Gotowe bibliografie tematyczne / Educational tests and measurements

Gotowa bibliografia na temat „Educational tests and measurements”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Educational tests and measurements"

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Sternberg, Robert J. "Ability tests, measurements, and markets." Journal of Educational Psychology 84, nr 2 (1992): 134–40. http://dx.doi.org/10.1037/0022-0663.84.2.134.

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Scheirs, J. G. M. "A Priori and A Posteriori Tests on Repeated Measurements". Educational Psychology 12, nr 1 (styczeń 1992): 63–72. http://dx.doi.org/10.1080/0144341920120105.

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Glas, Cees A. W. "Item response theory in educational assessment and evaluation". Mesure et évaluation en éducation 31, nr 2 (13.05.2014): 19–34. http://dx.doi.org/10.7202/1025005ar.

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Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized adaptive testing. First, a concise introduction to the principles of IRT models is given. The models discussed pertain to dichotomous items (items that are scored as either correct or incorrect) and polytomous items (items with partial credit scoring, such as most types of openended questions and performance assessments). Second, it is shown how an IRT measurement model can be enhanced with a structural model, such as, for instance, an analysis of variance model, to relate data from achievement and ability tests to students’ background variables, such as socio-economic status, intelligence or cultural capital, to school variables, and to features of the schooling system. Two applications are presented. The first one pertains to equating and linking of assessments, and the second one to a combination of an IRT measurement model and a multilevel linear model useful in school effectiveness research.
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Nowak-Dzieszko, K., i T. Kisilewicz. "Internal particulate matter pollution in educational building". E3S Web of Conferences 172 (2020): 06008. http://dx.doi.org/10.1051/e3sconf/202017206008.

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The authors undertook research on the proper strategy of operation of educational building with gravitational ventilation in historic city center with high concentration of particulate matter PM10 and PM 2.5. In this facility the momentary increase in carbon dioxide concentration is often very high, and at the same time health requirements regarding atmospheric aerosol should be absolutely met. That is why long-term measurements of PM concentration outside and inside, as well as carbon dioxide concentration inside were carried out. CO2 was used also as a tracer gas for measurement of air change intensity. The article presents the first results of these tests and a correlation that occurs between the external and internal concentration of particulate matter PM 10 and PM 2.5. Due to a significant filtration effect of the external building envelope and particle deposition a potential conflict between required gravitational ventilation intensity and internal air pollution with particulate matters was partially reduced.
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Qo’ldoshev, Rustambek, Habiba Jumayeva, Aziza Husenova, Lazizbek Xaitov, Victoria Gudzina i G‘aybullo Sanoyev. "Assessment of the effectiveness of the physical education process in preschool educational organizations". E3S Web of Conferences 538 (2024): 05042. http://dx.doi.org/10.1051/e3sconf/202453805042.

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Diagnostic control model is analyzed through special exercises, standardized measurements or tests to evaluate the effectiveness of the process of physical education in preschool educational institutions.
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Oosterveld, Paul, i Johan Hoogstraten. "The Differential Predictive Validity of Two Measurements of Cognitive Ability". Perceptual and Motor Skills 82, nr 3 (czerwiec 1996): 817–18. http://dx.doi.org/10.2466/pms.1996.82.3.817.

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In this study was compared the relative predictive power of an achievement test and a self-report questionnaire for cognitive abilities in the context of prediction of educational achievement. With average grades, the multiple correlation of scores on both tests administered to a sample of 232 pupils in secondary education showed only marginal differences.
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Зыков, Сергей Викторович, Алексей Андреевич Незнанов i Ольга Вениаминовна Максименкова. "Tests for normality as mathematical support for educational measurement software". Program Systems: Theory and Applications 9, nr 4 (19.11.2018): 199–218. http://dx.doi.org/10.25209/2079-3316-2018-9-4-199-218.

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В статье обсуждается задача проверки гипотез о типе распределения данных, получаемых при измерениях в образовании, в программных системах. Приведён обзор критериев проверки нормальности, имеющих дискретные аппроксимации, что делает их пригодными для реализации в программных системах. Обсуждается место и необходимость применения указанных критериев при автоматизации измерений в образовании. Результаты обзора положены в основу алгоритма подбора критерия или группы критериев в программной системе, ориентированной на измерения в образовании.
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Budakova, Anna V., Maxim V. Likhanov, Teemu Toivainen, Alexey V. Zhurbitskiy, Elina O. Sitnikova, Elizaveta M. Bezrukova i Yulia Kovas. "Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports". Psychology in Russia: State of the Art 14, nr 2 (2021): 59–85. http://dx.doi.org/10.11621/pir.2021.0205.

