To see the other types of publications on this topic, follow the link: Test question.
Dissertations / Theses on the topic 'Test question'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Test question.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kasimir, Elke. "Question-answer test and givenness : some question marks." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/869/.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
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.
Full textAbstract:
Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-15T20:12:26Z
No. of bitstreams: 1
468699 - Texto Parcial.pdf: 505183 bytes, checksum: 8da80461c3f669872cefb189ac5e6662 (MD5)Made available in DSpace on 2015-05-15T20:12:26Z (GMT). No. of bitstreams: 1 468699 - Texto Parcial.pdf: 505183 bytes, checksum: 8da80461c3f669872cefb189ac5e6662 (MD5) Previous issue date: 2015-03-04
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T14:39:55Z
No. of bitstreams: 1
Paulo Henrique de Freitas Miranda.pdf: 2959134 bytes, checksum: 19e3a755635c112cbe515610ba863dda (MD5)Made available in DSpace on 2016-09-12T14:39:55Z (GMT). No. of bitstreams: 1 Paulo Henrique de Freitas Miranda.pdf: 2959134 bytes, checksum: 19e3a755635c112cbe515610ba863dda (MD5) Previous issue date: 2015-09-10
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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).
11
Marlen, Michael Scott. "An approach to Natural Language understanding." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17581.
Full textAbstract:
Doctor of PhilosophyDepartment of Computing and Information Sciences
David A. Gustafson
Natural Language understanding over a set of sentences or a document is a challenging problem. We approach this problem using semantic extraction and an ontology for answering questions based on the data. There is more information in a sentence than that found by extracting out the visible terms and their obvious relations between one another. It is the hidden information that is not seen that gives this solution the advantage over alternatives. This methodology was tested against the FraCas Test Suite with near perfect results (correct answers) for the sections that are the focus of this paper (Generalized Quantifiers, Plurals, Adjectives, Comparatives, Verbs, and Attitudes). The results indicate that extracting the visible semantics as well as the unseen semantics and their interrelations using an ontology to reason over it provides reliable and provable answers to questions validating this technology.
12
Larsson, Kristina. "A new single item question for assessment of daily sitting time : Criterion validity and test-retest reliability, with ActivPal as the criterion measure." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4942.
Full textAbstract:
Aim and research questions The aim of this study was to investigate the criterion validity and test-retest reliability of the new single item question SED-GIH, with ActivPal as the criterion measure. Research questions: How strong is the level of agreement between sitting time measured subjectively with SED-GIH and objectively with ActivPal? How strong is the reliability of SED-GIH measured with test-retest? Method The validity section was a part of the large research project "Physical Activity and Healthy Brain Functions". Participants answered a web questionnaire, completed a test-session, wore activity monitors and filled in a sleep and activity diary for one week. The criterion validity was assessed by the agreement between SED-GIH (a part of the web questionnaire) and the activity monitor ActivPal. Spearman's correlation, Wilcoxon analysis and Bland Altman plot was conducted. A one-way independent ANOVA assessed differences between the categorical groups of SED-GIH and the objective values of sitting time from ActivPal. The reliability section was a part of the "Health Project" at GIH. The participants answered SED-GIH two times with a few weeks interval. The reliability was assessed with ICC, Wilcoxonanalysis and a Bland Altman plot was conducted. Results The correlation between SED-GIH and ActivPal was moderate with Spearman's rho = 0.31.Wilcoxon analysis showed significant differences between SED-GIH and ActivPal with p <0.01. Bland Altman plot indicated that participants both under and overestimated their sitting time. One-way independent ANOVA between SED-GIH and ActivPal resulted in a significant p < 0.01. Tukey Post Hoc test presented that significant difference existed between some of the categorical answering options. ICC for the test-retest reliability of the SED-GIH was excellent with ICC = 0.86. Wilcoxon analysis showed non-significant differences with p= 0.12. The Bland Altman plot indicates that participants were consistent in the way they answered SED-GIH at test-session one and test-session two. Conclusions SED-GIH both over and underestimated sitting time, however a general slightly underestimation occurred. The validity and reliability of SED-GIH are in line, or even better, than other questions that are common to use when assessing sitting time. This make SED-GIH useful in many areas, like in the healthcare system and in national public health surveys.Syfte och frågeställningar Syftet med denna studie var att undersöka validiteten och reliabiliteten för SED-GIH frågan med ActivPal som kriteriemetod. Frågeställningar: Hur stark är samstämmigheten mellan sittande tid subjektivt mätt med SED-GIH och objektivt mätt med ActivPal? Hur stark är reliabiliteten för SED-GIH mätt med test-retest? Metod Validitetdelen av studien var en del av det större forskningsprojektet "Fysisk aktivitet ochHälsosamma hjärnfunktioner". Deltagarna besvarade en webenkät, genomförde ett testbatteri, bar aktivitetsmätare och fyllde i en sömn- och aktivitetsdagbok under en vecka. Validiteten undersöktes genom samstämmigheten mellan SED-GIH (en del av webenkäten) och aktivitetsmätaren ActivPal. Spearman's korrelation, Wilcoxon analys och Bland Altman plot genomfördes. En envägs ANOVA undersökte skillnader mellan de kategoriska svarsgrupperna från SED-GIH och de objektiva värdena från ActivPal. Reliabilitetdelen var en del av ett "Hälsoprojekt" på GIH. Deltagarna besvarade SED-GIH två gånger med några veckors mellanrum. Relibiliteten undersöktes med ICC, Wilcoxon och Bland Altman plot. Resultat Korrelationen mellan SED-GIH och ActivPal var måttlig med Spermans's rho = 0,31. Wilcoxon analysen visade signifikanta skillnader mellan SED-GIH och ActivPal med p <0,01. Bland Altman plot indikerade att deltagarna både under- och överskattade sin sittandetid. Envägs oberoende ANOVA mellan SED-GIH och ActivPal visade på signifikant p <0,01. Tukey Post Hoc test visade att signifikanta skillnader fanns mellan några av de kategoriska svarsalternativen. ICC för test-retest gällande reliabiliteten av SED-GIH var utomordentlig med ICC = 0,86. Wilcoxon analysen visade icke signifikanta skillnader med p= 0,12. Bland Altman indikerade att deltagarna var konsekventa gällande hur de besvarade SED-GIH vid testtillfälle ett och testtillfälle två. Slutsats SED-GIH både under- och överskattade sittande tid, dock med en generell lätt underskattning. Validiteten och reliabiliteten för SED-GIH är i linje, eller till och med bättre, än andra frågor som är vanliga att använda för att ta reda på sittande tid. Detta gör SED-GIH användbar inom många områden, exempelvis i hälso- sjukvården eller i nationella folkhälsoundersökningar.
