Dissertations / Theses on the topic 'Non-cognitive assessment'

Objective: To explore the utility of cognitive tests, that did not rely on spoken language from participants for decision making about eligibility for treatment with Anti-cholinesterase Inhibitors (AchI). Methods: A cross-sectional design was used. Data was collected from 20 participants, aged 65 to 90 years (M, 77.6: SD, 7.2), with dementia, or cognitive difficulties. The sample comprised of eleven males and nine females. The Mini-Mental State Examination (MMSE), and six alternative cognitive tests were administered, these were; the Rey Complex Figure Test (RCFT), Ravens Colour Progressive Matrices (RCPM), Symbol Digit Modalities Test (SDMT), Brixton Test, Clock Drawing Test (CDT), and Colour Trails Test (CTT). Results: There was statistically significant correlations between the MMSE and the following cognitive tests: RCFT visual construction subtest(r= .609; P<.006), the RCFT recognition subtest (r= .496; P<.031), RCPM (r= .452; p<.045), the SDMT (r=.670; P<.001), the CTT 1 (Rho=-.576; P<.012) and the CDT (r=-.577; P<.008). The area under the ROC curve values were as follows: RCFT visual construction (0.750, 95%, CI .524 - .976), RCFT recognition memory (0.801, 95%, CI .590 – 1.012), RCPM (0.573, 95%, CI 0.298 – 0.848), SDMT (0.708, 95%, CI 0.469 – 0.947), CTT1 (0.818, 95%, CI 0.610 – 1.027) and the CDT (0.734, 95%, CI 0.479 – 0.990). Cut-off scores with adequate sensitivity and specificity were identified for all the above measures apart from the RCPM, which had predictive accuracy that was equal to chance. Conclusions: Cognitive tests which do not require spoken language have utility in differentiating between those who are and are not eligible for treatment with AchI, as defined by the cut-off (<20) on the MMSE in the National Institute for Clinical Excellence guidelines (NICE, 2007).

This work describes three case studies conducted to address two major problems in the area of chemistry education research, the lack of reported psychometrics regarding instrument scores, and the need for well-characterized assessments to evaluate college chemistry curricula. The first case study describes a psychometric evaluation of the Colorado Learning Attitudes about Science Survey (CLASS), an instrument designed to assess student beliefs about the learning of chemistry. Results from this work suggest that the CLASS instrument provides fertile ground for short instruments with reasonable psychometric properties. Responses to a single scale instrument, created from CLASS, showed that students in an introductory general chemistry course tend to be slightly more expert-like than novice-like in their beliefs about chemistry towards the end of the semester. The second case study discusses the use of a two-tier diagnostic instrument in assessing student understanding of the particulate nature of matter and chemical bonding. In addition to examining psychometric properties of the instrument's scores, this study uses student responses to think about the role of a preparatory chemistry course in promoting understanding of the measured concepts. Results of this study showed that the performance of students with the preparatory chemistry course was slightly better than those without it. The third case study focuses on the development of the Targeted Misconception Inventory (TMI), a two-tier instrument designed to measure student understanding of Bond Energy, Ionic, Bonding, and Phase Changes. The TMI was used to create an instructional intervention. Results from the intervention suggested a learning gain for Bond Energy concept. The three instruments discussed above were multiple-choice given as paper and pencil tests in an introductory chemistry course. The work described in this dissertation showcase a method for examining psychometric evidence. The three case studies provide a significant addition to the psychometric information available on existing instruments. This work makes an emphasis on the importance of pilot testing instruments and gathering psychometric information to provide evidence that the instrument is functioning as intended when used with different samples. This work provides a model for researchers to follow when refining an instrument, and implications for the use of assessment tools in chemistry curricula evaluation.

