more innocent when actually innocent ( M = 4.3) than guilty students examined with the student form ( M = −3.0) or the crime form ( M = −0.8) of the test and innocent students ( M = −0.3) examined with control questions oriented towards crimes. The discussion is augmented by results from a direct analysis of magnitude of scores.
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Dissertations / Theses on the topic "Test question"

1

Kasimir, Elke. "Question-answer test and givenness : some question marks." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/869/.

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In order to investigate the empirical properties of focus, it is necessary to diagnose focus (or: "what is focused") in particular linguistic examples.
It is often taken for granted that the application of one single diagnostic tool, the so-called question-answer test, which roughly says that whatever a question asks for is focused in the answer, is a fool-proof test for focus.
This paper investigates one example class where such uncritical belief in the question-answer test has led to the assumption of rather complex focus projection rules: in these examples, pitch accent placement has been claimed to depend on certain parts of the focused constituents being given or not.
It is demonstrated that such focus projection rules are unnecessarily complex and in turn require the assumption of unnecessarily complicated meaning rules, not to speak of the difficulties to give a precise semantic/pragmatic definition of the allegedly involved givenness property.
For the sake of the argument, an alternative analysis is put forward which relies solely on alternative sets following Mats Rooth's work, and avoids any recourse to givenness.
As it turns out, this alternative analysis is not only simpler but also makes in a critical case the better predictions.
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Baudry, Benoit. "Question-learn-test-feedback pattern to test emerging software construction paradigms." Habilitation à diriger des recherches, Université Européenne de Bretagne, 2010. http://tel.archives-ouvertes.fr/tel-00553854.

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This habilitation introduces the question-learn-test-feedback pattern that resulted from a series of investigations in the domains of software testing and modular software construction. The contributions to these fields are of various natures, but are all fundamentally related through two major assumptions: software construction paradigms have to constantly evolve in order to deal with the increasingly complex requirements that software-intensive systems have to meet; a tester's perspective can support this evolution through the development of effective testing techniques and new empirical knowledge about these paradigms. Abstraction, modularity and separation of concerns have been advocated as key factors for rigorous software engineering for a long time. These principles have been incarnated by various software construction paradigms such as object-oriented programming and design, model-driven development and aspect-oriented modeling. These paradigms evolve in order to deal with the increasing number of heterogeneous requirements, the large number of variations and the need for adaptation that software-intensive systems have to integrate. The work presented here is about the integration of effective testing techniques in these paradigms and how this led us towards a more precise understanding of these paradigms. A major discovery in our work is that we could follow a systematic pattern when investigating these paradigms to integrate error detection capabilities. First, we have to question these paradigms about the new assumptions they introduce on software systems. When answering these questions we can can perform the following actions: learn through rigorous evaluation of hypotheses about these paradigms; test software systems developed in these new paradigms; provide feedback to the paradigms in the form of new construction techniques that improve testability. We capture these four facets for the investigation of software construction paradigms in the question-learn-test-feedback pattern (QLTF). This habilitation reports on investigations in three software construction techniques: object-oriented programming and design, aspect-oriented programming, model transformations. Each investigation is synthesized around the question-learn-test-feedback pattern.
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Johnson, Joel D. "A Test for Question Order Effects in a Conjoint Choice Survey." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/JohnsonJD2007.pdf.