13
Santos, Rodríguez Patrícia. "Computing-Based Testing: conceptual model, implementations and experiments extending IMS QTI." Doctoral thesis, Universitat Pompeu Fabra, 2011. http://hdl.handle.net/10803/69962.
Full textAbstract:
The use of objective tests in Technology Enhanced Learning (TEL) is
based on the application of computers to support automatic assessment.
Current research in this domain is mainly focused on the design of new
question-items, being IMS Question and Test Interoperability (QTI) the
recognized de-facto standard. This thesis claims that the domain can be
extended with the design of advanced test-scenarios that integrate new
interactive contexts for the visualization of question-items and tests, and
that consider different types of devices and technologies that enable
diverse activity settings. In this context, the dissertation proposes to term
the domain as Computing-Based Testing (CBT) instead of Computer-
Based Testing because it captures better the new technological support
possibilities for testing. Advanced CBT scenarios can increase teachers’
choices in the design of more appropriate tests for their subject areas,
enabling the assessment of higher-order skills.
With the aim of modelling an advanced CBT domain that extends the
current possibilities of QTI and related work, this thesis provides a set of
contributions around three objectives. The first objective deals with
proposing a Conceptual Model for the CBT domain considering three
main dimensions: the Question-item, the Test and the Activity. To tackle
this objective, the thesis presents, on the one hand, a framework to assist
in the categorization and design of advanced CBT scenarios and, on the
other hand, two models that suggest elements for technologically
representing the Test and Question-item dimensions. The models are
platform-independent models (PIM) that extend QTI in order to support
advanced CBT. Besides, the use of patterns is proposed to complement
the modelling of the domain. The second objective seeks to show the
relevance, value and applicability of the CBT Conceptual Model through
exemplary challenging scenarios and case studies in authentic settings. To
this end, the dissertation evaluates the design and implementation of a set
of CBT systems and experiments. All the experiments use the proposed
CBT Conceptual Model for designing an advanced CBT scenario. For
each case the CBT-PIMs serve as the basis for developing a particular
CBT-PSM and system. The evaluation results show that the
implementations foster educational benefits, enable the assessment of
higher-order skills and enhance the students’ motivation. Finally, the third
objective is devoted to propose extension paths for QTI. The collection of
models proposed in the thesis suggests different extension directions for
QTI so as to enable the implementation of advanced questions, tests and
activities. The proposed systems and scenarios also represent reference
implementation and good practices of the proposed extension paths.El uso de test de corrección automática, en el Aprendizaje Apoyado por Tecnologías de la Información y las Comunicaciones, se basa en el uso de ordenadores. Las propuestas actuales se centran en el diseño de nuevas preguntas, siendo IMS Question and Test Interoperability (QTI) el estándar de-facto. La tesis propone que este dominio puede ser extendido con el diseño de escenarios de test avanzados que integren nuevos contextos de interacción para la visualización de preguntas y tests, y que consideren la aplicación de diversos dispositivos tecnológicos para permitir diversos tipos de actividades. En este contexto se propone usar el término inglés Computing-Based Testing (CBT) para referirse al dominio, en vez de usar el término Computer-Based Testing, enfatizando el papel de la tecnología para la evaluación basada en test. Los escenarios CBT avanzados pueden aumentar la posibilidad de que los profesores puedan diseñar test más adecuados para sus asignaturas, permitiendo la evaluación de habilidades de alto nivel. Con el reto principal de modelar el dominio del CBT extendiendo las posibilidades actuales de QTI y las aproximaciones actuales, esta tesis proporciona un conjunto de contribuciones relacionadas con tres objetivos. El primer objetivo de la tesis es proponer un Modelo Conceptual definiendo y relacionando tres dimensiones: Pregunta, Test y Actividad. Por una parte, se propone un marco como guía en la categorización y diseño de escenarios CBT. Además, se proponen dos modelos que indican los elementos para la representación tecnológica de preguntas y test. Estos modelos son independientes de plataforma (PIM) que extienden QTI formulando los elementos que permiten implementar escenarios CBT avanzados. Además, se propone el uso de patrones como complemento en el modelado del dominio. El segundo objetivo trata de mostrar la relevancia y aplicabilidad de las contribuciones a través de escenarios y casos de estudio representativos en contextos reales. Para ello, se evalúa el diseño e implementación de un conjunto de experimentos y sistemas. En todos los experimentos se utiliza el Modelo Conceptual para diseñar escenarios CBT avanzados. Para cada caso los CBT-PIMs sirven como base para desarrollar modelos específicos de plataforma (CBT-PSMs) y sistemas asociados. La evaluación muestra que las implementaciones resultantes tienen beneficios educativos positivos, permitiendo la evaluación de habilidades de alto nivel y mejorando la motivación de los estudiantes. Finalmente, el tercer objetivo se centra en proponer vías de extensión para QTI. La colección de modelos propuestos sugiere diferentes direcciones de extensión de QTI para la implementación de preguntas, tests y actividades avanzados. Los escenarios y sistemas llevados a cabo representan implementaciones de referencia y buenas prácticas para las vías de extensión propuestas.