This study explores cognitive impairment and its correlation to early- life adverse experiences in non-patient population between the ages of 50 to 65. This developmental approach and observational study design explores cognition in pre-clinical Alzheimer’s disease (AD). Using a standardized neuropsychological instrument, the Montreal Cognitive Assessment (MoCA) and clinically administered questionnaire, the ACE (Adverse Childhood Experiences), I hypothesized that participants with high ACE scores will inversely have low MoCA scores. My goal was to use a multiple linear regression model with 3 covariates and 1 predictor of interest (ACEs). At 80% power, a sample size of 40 was calculated as needed. This would mean that the results would have 80 % chance of declaring statistical significance. This corresponds to an R-squared value (percentage of variation in MoCA score explained by the predictor) of 17.2%. The desired sample size was not attained successfully due to several barriers in receiving sample data from the collaborating site and the 2017 Hurricane Irma causing a drop in participation rate. Overall 13 participants had successfully participated. The analysis of the results is demonstrated in a line graph indicating a relationship between ACE and MoCA scores. The accuracy of the descriptive statistics could be argued against due to the low sample size. The analysis of the ethnographic interviews brings out some trends in the participant responses. The focus here has been to discuss these responses as to how they advocate for the entanglement theory of aging. In other words, how the exposure to social and environmental factors at various stages of an individual’s lifecourse can interact with one’s physiology, resulting in exposure- specific health conditions at later life stages. Among the period of exposure, my focus through this study is specifically on the early exposures in the lifecourse. This is facilitated by the use of the ACE questionnaire regarding exposures to adverse experiences such as sexual/ physical abuse, familial mental health issues, alcohol/ drug abuse in the family and loss or separation from parents. The entanglement theory further allows for race or culture specific exposures to adversity that raises the question of varying health consequences among cultural or racial groups and the need for a more critical approach in providing access to healthcare and healthcare policy development. Trends in ethnographic results obtained have allowed for the critical discourse in the transgenerational effects of social adversity, effects of resilience- building from adversity and the need for care- giver mental health services. The study brought out critiques on how the ACE module could be made more inclusive of experiences specific to diverse cultures and regions, as well as the need to address the severity of individual experiences. We conclude by discussing how effects of social or environmental experiences can be used toward AD and aging research and what supporting literature and initiatives currently exist. The discussion is also inspired by the existing political discourse around the medicalization of AD and how that influences the reductionist methods in AD research. This new direction of applied and holistic approach derives its perspective from neuroanthropology and applied medical anthropology. The overall aim of this study is to ask questions challenging existing research methods with the ultimate hope to newly influence the allocation of AD research and risk reduction toward interdisciplinary focus and funding, involving early-life lived experiences and life course perspectives.

This study retrofitted a Diagnostic Classification Model (DCM) known as the Fusion model onto non-diagnostic test data from of the University of Chicago School Mathematics Project (UCSMP) Algebra and Geometry Readiness test post-test used with Transition Mathematics (Third Edition, Field-Trial Version). The test contained 24 multiple-choice middle school math items, and was originally given to 95 advanced 6th grade and 293 7th grade students. The use of these test answers for this study was an attempt to show that by using cognitive diagnostic analysis techniques on test items not constructed for that purpose, highly predictable multidimensional cognitive attribute profiles for each test taker could be obtained. These profiles delineated whether a given test taker was a master or non-master for each attribute measured by the test, thus allowing detailed diagnostic feedback to be disseminated to both the test takers and their teachers. The full version of the non-compensatory Fusion model, specifically, along with the Arpeggio software package, was used to estimate test taker profiles on each of the four cognitive attributes found to be intrinsic to the items on this test, because it handled both slips and guesses by test takers and accounted for residual skills not defined by the four attributes and twenty-four items in the Q-matrix. The attributes, one or more of which was needed to correctly answer an item, were defined as: Skills— those procedures that students should master with fluency; e.g., multiplying positive and negative numbers; Properties—which deal with the principles underlying the mathematics concepts being studied, such as being able to recognize and use the Repeated-Addition Property of Multiplication; Uses—which deal with applications of mathematics in real situations ranging from routine "word problems" to the development and use of mathematical models, like finding unknowns in real situations involving multiplication; and, Representations—which deal with pictures, graphs, or objects that illustrate concepts. Ultimately, a Q-matrix was developed from the rating of four content experts, with the attributes needed to answer each item clearly delineated. A validation of this Q-matrix was obtained from the Fusion model Arpeggio application to the data as test taker profiles showed which attributes were mastered by each test taker and which weren’t. Masters of the attributes needed to be acquired to successfully answer a test item had a proportion-correct difference from non-masters of .44, on average. Regression analysis produced an R-squared of .89 for the prediction of total scores on the test items by the attribute mastery probabilities obtained from the Fusion model with the final Q-matrix. Limitations of the study are discussed, along with reasons for the significance of the study.