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Oliveira, Suelen Goecks. "Valida??o do question?rio Childhood Asthma Control Test (c-ACT) para o Brasil." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2015. http://tede2.pucrs.br/tede2/handle/tede/6019.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
Introduction: Children?s own perceptions and accounts of their asthma diagnosis have proved to be reliable and relevant to disease control. Objective: The aim is to validate the Brazilian Portuguese version of the Childhood Asthma Control Test (c-ACT) in children aged between 4 and 11 years. Methods: The investigation was divided into two stages: The first stage comprised the translation and linguistic adaptation of the instrument, while the second consisted of testing the psychometric properties of validity and reliability. Results: A total of 105 participants were included, aged between 4 and 11 years. Validity: all correlations between the total score and items on the questionnaire were significant and obtained values of r = > 0.3. There was no correlation between the total score of the questionnaire and lung function. The controlled asthma group showed significantly higher c-ACT scores than those of the uncontrolled asthma group (controlled 22?2.9 VS uncontrolled 16.3?5.3 p <0.001). Reliability: The Alfa de Cronbach coefficient for the total c-ACT score was 0.677 (CI95% 0.573-0763). In the assessment of sensitivity to change, the effect size was 0.8 and the intraclass correlation coefficient was 0.598. No floor or ceiling effects were observed in the sample studied. Completed: The Brazilian version of the Childhood Asthma Control Test proved to be valid and reliable.
Introdu??o: Atualmente a percep??o e os relatos da pr?pria crian?a sobre seu diagn?stico de asma tem se demonstrado confi?vel e relevante para o manejo da doen?a. Objetivo: Validar a vers?o Portugu?s para o Brasil do Childhood Asthma Control Test em jovens com idade entre 4 a 11 anos. M?todos: O estudo foi dividido em duas etapas: a primeira o processo de tradu??o, adapta??o lingu?stica do instrumento. A segunda etapa foi realizada a an?lise das propriedades psicom?tricas validade e a confiabilidade. Resultados: Foram inclu?das 105 participantes, com idades entre 4 a 11 anos. Validade: todas as correla??es entre o escore total e os itens do question?rio foram significativas e com valores r = > 0,3. N?o houve correla??es entre o escore total do question?rio e a fun??o pulmonar. O grupo com asma controlada apresenta valores significativamente superiores no c-ACT ao compararmos com o grupo com asma n?o controlada (controlada 22?2,9 VS n?o controlada 16,3?5,3 p < 0,001). Confiabilidade: o coeficiente de Alfa de Cronbach do escore total do c-ACT foi de 0,677 (IC95% 0,573-0763). Na avalia??o da sensibilidade ?s mudan?as o tamanho do efeito foi 0,8 e o coeficiente de correla??o intraclasse foi de 0,598. N?o foram observados os efeitos teto e ch?o na amostra estudada. Conclus?o: A vers?o em Portugu?s para o Brasil do question?rio Childhood Asthma Control Test demonstrou-se uma vers?o v?lida e confi?vel.
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Leinås, Anders, and Johanna Nordin. "Reliable or not reliable, that is the question : En reliabilitetsstudie på fem tester utformade för ambulanssjukvårdare." Thesis, Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-349.

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Sammanfattning

Syfte och frågeställningar

Syftet med uppsatsen var att undersöka genom ett test-retest, reliabiliteten hos fem stycken specifika fys- och styrketester för de muskelgrupper, som är mest utsatta i en ambulanssjukvårdares arbete.

- Är det en god reliabilitet i ett bellybacktest utan motstånd?

- Är det en god reliabilitet i ett balanstest?

- Är det en god reliabilitet i ett handstyrketest?

- Är det en god reliabilitet i ett aerobiskt steptest?

- Är det en god reliabilitet i ett marklyft i dragmaskin?

Metod

Ett test och retest utfördes på fem tester, bellybacktest utan motstånd, handstyrketest, aerobiskt steptest, marklyft i drargmaskin och balanstest. Försökspersonerna var 14 stycken, 11 män och 3 kvinnor, samtliga var studenter vid GIH i Stockholm.

Resultat

Varken bellybacktestet utan motstånd, handstyrketestet (höger samt vänster hand), aerobiska steptestet eller marklyftet i dragmaskinen visar några slumpmässiga eller systematiska statistisk signifikanta skillnader. Balanstestet däremot har bra värden på t-testet (p=0,89), som visar att det inte finns några systematiska signifikanta skillnader, men låga värden på övriga uträkningar som visar på de slumpmässiga skillnaderna.

Slutsats

Samtliga tester med undantag från balanstestet har hög reliabilitet. Balanstestet visar mindre tillförlitlighet än de övriga fyra testerna, vilket även tidigare forskning visar. Det är därför vår tanke att bellybacktestet, handstyrketesterna, aerobiska steptestet och marklyftet i dragmaskinen är tester som kan byggas vidare på inom arbetet att testa ambulanssjukvårdare. Balansen är fortfarande en viktig faktor att testa, men ett bättre test är nödvändigt för att få tillförlitliga resultat.

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Janniro, Michael J. "Effects of Computer-Based Instruction on Student Learning of Psychophysiological Detection of Deception Test Question Formulation." NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/608.