14
Sláma, Pavel. "Modul online testování v informačním systému." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2007. http://www.nusl.cz/ntk/nusl-236809.
Full textAbstract:
This thesis is trying to find its way in extensive area of relatively new problems of E-learning. E-learning has come together with fast advancement of the Internet trying to make education more comfortable and faster and at the same time trying to lower its dependency on the human resources. A lot of a development of the online tests is still needed. However, it is important to make clear the rules of the "game" and to press for their integration. The first goal to achieve the full-value system which would be able to substitute the conventional methods of education is to find out and solve the issues of testing in general, to analyze the requirements and to create data format for the data portability, which is required because of the mutual communication between different systems. On these bases it is possible to design the database scheme and then the complete system.
15
Gabbay, Igal. "Retrieving Definitions from Scientific Text in the Salmon Fish Domain by Lexical Pattern Matching." Thesis, University of Limerick, 2004. http://hdl.handle.net/10919/71562.
Full textAbstract:
While an information retrieval system takes as input a user query and returns a list of relevant documents chosen from a large collection, a question answering system attempts to produce an exact answer. Recent research, motivated by the question answering track of the Text REtrieval Conference (TREC) has focused mainly on answering ‘factoid’ questions concerned with names, places, dates etc. in the news domain. However, questions seeking definitions of terms are common in the logs of search engines. The objective of this project was therefore to investigate methods of retrieving definitions from scientific documents. The subject domain was salmon, and an appropriate test collection of articles was created, pre-processed and indexed. Relevant terms were obtained from salmon researchers and a fish database. A system was built which accepted a term as input, retrieved relevant documents from the collection using a search engine, identified definition phrases within them using a vocabulary of syntactic patterns and associated heuristics, and produced as output phrases explaining the term. Four experiments were carried out which progressively extended and refined the patterns. The performance of the system, measured using an appropriate form of precision, improved over the experiments from 8.6% to 63.6%. The main findings of the research were: (1) Definitions were diverse despite the documents’ homogeneity and found not only in the Introduction and Abstract sections but also in the Methods and References; (2) Nevertheless, syntactic patterns were a useful starting point in extracting them; (3) Three patterns accounted for 90% of candidate phrases; (4) Statistically, the ordinal number of the instance of the term in a document was a better indicator of the presence of a definition than either sentence position and length, or the number of sentences in the document. Next steps include classifying terms, using information extraction-like templates, resolving basic anaphors, ranking answers, exploiting the structure of scientific papers, and refining the evaluation process.
16
Merriman, Carolyn S. "Developing Critical-Thinking Test Questions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8413.
Full text
17
Brasel, Michael D. (Michael David). "The Effectiveness of a Mediating Structure for Writing Analysis Level Test Items From Text Based Instruction." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332268/.
Full textAbstract:
This study is concerned with the effect of placing text into a mediated structure form upon the generation of test items for analysis level domain referenced test construction. The item writing methodology used is the linguistic (operationally defined) item writing technology developed by Bormuth, Finn, Roid, Haladyna and others. This item writing methodology is compared to 1) the intuitive method based on Bloom's definition of analysis level test questions and 2) the intuitive with keywords identified method of item writing.
A mediated structure was developed by coordinating or subordinating sentences in an essay by following five simple grammatical rules. Three test writers each composed a ten-item test using each of the three methodologies based on a common essay. Tests were administered to 102 Composition 1 community college students. Students were asked to read the essay and complete one test form. Test forms by writer and method were randomly delivered.
Analysis of variance showed no significant differences among either methods or writers. Item analysis showed no method of item writing resulting in items of consistent difficulty among test item writers. While the results of this study show no significant difference from the intuitive, traditional methods of item writing, analysis level test item generation using a mediating structure may yet prove useful to the classroom teacher with access to a computer. All three test writers agree that test items were easier to write using the generative rules and mediated structure. Also, some relief was felt by the writers in that the method theoretically assured that an analysis level item was written.
18
Merriman, Carolyn S. "Writing Test Questions That Promote Critical Thinking." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8427.
Full text
19
Zarate, Pérez Adolfo. "Estructura y función de las preguntas de comprensión crítica en los libros de texto de educación secundaria." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/586218.