The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

O presente trabalho tem como objetivo fazer uma reflexão conjunta sobre a educação na ótica do desenvolvimento humano e as políticas de avaliação da educação vigentes no Brasil. Para tal, está divido em cinco seções: uma introdução com a contextualização da discussão teórica; a segunda, resumindo o modelo e as evidências dadas dentro do arcabouço analítico de Heckman, (que foca na importância das habilidades não cognitivas para o desempenho escolar e sua interação com as habilidades cognitivas). A terceira seção é dedicada à visão de educação no trabalho de Nussbaum, que trabalha com uma visão mais ampla de educação, focada no conceito de habilidades não cognitivas. Na quarta parte, examina-se a evolução das políticas educacionais brasileiras, com o foco na questão avaliativa e introduz-se alguns elementos críticos à luz do marco de desenvolvimento humano estabelecido. Por fim concluiu-se.
The objective of this dissertation is to jointly examine the meaning of education from a human development perspective in association with the evolution of the Brazilian educational assessment policies. Within this context, it is divided into five parts. After the introduction it examines Heckman’s model and its empirical evidences (where the importance of non cognitive skills for schooling and its relation with cognitive skills is highlighted). The third part delves into Nussbaum work and her arguments for non cognitive dimensions of education. The forth part critically analyses the evolution of educational assessment in Brazil. Then, it concludes.

The purpose of this thesis was firstly, to investigate if the current selection system mirrors the task of international deployment and voluntariness. Secondly, to investigate if and how non-cognitive assessments of personality and resilience, individual aspects that seem underrepresented in the current selection system, may increment validity to the current selection system. Since 2012 the Swedish Armed Forces is an All-volunteer Force where young men and women voluntarily can apply for a military service. In contrast to conscription, military service today includes compulsory international deployments with different demands on the personnel’s range of possible abilities and skills as well as selection process—yet the current selection system may not sufficiently correspond to the changes. The thesis comprises four studies (Study I-IV) with relevant military samples, and aside from Study I, a validation of a short version personality questionnaire (PQ) being used in two of the subsequent studies, Study II-IV had a longitudinal design. Study II shows that the former selection system lacked prognostic value of soldiers’ performance during international deployment, and their ability to readjust at homecoming. Additionally, Study II shows that non-cognitive assessments can be used as predictors for readjustment. Study III indicates that international deployment does not need to be harmful for the psychological well-being and that good health seems to be a stable factor across time and situations. Thus, selection of “good health” and resilience may prove fruitful. Study IV suggests that high motivation to serve may have serious consequences for selection decisions and, in the long run, the recruits’ psychological well-being. In sum, this thesis suggests that the current selection system needs adaption to the task of repeated international deployments and to the voluntary applicant pool, and that non-cognitive assessment may increment validity.
Since the end of the Cold War the Swedish Armed Forces has undergone several changes regarding both task and personnel system. The task of national security does not only entail territorial defense but also international operations worldwide. In addition, the soldiers are no longer conscripts but young men and women who have volunteered to secure and uphold peace and democratic values. The purpose of this thesis was twofold: firstly, to investigate if the current selection system mirrors the recent refocus on international operations and voluntariness; secondly, to see if and how non-cognitive assessments of personality, health, and resilience increment validity to the current selection system in identifying individuals suitable for repeated international deployments. This work was guided by a series of tentative questions regarding both the selection system in particular, but also international deployments in general. The four papers in this thesis suggest that the current selection system need to be adapted to better correspond to repeated international deployments as well as to a voluntary applicant pool; and that non-cognitive assessments of personality, health, and resilience increment validity to the selection system.

Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.

The basal ganglia (BG) are a group of brain nuclei situated deep in the cerebral hemispheres. While BG were primarily associated with motor functions, in recent years there has been an increasing evidence that BG are also significantly involved in a wide range of non-motor functions. This work focused on some of the non-motor symptoms associated with two typical basal ganglia disorders: Parkinson's disease (PD) and Huntington's disease (HD). The first study concerned spatial navigation impairment in patients with HD. Their spatial navigation skills were tested using the Blue Velvet Arena, technique evaluating spatial navigation in real space, capable to selectively differentiate between two components of spatial navigation - allocentric (environment-oriented) and egocentric (self-oriented). Allocentric navigation is linked to hippocampal function, whereas egocentric navigation is usually associated with striatum, a structure predominantly affected in HD. We found that spatial navigation is not significantly affected in the early stages of HD and that in more advanced stages, when spatial navigation is already impaired, there is no significant difference between allocentric and egocentric navigation impairment. We speculate that the striatal involvement does not contribute to the impairment of the...