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This study was undertaken in response to the Department of Defense Polygraph Institute's need to identify efficient and economical alternative methods of delivering instruction to resident students and field examiners. The purpose of this study was to investigate the effects of computer-based instruction (CBI) on student learning of psychophysiological detection of deception test question formulation. A posttest-only control group design and a one-tailed t test for independent samples was used. The comparison involved an experimental group receiving test question formulation instruction using CBI, and a control group receiving the traditional classroom lecture. Other researchers have found that CBI, compared to traditional instruction, raises performance scores and reduces learning and instructional time. CBI usually produces positive effects on students and holds high motivational value. Other findings also show that as technology and design of human-computer interfaces progress, the effectiveness of computer-based learning improves. Participating in this study were students (n=29) attending the fall semester basic forensic psychophysiology course. Students were randomly assigned to an experimental or control group. Students in the experimental group (n=14) learned test question formulation using CBI, and students in the control group (n=15) learned test question formulation from classroom instruction. Both groups were administered a posttest to determine if there was a significant difference in learning. After receiving the treatment, it was found that students in the CBI group achieved significantly higher posttest scores (p < 0.01) than students in the traditional classroom group. Also, students using CBI to learn test question formulation mastered the material in less than half the time of their colleagues in the classroom group. It was concluded that the CBI method of instruction was more effective in promoting learning of test question formulation than classroom instruction. The evidence strongly suggests that the CBI program on test question formulation can supplement or replace classroom instruction, and save in instructional time. It was recommended that the CBI program be implemented in the curriculum and distributed to students selected to attend the basic resident course in forensic psychophysiology, and field examiners for continuing education. It was also recommended that additional CBI programs be developed to provide more classroom hours for in-depth learning of advanced theories about forensic psychophysiology.
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Miranda, Paulo Henrique de Freitas. "AVALIAÇÃO DA APRENDIZAGEM: MÚLTIPLA ESCOLHA VERSUS QUESTÕES ABERTAS EM COMPUTADOR VERSUS PAPEL." Pontifícia Universidade Católica de Goiás, 2015. http://tede2.pucgoias.edu.br:8080/handle/tede/3481.

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The evaluation evolves constantly in search of better educational practices through the development of education. In this perspective, this study aims to contribute by analyzing reviews of multiple choice and open questions, submitted on paper and computer. Four tests in four different models (multiple choices on your computer, multiple choices on paper, open questions on the computer and open questions in the paper) were performed. The focus of the research was analysis of the notes in each model, the duration of the test and student satisfaction at the end of the tests. The results were presented and discussed considering a context of controlled assessment, interpreting the conditions under which the models can be equivalent, advantages and disadvantages. A test of multiple-choice paper presented better results in terms od test notes.
A avaliação evolui constantemente em busca de melhores práticas educacionais mediante o desenvolvimento da educação. Nesta perspectiva, este estudo propõese contribuir através da análise de avaliações de múltipla escolha e questões abertas, apresentadas em papel e computador. Foram realizados quatro testes em quatro modelos diferentes (múltipla escolha no computador, múltipla escolha no papel, questões abertas no computador e questões abertas no papel). O foco da investigação foram análises das notas em cada modelo, do tempo de duração do teste e da satisfação do aluno ao término dos testes. Os resultados foram apresentados e discutidos considerando o contexto do teste controlado, interpretando as condições sob os quais os modelos podem apresentar equivalência, vantagens ou desvantagens. O teste de múltipla escolha em papel apresentou melhores resultados em termos de nota no teste.
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Thayn, Kim Scott. "An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2450.

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The multiple-choice test question is a popular item format used for tests ranging from classroom assessments to professional licensure exams. The popularity of this format stems from its administration and scoring efficiencies. The most common multiple-choice format consists of a stem that presents a problem to be solved accompanied by a single correct answer and two, three, or four incorrect answers. A well-constructed item using this format can result in a high quality assessment of an examinee's knowledge, skills and abilities. However, for some complex, higher-order knowledge, skills and abilities, a single correct answer is often insufficient. Test developers tend to avoid using multiple correct answers out of a concern about the increased difficulty and lower discrimination of such items. However, by avoiding the use of multiple correct answers, test constructors may inadvertently create validity concerns resulting from incomplete content coverage and construct irrelevant variance. This study explored an alternative way of implementing multiple-choice questions with two or more correct answers by specifying in each question the number of answers examinees should select instead of using the traditional guideline to select all that apply. This study investigated the performance of three operational exams that use a standard multiple-choice format where the examinees are told how many answers they are to select. The collective statistical performance of multiple-choice items that included more than one answer that is keyed as correct was compared with the performance of traditional single-answer, multiple-choice (SA) items within each exam. The results indicate that the multiple-answer, multiple-choice (MA) items evaluated from these three exams performed at least as well as to the single-answer questions within the same exams.
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Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.