Full textAbstract:
La presente investigación analiza la estructura y función de las preguntas de comprensión crítica en los libros de texto de educación secundaria en el Perú. La investigación sigue una metodología descriptiva-hermenéutica, con una aproximación abductiva (Wodak, 2003). Se trabajó con un corpus de 2.297 preguntas críticas seleccionadas de 36 manuales, entre libros de texto y cuadernos de trabajo del área curricular de Comunicación. Los resultados muestran a nivel pedagógico que las preguntas tienen diversas estructuras y formas, pero la mayoría de ellas evalúa habilidades críticas que se sustentan en el enfoque cognitivo y solo cerca del 5% demanda habilidades de literacidad crítica. Asimismo, se identificó un conjunto de preguntas orientadas hacia una respuesta esperada, las que limitan la criticidad. También se ha advertido la presencia de ideologías y representaciones sociales en las preguntas. Finalmente, no se encontró grandes diferencias entre los manuales del Ministerio de Educación y de las editoriales privadas.This research analyzes the structure and function of critical comprehension questions in secondary education textbooks in Peru. The research follows a descriptive-hermeneutic methodology, with an abductive approach (Wodak, 2003). We worked with a corpus of 2297 critical questions selected from 36 manuals, between textbooks and workbooks of the curricular area of Communication. The results show at the pedagogical level that the questions have different structures and forms, but most of them evaluate critical skills that are based on the cognitive approach and only about 5% of the questions demand critical literacy skills. Likewise, a set of questions oriented towards an expected response were identified, which limit criticality. It has also been noticed the presence of ideologies and social representations in the questions. Finally, no major differences were found between the manuals of the Ministry of Education and private publishing houses.
20
Merriman, Carolyn S. "Promoting Nursing Student Success: How to Write Critical Thinking Test Questions Using Test Analysis." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8438.
Full text
21
Braccini, Michele. "Intelligenza artificiale: test di Turing e alcune questioni filosofiche." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/6060/.
Full text
22
Gunn, Thelma. "The effects of question construction on expository text comprehension." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/NQ63952.pdf.
Full text
23
Sadek, J. "A text mining approach for Arabic question answering systems." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/33192/.
Full textAbstract:
As most of the electronic information available nowadays on the web is stored as text, developing Question Answering systems (QAS) has been the focus of many individual researchers and organizations. Relatively, few studies have been produced for extracting answers to “why” and “how to” questions. One reason for this negligence is that when going beyond sentence boundaries, deriving text structure is a very time-consuming and complex process. This thesis explores a new strategy for dealing with the exponentially large space issue associated with the text derivation task. To our knowledge, to date there are no systems that have attempted to addressing such type of questions for the Arabic language. We have proposed two analytical models; the first one is the Pattern Recognizer which employs a set of approximately 900 linguistic patterns targeting relationships that hold within sentences. This model is enhanced with three independent algorithms to discover the causal/explanatory role indicated by the justification particles. The second model is the Text Parser which is approaching text from a discourse perspective in the framework of Rhetorical Structure Theory (RST). This model is meant to break away from the sentence limit. The Text Parser model is built on top of the output produced by the Pattern Recognizer and incorporates a set of heuristics scores to produce the most suitable structure representing the whole text. The two models are combined together in a way to allow for the development of an Arabic QAS to deal with “why” and “how to” questions. The Pattern Recognizer model achieved an overall recall of 81% and a precision of 78%. On the other hand, our question answering system was able to find the correct answer for 68% of the test questions. Our results reveal that the justification particles play a key role in indicating intrasentential relations.
24
Lee, Jia-Ying. "Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2737.
Full textAbstract:
The main purpose of this study was to compare the strategies used by Chinese- speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts. The strategies were further compared with participants' level of familiarity with different reading topics and their reading scores. Twenty Chinese-speaking participants at the University of Iowa performed three tasks: a topical knowledge vocabulary assessment that served as an indicator of each participant's topical knowledge about the four selected content areas in this study (law, business, language teaching, and engineering); two Test of English as a Foreign Language (TOEFL) internet-based test (iBT) practice reading comprehension passages, one with a familiar topic and the other with an unfamiliar topic, and both with retrospective think-aloud protocols; and an interview related to participants' test-taking strategies.
Two stages of analysis, qualitative and quantitative, were undertaken in this study. For the qualitative analysis, all verbal reports provided by participants in the think-aloud protocols and the interviews were recorded and transcribed. Six categories of strategies emerged: general approaches to reading the passages, identification of important information by the discourse structure of the passages, vocabulary/sentence-in-context approaches, multiple-choice test-management strategies, test-wiseness, and background knowledge. For the quantitative analysis, an analysis of variance (ANOVA) with repeated measures was completed to determine if there were significant differences based on the frequency of strategy use and level of topic familiarity. The results showed that the types of test-taking strategies adopted by Chinese-speaking graduate students remained similar when they read passages with familiar versus unfamiliar topics. However, participants all reported feeling more relief and more confidence when reading passages related to their background knowledge. The second ANOVA employed a split-plot statistical design to examine whether there were significant differences based on participants' strategy use and their reading scores as measured by the iBT reading comprehension tests. High scorers employed strategies in categories one, two, three, and four significantly more frequently than low scorers. However, low scorers adopted significantly more strategies in category five than high scorers. In category six, high and low scorers seemed to use a similar number of strategies. Findings that emerged from the two perspectives are discussed; implications related to test-taking and reading pedagogy are provided in the conclusion.
25
brady, cheryl l. "UNDERGRADUATE NURSING FACULTY AND TEST DEVELOPMENT: AN EXPLORATION INTO THEIR UNDERSTANDING OF HIGHER ORDER THINKING TEST QUESTIONS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573081898025648.