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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.
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Dobransky, Nicole Denise. "OPTIMIZING LEARNING THROUGH TEACHER-STUDENT RELATIONSHIPS: A TEST OF THE CAUSAL PROCESS STUDENT UNDERSTANDING MODEL." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/959.

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Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on January 26, 2009). Document formatted into pages; contains: vii, 99 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 87-96).
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Books on the topic "Test question"

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Explanations for "The official SAT study guide" questions: Detailed explanations for the answers for every question. [United States]: Studyhalldallas.com, 2010.

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Linker, Damon. The religious test: Why we must question the beliefs of our leaders. New York: W. W. Norton, 2010.

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McCallum, Bennett T. Money and prices in colonial America: A new test of competing theories. Cambridge, MA: National Bureau of Economic Research, 1990.

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(Firm), Traciela. Grouped by question type: LSAT logical reasoning. Los Angeles: Traciela, 2010.

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Gruber, Gary R. Gruber's SAT 2400: Inside strategies to outsmart the toughest question and achieve the top score. Naperville, Ill: Sourcebooks, 2009.

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(Firm), Traciela. More grouped by question type: LSAT logical reasoning. Los Angeles: Traciela, 2010.

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500 AP physics C questions to know by test day. New York: Mcgraw-Hill Education, 2017.

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Lambers, William. The road to peace: From the disarming of the Great Lakes to the nuclear test ban treaty. [United States]: W. Lambers, 2004.

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Athanasius, Padre. Justice for the peasants: The social question of our time, a study test for the Justice and Peace Commission of TEC and RSAT. Peramiho, Tanzania: Benedictine Publications Ndanda, 1988.

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Prentice Hall Health question and answer review for the pharmacy technician. 2nd ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2004.

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Book chapters on the topic "Test question"

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Daneš, František. "The “Question test” re-examined." In Language and Discourse, 261. Amsterdam: John Benjamins Publishing Company, 1986. http://dx.doi.org/10.1075/llsee.19.22dan.

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Barbosa, Hector, Francisco Jose García-Peñalvo, and Maria Jose Rodríguez-Conde. "Use of the Question and Test Specification to Define Adaptive Test." In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 13–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_3.

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Segers, Mien, and Dirk Tempelaar. "Competence in Economics: To Test Or Not To Test, That’s The Question!" In Educational Innovation in Economics and Business Administration, 475. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_58.

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Walker, Andrew, Andrew Starkey, Jeff Z. Pan, and Advaith Siddharthan. "Making Test Corpora for Question Answering More Representative." In Lecture Notes in Computer Science, 1–6. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11382-1_1.

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Lu, Wenpeng. "Realization of Test System for Choice-Question with Authorware." In Advances in Intelligent and Soft Computing, 689–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29387-0_107.

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Armenska, Jasmina, Aleksandar Tomovski, Katerina Zdravkova, and Jovan Pehcevski. "Information Retrieval Using a Macedonian Test Collection for Question Answering." In Communications in Computer and Information Science, 205–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19325-5_21.

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Magnini, Bernardo, Simone Romagnoli, Alessandro Vallin, Jesús Herrera, Anselmo Peñas, Víctor Peinado, Felisa Verdejo, and Maarten de Rijke. "Creating the DISEQuA Corpus: A Test Set for Multilingual Question Answering." In Comparative Evaluation of Multilingual Information Access Systems, 487–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30222-3_47.

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Fan, YuLing, Tao Xu, Likai Dong, and Dong Wang. "The Study on Grade Categorization Model of Question Based on on-Line Test Data." In Intelligent Computing Theories and Application, 765–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63312-1_69.