Full text
26
Isler, Diane E. (Diane Evelyn). "Psychoanalytic Assessment of Sexually Abused Girls: Questions of Trauma and Rorschach Methodology." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277796/.
Full textAbstract:
Using a clinical sample of 63 girls aged 5 - 16 years, the Psychoanalytic Rorschach Profile (PRP; Burke et al., 1988), a measure of drive, ego, and object relations functioning, was examined for differences between sexual abuse (SA) victims and distressed but nonabused (NA) peers. The hypothesis that the SA group would evidence more pathological, less developed levels of drive, ego, and object relations functioning than the NA group was not supported. Limitations of the use of archival data are discussed. The effects of controlling for the number of responses (R) in Rorschach research were examined by comparing entire protocols of a clinical sample of girls from 5 - 16 years of age to shortened versions which included only the first one (N = 89; R = 10) or two (N = 17; R = 20) responses to each blot. Of 12 PRP scales compared, differences between the R = 10 and entire protocols were found on 5 variables, but when R was increased to 20, only 2 differences remained. Support was given for the notion of uniform Rorschach administration in which 2 responses per card are solicited.
27
Davou, Despina. "A model of cognitive compensation in text processing and question answering." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019666/.
Full text
28
Weskott, Thomas. "Stop bashing givenness! : A note on Elke Kasimir's "Questions-Answers Test and Givenness"." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/871/.
Full textAbstract:
Elke Kasimir’s paper (in this volume) argues against employing the notion
of Givenness in the explanation of accent assignment. I will claim
that the arguments against Givenness put forward by Kasimir are inconclusive
because they beg the question of the role of Givenness. It is concluded that, more generally, arguments against Givenness as a diagnostic for information structural partitions should not be accepted offhand, since the notion of Givenness of discourse referents is (a) theoretically simple, (b) readily observable and quantifiable, and (c) bears cognitive significance.
29
Boutrolle, Isabelle. "Mesure de l'appréciation des aliments par les consommateurs : état des pratiques et propositions méthodologiques." Phd thesis, AgroParisTech, 2007. http://pastel.archives-ouvertes.fr/pastel-00004525.
Full textAbstract:
Ce document présente tout d'abord l'état des pratiques méthodologiques en entreprise pour accéder à la performance organoleptique d'aliments puis propose de nouvelles pistes méthodologiques. L'analyse de la bibliographie et la réalisation de différentes comparaisons de tests en salle et de tests à domicile nous a permis d'appréhender l'influence des conditions d'évaluation sur la réponse hédonique. La deuxième partie de ce travail répond à la nécessité d'améliorer la qualité des informations hédoniques récoltées lors des tests en salle. Nous avons fait le choix de nous pencher sur deux problèmes rencontrés lors des tests en salle : le caractère artificiel des conditions de dégustations et le manque d'implication des participants dans leur réponse hédonique. Quatre pistes méthodologiques ont été retenues : - un protocole qui propose un environnement physique d'évaluation approprié au produit, - un protocole qui permet de récolter une information hédonique fonction de différentes situations de consommation, - un protocole qui mesure le degré d'authenticité perçu d'un produit après l'activation d'un état émotionnel négatif envers les produits chez le participant, - un protocole de choix non hypothétique de produits à emporter. La spécificité de ce travail concerne l'adaptation de ces méthodes et l'exploration de leur potentiel dans un cadre industriel. Les applications de chacune de ces propositions méthodologiques pour des biscuits feuilletés au fromage illustrent leur faisabilité technique et la richesse des informations récoltées en comparaison à un test en salle traditionnel.
30
Zhang, Ying. "The Efficacy of Level of Adjunct Questions over Time by Discourse Type." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6071.
Full textAbstract:
The potential differential effects of discourse type on the study of adjunct question efficacy were examined. The interaction among discourse type, question level, and time of test was investigated as reflected by readers' intentional and incidental learning outcomes. Eighty-four undergraduate students enrolled in an introductory psychology course were randomly assigned to four experimental conditions: (a) texts with low-order questions, (b) texts with high-order questions, (c) texts with both low- and high-order questions, and (d) texts with no questions. Each subject read both the narrative text and the expository text. The dependent measure was composed of five subscales of the criterion test, focusing on the relation between levels of questions and levels of importance in the queried information. Immediate and seven-day delayed testing results were examined using multivariate analysis of variance repeated measures, simple main effects analysis, Newman-Keuls multiple comparison, and paired t tests.
Adjunct questions were found to be more facilitative for comprehending the expository text than for the narrative text at the college level. An interaction among discourse type, question level, and time of test was found. The effects elicited by low-order questions increased over time in the expository text, but declined rapidly in the narrative text, whereas effects induced by high-order questions remained stable in the narrative text, but declined significantly in the expository text over time. In addition, intentional learning was less susceptible to the time effect than incidental learning for both types of text. On most measures, subjects provided with low-order questions outperformed those provided with high-order questions. The study suggests that the differential effects of adjunct questions might be a function of the combined force of discourse type, question level, and time of test; further research is needed to explore the relative efficacy of adjunct questions of different levels.
31
Oellermann, Susan Wilma, and der merwe Alexander Dawid Van. "Can Using Online Formative Assessment Boost the Academic Performance of Business Students? An Empirical Study." Kamla-Raj, 2015. http://hdl.handle.net/10321/1571.
Full textAbstract:
The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant relationship was found between MCQ marks and year marks. It was concluded that students’ use of the self-test tool in formative assessments has a significant bearing on students’ year marks and final grades. The negative nature of the standardised beta coefficient for gender indicates that, when year marks and annual self-test time are considered, males appear to have performed slightly better than females.
32
Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8429.
Full text
33
Sellars, Roy. "Bloom, Freud and Milton : misprision, psychoanalysis, and the question of the text." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303652.
Full text
34
Liao, Jui-Teng. "Multiple-choice and short-answer questions in language assessment: the interplay between item format and second language reading." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6178.
Full textAbstract:
Multiple-choice (MCQs) and short-answer questions (SAQs) are the most common test formats for assessing English reading proficiency. While the former provides test-takers with prescribed options, the latter requires short written responses. Test developers favor MCQs over SAQs for the following reasons: less time required for rating, high rater agreement, and wide content coverage. This mixed methods dissertation investigated the impacts of test format on reading performance, metacognitive awareness, test-completion processes, and task perceptions.
Participants were eighty English as a second language (ESL) learners from a Midwestern community college. They were first divided into two groups of approximately equivalent reading proficiencies and then completed MCQ and SAQ English reading tests in different orders. After completing each format, participants filled out a survey about demographic information, strategy use, and perceptions of test formats. They also completed a 5-point Likert-scale survey to assess their degree of metacognitive awareness. At the end, sixteen participants were randomly chosen to engage in retrospective interviews focusing on their strategy use and task perceptions.
This study employed a mixed methods approach in which quantitative and qualitative strands converged to draw an overall meta-inference. For the quantitative strand, descriptive statistics, paired sample t-tests, item analyses, two-way ANOVAs, and correlation analyses were conducted to investigate 1) the differences between MCQ and SAQ test performance and 2) the relationship between test performance and metacognitive awareness. For the qualitative strand, test-takers’ MCQ and SAQ test completion processes and task perceptions were explored using coded interview and survey responses related to strategy use and perceptions of test formats.
Results showed that participants performed differently on MCQ and SAQ reading tests, even though both tests were highly correlated. The paired sample t-tests revealed that participants’ English reading and writing proficiencies might account for the MCQ and SAQ performance disparity. Moreover, there was no positive relationship between reading test performance and the degree of metacognitive awareness generated by the frequency of strategy use. Correlation analyses suggested whether a higher or lower English reading proficiency of the participants was more important than strategy use. Although the frequency of strategy use did not benefit test performance, strategies implemented for MCQ and SAQ tests were found to generate interactive processes allowing participants to gain deeper understanding of the source texts. Furthermore, participants’ perceptions toward MCQs, SAQs, and a combination of both revealed positive and negative influences among test format, reading comprehension, and language learning. Therefore, participants’ preferences of test format should be considered when measuring their English reading proficiency. This study has pedagogical implications on the use of various test formats in L2 reading classrooms.
35
Ball, Brenda Evans. "Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63894.
Full textAbstract:
This study examined the effects of professional development in the form of a teacher study group and a particular discussion approach, Collaborative Reasoning (CR) (Anderson, et al., 2001) upon teachers' questioning and students' levels of thinking during discussion of text. The study explored how five middle school teachers achieved a deeper understanding of teachers' authentic questioning and the facilitation of CR discussion. The Formative and Design Experiment (FandDE) framework was used in this investigation. Both qualitative and quantitative data were collected. Teachers coded transcripts of one baseline and four CR discussions for each teacher. Transcripts were coded for teachers' CR instructional moves, CR features incorporated by the students in discussion, and the levels of thinking supporting students' responses. Data indicated that the nature of discussions progressed from recitation to more dialogical discussion patterns. Teachers implemented more authentic questioning, and students were observed to use more higher-order thinking in the responses. Students discourse showed a higher incidence of exploratory talk and uptake. Students used multiple kinds of evidence from personal experience, texts, and knowledge from previous reading/lecture/discussion to support their arguments. The data suggest that the implementation of a specific discussion model may enhance teachers' questioning and encourage students to engage in higher-order thinking and reasoning when discussing text.Ph. D.
36
HERNANDEZ, BEATRIZ CRISTINA MURIEL. "THREE ASSAYS ON HECKSCHER-OHLIN PREDICTIONS: THEORETICAL QUESTIONS AND EMPIRICAL TESTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5937@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese discute três questões em torno das previsões de Heckscher-Ohlin (HO). A primeira se relaciona com o impacto da abertura comercial sobre o aumento na desigualdade salarial nos Estados Unidos, e apresenta resultados consistentes com esta premissa quando se leva em conta a distorção provocada pelos níveis de sindicalização dos trabalhadores não qualificados. A segunda discute as implicações teóricas e empíricas das fontes de vantagens comparativas reveladas pelo comércio em um dado país, propondo-se dois refinamentos teóricos à literatura: as diferenças tecnológicas entre países e entre períodos. Com base neste debate estudam-se as fontes de vantagens comparativas no Brasil e mostrase que o país é rico em trabalho não-qualificado, estoque capital e terra, mas escasso em trabalho qualificado. Por fim, estuda-se o impacto das políticas de livre comércio - ocorridas na década de noventa - sobre o mercado de trabalho brasileiro, levando em conta as mudanças tecnológicas. Todos os testes elaborados são consistentes com as previsões de HO, já as inovações tecnológicas tiveram efeitos contrários à abertura comercial no mercado de trabalho.