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Gill, Tracy Spears, Anna Tuck, Sat Gupta, Mary Crowe, and Jennifer Figueroa. "A Field Test of Optional Unrelated Question Randomized Response Models: Estimates of Risky Sexual Behaviors." In Springer Proceedings in Mathematics & Statistics, 135–46. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9332-7_14.

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Roberts, P. A. "Sample Test Questions." In Oklahoma Notes, 96–100. New York, NY: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4684-0395-4_18.

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Conference papers on the topic "Test question"

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Gorskij, M. A. "Selecting an investor portfolio using the Wald-Savage test." In General question of world science. "Science of Russia", 2019. http://dx.doi.org/10.18411/gq-31-07-2019-11.

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Soynikova, E. S., D. S. Batishchev, and V. M. Mikhelev. "A hematological blood test system based on Price-Jones curve." In General question of world science. "Л-Журнал", 2017. http://dx.doi.org/10.18411/gq-30-11-2017-04.

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Voorhees, Ellen M., and Dawn M. Tice. "Building a question answering test collection." In the 23rd annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/345508.345577.

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Runeson, Per, Mats Skoglund, and Emelie Engström. "Test Benchmarks -- what is the question?" In 2008 IEEE International Conference on Software Testing Verification and Validation Workshop. IEEE, 2008. http://dx.doi.org/10.1109/icstw.2008.40.

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Scott, Tyler D., Catherine McGough, and Lisa Benson. "Physics students' epistemic framings for a conceptual test question." In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.072.

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Vozár, Oto, and Mária Bieliková. "Adaptive Test Question Selection for Web-Based Educational System." In 2008 Third International Workshop on Semantic Media Adaptation and Personalization (SMAP). IEEE, 2008. http://dx.doi.org/10.1109/smap.2008.15.

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Wang, Xin, Zhong Wang, Wei Huang, Guanqi Wen, and Shaolei Zhang. "Design and realization of test question bank database system." In MATERIALS SCIENCE, ENERGY TECHNOLOGY, AND POWER ENGINEERING I: 1st International Conference on Materials Science, Energy Technology, Power Engineering (MEP 2017). Author(s), 2017. http://dx.doi.org/10.1063/1.4982561.

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Chen, Peijiang. "Construction of test question database for electrical and electronic technology." In Mechanical Engineering and Information Technology (EMEIT). IEEE, 2011. http://dx.doi.org/10.1109/emeit.2011.6023343.

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Wang, Li, Yong Liu, Fuping Pan, Bin Dong, and Yonghong Yan. "Automatic scoring of scene question-answer in English spoken test." In 2014 International Conference on Information Science, Electronics and Electrical Engineering (ISEEE). IEEE, 2014. http://dx.doi.org/10.1109/infoseee.2014.6947758.

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"INTERACTIVITY WITHIN IMS LEARNING DESIGN AND QUESTION AND TEST INTEROPERABILITY." In 3rd International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0001269304400445.

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Reports on the topic "Test question"

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Honts, Charles R., Susan Amato, and Anne Gordon. Validity of Outside-Issue Questions in the Control Question Test. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada376666.

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Honts, Charles R., and Racheal Reavy. Effects of Comparison Question Type and Between Test Stimulation on the Validity of Comparison Question Test. Fort Belvoir, VA: Defense Technical Information Center, September 2009. http://dx.doi.org/10.21236/ada505303.

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Reed, Dawn, and Gregory Shott. UNREVIEWED DISPOSAL QUESTION EVALUATION: Disposal of the Idaho National Laboratory Test Reactor Area Foils at the Area 5 Radioactive Waste Management Site, Nevada National Security Site, Nye County, Nevada. Office of Scientific and Technical Information (OSTI), March 2019. http://dx.doi.org/10.2172/1601666.

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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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Bradley, Michael T., M. C. Cullen, and S. B. Carle. Control Question Tests by Police and Laboratory Polygraph Operators on a Mock Crime and Real Events. Fort Belvoir, VA: Defense Technical Information Center, December 1993. http://dx.doi.org/10.21236/ada304407.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Niebler, Rebecca. Abfallwirtschaftliche Geschäftsmodelle für Textilien in der Circular Economy. Sonderforschungsgruppe Institutionenanalyse, September 2020. http://dx.doi.org/10.46850/sofia.9783941627833.