This thesis analyzes three questions around the Heckscher- Ohlin (HO) predictions. The first one is related to trade impact on the increase of wage inequality in the United States, and presents results that are consistent with this argument when the distortion caused by unions of unskilled workers is taken into account. The second one studies the theoretical and empirical concerns related to the comparative advantages sources that are revealed by a country international trade. It is added two theoretical considerations to the literature: technological differences between countries and between periods. Based on this debate the comparative advantages sources are determined to Brazil, showing that this country is rich in unskilled workers, capital and land, but scarce in skilled workers. Finally, the impact of free international trade policies - occurred in the 90s - on the Brazilian labor market is evaluated, taking into account the technological changes. The tests elaborated are consistent with the HO predictions, and technological innovations present contrary effects to openness on labor market.
37
Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8423.
Full text
38
Mohamed, Zaki Ali Mona. "Investigating data quality in question and answer reports." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/investigating-data-quality-in-question-and-answer-reports(169f4905-c73b-40e3-9203-f3cec05fa45f).html.
Full textAbstract:
Data Quality (DQ) has been a long-standing concern for a number of stakeholders in a variety of domains. It has become a critically important factor for the effectiveness of organisations and individuals. Previous work on DQ methodologies have mainly focused on either the analysis of structured data or the business-process level rather than analysing the data itself. Question and Answer Reports (QAR) are gaining momentum as a way to collect responses that can be used by data analysts, for instance, in business, education or healthcare. Various stakeholders benefit from QAR such as data brokers and data providers, and in order to effectively analyse and identify the common DQ problems in these reports, the various stakeholders' perspectives should be taken into account which adds another complexity for the analysis. This thesis investigates DQ in QAR through an in-depth DQ analysis and provide solutions that can highlight potential sources and causes of problems that result in "low-quality" collected data. The thesis proposes a DQ methodology that is appropriate for the context of QAR. The methodology consists of three modules: question analysis, medium analysis and answer analysis. In addition, a Question Design Support (QuDeS) framework is introduced to operationalise the proposed methodology through the automatic identification of DQ problems. The framework includes three components: question domain-independent profiling, question domain-dependent profiling and answers profiling. The proposed framework has been instantiated to address one example of DQ issues, namely Multi-Focal Question (MFQ). We introduce MFQ as a question with multiple requirements; it asks for multiple answers. QuDeS-MFQ (the implemented instance of QuDeS framework) has implemented two components of QuDeS for MFQ identification, these are question domain-independent profiling and question domain-dependent profiling. The proposed methodology and the framework are designed, implemented and evaluated in the context of the Carbon Disclosure Project (CDP) case study. The experiments show that we can identify MFQs with 90% accuracy. This thesis also demonstrates the challenges including the lack of domain resources for domain knowledge representation, such as domain ontology, the complexity and variability of the structure of QAR, as well as the variability and ambiguity of terminology and language expressions and understanding stakeholders or users need.
39
Shewinvanakitkul, Prapan. "An Item Response Theory Framework for Combined Ability Estimation and Question/Hint Selection." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1321988655.
Full text
40
Yasar, Sara. "The Kurdish Question: The Reasons Behind the Kurdish Minority Position." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23794.
Full textAbstract:
This research will focus on the minority position of the Kurdish population in Turkey and how it has developed over time. The aim is to study particular historical and recent events that have affected the Kurdish population to understand why the Kurdish people are one of the world’s largest minority populations without an independent state. This research utilizes a qualitative case study employing text analysis of scholars and treaties such as the Lausanne and Sevres Treaty. The theory that will be used during this research will be neorealism with the main philosophy being that state emphasizes an interest in power to secure security in an anarchic world. The state is the most important actor in any position regardless of the event occurring around it which also is the reasons behind the Kurdish minority position and why they have not reached independence.
41
Santos, Mafalda. "Impasse e cancro da mama: Uma questão de tempo?" Master's thesis, Instituto Superior de Psicologia Aplicada, 2001. http://hdl.handle.net/10400.12/902.
Full textAbstract:
Dissertação de Mestrado em PsicossomáticaHoje em dia está bem presente o facto de a Psicossomática não se referir a uma doença do imaginário como era defendido, no geral, pela Escola de Paris. Assim, o que importa perceber é o funcionamento das pessoas que apresentam uma patologia orgânica, isto é, tentar compreender como vivenciam o seu corpo e as suas especificidades: ritmos, espaço, tempo. Importa igualmente perceber qual é o lugar do imaginário neste processo. Os objectivos específicos desta investigação serão os de aprofundar em casos de mulheres com cancro da mama, nomeadamente a existência de uma situação de impasse, a vivência de uma temporalidade própria (Sami-Ali, 1992, 2000), a existência de uma depressão falhada (Coimbra de Matos, 1999), a problemática da identidade. Participaram neste estudo quatro mulheres com diagnóstico de cancro na mama, com idades que variam entre os trinta e os cinquenta anos. Os instrumentos utilizados neste estudo incluíram a entrevista clínica, a Prova Projectiva de Rorschach e o Desenho da Figura Humana. Verificou-se, ao longo deste trabalho, que todas as mulheres apresentavam situações de vida compatíveis com o conceito de Impasse, definido por Sami-Ali (1997, 2000). Não só um impasse relacional, que põe em causa todo o ser, como também uma vivência própria de temporalidade que encerra em si mesma o impasse. A depressão falhada de Coimbra de Matos (2003), pode ser igualmente utilizada na explicação do que sucede nestas mulheres. Mas a conclusão desta investigação prende-se, acima de tudo, com um novo questionamento sobre o que está realmente em causa nesta doença.