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This master thesis explores the challenges for waste management business models in the field of textiles regarding the requirements of the circular economy, as well as improvement potentials in the current framework conditions. It is concerned with the research question: "Is it advisable to change the frame-work conditions at meso or macro level, with regard to business models for waste management companies in the textile sector that are oriented towards the requirements of the circular economy, and - if so - in what way?” The approach of the study is based on the delta analysis of the e Society for Institutional Analysis at the Darmstadt University of Applied Sciences. It compares the target state of the normative requirements with the actual state of the textile and waste management framework conditions and attempts to identify the gaps (the delta). Based on the delta, it develops approaches that are intended to help reduce the gaps. The thesis develops three business models for the target year 2025 in different areas: an exchange platform for sorters, recyclers and designers, an automatic sorting plant and a plant for fibre-to-fibre recycling of mixed materials. It is becoming clear that these business models cannot meet the target requirements for the circular economy. The analysis identifies the remaining gaps in the framework conditions as the main problem. For example, insufficient innovation impulses and the lack of competitiveness of secondary raw materials inhibit the actors from applying and using new technologies and business models. Restricted access to knowledge and information, as well as a lack of transparency between the actors, also prove to be problematic. In order to answer the research question, the study recommends altering the framework conditions at meso and macro level. It proposes a platform for cooperation between designers, the introduction of a material declaration system and an eco-design guideline for textiles as possible development options. In addition, this work offers a matrix of criteria to help the actors test and improve their new waste management business models regarding their suitability for the circular economy. The analysis is carried out from an outsider's perspective on the entire textile industry. It therefore cannot cover and deal with all aspects and individual circumstances of each player in detail. The necessary changes in the framework conditions that have been identified can therefore be used as a basis for further investigations.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards are contingent on their preferred “candidate” winning the election. We measure the extent to which voters place their trust in others and are themselves trustworthy, that is, willing to honor requests that may not benefit them. Treated respondents are exposed to messages from in-group or out-group politicians, and with positive or negative tone. Results provide robust support for a negative effect of uncivil partisan discourse on trust behavior and null results on trustworthiness. The negative effect on trust is considerably greater among randomly treated respondents who engage with social media messages. These results show that engaging with messages on social media can have a deleterious effect on trust, even when those messages are not relevant to the task at hand or not representative of the actions of the individuals involved in the game.
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Agrawal, Asha Weinstein, and Hilary Nixon. What Do Americans Think About Federal Tax Options to Support Transportation? Results from Year Twelve of a National Survey. Mineta Transportation Institute, June 2021. http://dx.doi.org/10.31979/mti.2021.2101.

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This report summarizes the results from the twelfth year of a national public opinion survey asking U.S. adults questions related to their views on federal transportation taxes. A nationally-representative sample of 2,516 respondents completed the online survey from February 5 to 23, 2021. The questions test public opinions about raising the federal gas tax rate, replacing the federal gas tax with a new mileage fee, and imposing a mileage fee just on commercial travel. In addition to asking directly about support for these tax options, the survey collected data on respondents’ views on the quality of their local transportation system, their priorities for federal transportation spending, their knowledge about gas taxes, their views on privacy and equity matters related to mileage fees, travel behavior, and standard sociodemographic variables. This large set of variables is used to identify personal characteristics and opinions correlated with support for the tax options. Key findings include that large majorities supported transportation improvements across modes and wanted to see the federal government work towards making the transportation system well maintained, safe, and equitable, as well as to reduce the system’s impact on climate change. Findings related to gas taxes include that only 2% of respondents knew that the federal gas tax rate had not been raised in more than 20 years, and 71% of respondents supported increasing the federal gas tax by 10 cents per gallon if the revenue would be dedicated to maintenance. With respect to mileage fees, roughly half of respondents supported some form of mileage fee, whether that was assessed on all travel or just on commercial travel, 62% believe that low-income drivers should pay a reduced mileage fee rate, and 52% think that electric vehicles should pay a lower rate than gas and diesel vehicles. The analysis of trends across the survey series, which has run from 2010 to 2011, shows that support for both higher gas taxes and a hypothetical new mileage fee has risen slowly but steadily, and Americans’ experience with COVID over the past year has not disrupted those trends. Finally, support for the tax and fee options varies mostly by most personal characteristics, but there are frequently large differences correlated with age, community type, and political affiliation.
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