42
Walker, Peter. "The three questions : King James 11, the Penal Laws and Test Acts, and the landed classes, 1687-88." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/8417.
Full textAbstract:
The purpose of this thesis is to look afresh at James 11's canvassing of the gentry in the winter of 1687-8 on the repeal of the Test Acts and the penal laws. The Tests prevented non-Anglicans in general, but Catholics in particular, from participating fully in public life. The penal laws punished those who did not conform to the Established Church. As a Catholic, James was anxious to ease the lot of his co-religionists and by the third year of his reign he had shown himself willing to extend toleration to Protestant Dissenters. The canvass was part of the campaign to find a Parliament willing to repeal these laws. Historians have viewed the canvass as a failure: certainly it did not bring the results the King hoped for and helped to create a united opposition to the Stuart regime. But on closer inspection the returns reveal a more confused picture. More members of the gentry supported repeal than was originally believed and with these supporters the King was able to begin to fashion alternative local political administrations that might in time have challenged the entrenched political interests in the shires. However, this new power base was still too narrow by the time William of Orange intervened in English politics, mainly because the King, by his ruthless purging of local office-holders, missed the opportunity to win over gentlemen who, given the right encouragement, might have come to support repeal. But it is in the answers to the third question, in which an overwhelming majority of gentlemen endorsed the general concept of religious toleration, that a sea change in attitudes among the political classes is revealed, something the King might have been able to build on if he had had the time or inclination to nurture the 'green shoots' of religious pluralism.
43
Huntley, Belinda. "Comparing different assessment formats in undergraduate mathematics." Thesis, Pretoria [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01202009-163129.
Full text
44
Premo, Tracy Anne. "The effects of age, race, and question format on racial identification, attitudes, and preference." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2663.
Full textAbstract:
The current study assessed racial identification, preference, and awareness using two methods: forced choice, and multiple choice. The participants consisted of 138, 4- and 12-year-old Black, White, and Biracial children. The Preschool Racial Attitude Measure II was used to assess the racial attitudes of children, and Racial Identification and Racial Preference questions were also used. The results show that Black and White children were all able to accurately self-identify. When using the forced choice format the majority of the Biracial children identified as Black, whereas when using the multiple choice format the majority of the Biracial children self identified as both Black and White. When using the multiple choice format to assess Racial Attitude the results revealed that across all racial groups there were more White preference choices by 4 year olds than by 12 year olds. For Racial Attitude, the results also revealed that Whites showed a higher mean White preference score than did Blacks, and Biracial children were intermediate between the other two groups. The results revealed that format did not significantly affect the Racial Preference response among the 4-year-old children, although the percentage of pro-White responses declined significantly when using the multiple choice format with the 12 year olds. For Racial Preference the results also indicate that regardless of format White children had significantly higher pro-White means than the Black children, and for the forced choice format only, Biracial children had a mean pro-White response intermediate between the other two groups. With the multiple choice format, the 4 year olds showed a higher pro-White mean than the 12 year olds. These results show that Biracial children tend to respond in a more race neutral manner when provided more choices than just Black and White. (Abstract shortened by UMI.)
45
Wolfs, Jose-Luis. "Analyse de l'anticipation de questions comme indicateur métacognitif: étude expérimentale effectuée à la transition entre l'enseignement secondaire et universitaire." Doctoral thesis, Universite Libre de Bruxelles, 1990. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213106.
Full text
46
Radulfus, Costa Iacopo. "Le questiones di Radulfo Brito sull' "Etica Nicomachea" : [introduzione e testo critico] /." Turnhout : Brepols, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017017693&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full text
47
Santoro, Carly Rae. "Effects of Intervention on Text-Implicit Questions for d/Deaf and Hard of Hearing Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699962213547.
Full text
48
Jackson, Abigail. "Impression formation of tests: Retrospective judgments of performance are higher when easier questions come first." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1396603308.
Full text
49
Tsatsaronis, George. "An overview of the BIOASQ large-scale biomedical semantic indexing and question answering competition." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-202687.
Full textAbstract:
This article provides an overview of the first BioASQ challenge, a competition on large-scale biomedical semantic indexing and question answering (QA), which took place between March and September 2013. BioASQ assesses the ability of systems to semantically index very large numbers of biomedical scientific articles, and to return concise and user-understandable answers to given natural language questions by combining information from biomedical articles and ontologies.
50
McGlamery, Sheryl L. "Personality Type and Question Preference of College Level Students." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/692.
Full textAbstract:
The impact of personality type on question preference is an area of new endeavor. It is the purpose of this study to determine if a relationship exists between the Sensing and Intuiting dimensions of personality as measured by the Myers-Briggs Type Indicator (MBTI) and the questioning preference of students. A Chi Square analysis of the data revealed a trend. Frequency distributions were used to determine the direction of the trend. Both the Sensing and the Intuiting subjects showed a tendency to follow type with regard to question preference. In other words those subjects showing a Sensing preference on the MBTI tended to choose questions that matched their type preference. The same trend was observed for the Intuitive subjects as well. The data seem to indicate that there is a relationship between personality type and question preference, but more research is needed to describe and define the relationship.