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Background. Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective. Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design. Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results. Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery “OSSAB”: Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion. Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.
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Chatzimichail, Theodora, i Aristides T. Hatjimihail. "A Software Tool for Exploring the Relation between Diagnostic Accuracy and Measurement Uncertainty". Diagnostics 10, nr 9 (19.08.2020): 610. http://dx.doi.org/10.3390/diagnostics10090610.

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Screening and diagnostic tests are used to classify people with and without a disease. Diagnostic accuracy measures are used to evaluate the correctness of a classification in clinical research and practice. Although this depends on the uncertainty of measurement, there has been limited research on their relation. The objective of this work was to develop an exploratory tool for the relation between diagnostic accuracy measures and measurement uncertainty, as diagnostic accuracy is fundamental to clinical decision-making, while measurement uncertainty is critical to quality and risk management in laboratory medicine. For this reason, a freely available interactive program was developed for calculating, optimizing, plotting and comparing various diagnostic accuracy measures and the corresponding risk of diagnostic or screening tests measuring a normally distributed measurand, applied at a single point in time in non-diseased and diseased populations. This is done for differing prevalence of the disease, mean and standard deviation of the measurand, diagnostic threshold, standard measurement uncertainty of the tests and expected loss. The application of the program is illustrated with a case study of glucose measurements in diabetic and non-diabetic populations. The program is user-friendly and can be used as an educational and research tool in medical decision-making.
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А.А., Huseynova, i Vashchinnikova K.D. "IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION". “Educational bulletin “Consciousness” 22, nr 9 (22.09.2020): 28–34. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-9-28-34.

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Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.
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Rozprawy doktorskie na temat "Educational tests and measurements"

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Haick, Angela. "Testing irregularities : are we getting accurate scores? /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3076863.

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Rowan, Barbara Ellen. "Comparability of paper-and-pencil and computer-based cognitive and non-cognitive measures in a low-stakes testing environment /". Full-text of dissertation on the Internet (776.77 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/rowanbe/rowanbe_doctorate_04-02-2010.pdf.

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Leung, Wai-ming. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students' perspective". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833121.

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Chan, Wai-fat. "An investigation into the effects of diagnostic assessment on students' learning : a case study of the effects of diagnostic assessment on secondary 4 students' learning of chemistry /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601150.

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Lai, Chan-pong. "Item bias in the 2nd IEA mathematics study". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626445.

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Caldwell, Nicole S. "Educational implications of high stakes testing". [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:84.

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Eichman, Kjurstin M. "Teacher perceptions of the effects of Minnesota Basic Standards tests on curriculum and instruction". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002eichmank.pdf.

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Hart, Raymond C. "A framework for psychometric analysis of student performance across time an illustration with National Educational Longitudinal Study data /". [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1177960052.

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Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed June 1, 2007). Advisors: Dimiter Dimitrov, Shawn Fitzgerald. Keywords: Item response theory, true score theory, reliability, measurement of change, NELS:88 Includes bibliographical references (p. 58-62).
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Blanchard, Janey. "The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations". Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.

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This research study compared the three commonly used norm-referenced assessments (Northwest Evaluation Assessment, STAR Enterprise, and AIMSweb) to the Minnesota Comprehensive Assessment. The basic question was which one of the three assessments provided the best predictive validity scores to the Minnesota Comprehensive Assessment. Yearly scores from three years were gathered to evaluate which one of the three assessments had a stronger correlation score to the MCA. The study was confined to using 4th grade scores from three different schools located on a Native American reservation. Each school used one of the three common standardized reference assessments, and each school administered the MCA in the spring using winter scores. These scores were used to evaluate whether a student is on track to reach proficiency on the MCA. Findings showed that two of the three assessments had strong correlation scores. NWEA-MAP and STAR Enterprise had the strongest correlation. Further findings showed that STAR Enterprise had the strongest correlation score with a caveat that this is a new assessment and needs more research. Findings from this study allow schools to use two of the assessments with confidence that it is giving them quality scores.

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Ye, Hong. "Comparison of Cox regression and discrete time survival models". Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10153426.

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A standard analysis of prostate cancer biochemical failure data is done by conducting two approaches in which risk factors or covariates are measured. Cox regression and discrete-time survival models were compared under different attributes: sample size, time periods, and parameters in the model. The person-period data was reconstructed when examining the same data in discrete-time survival model. Twenty-four numerical examples covering a variety of sample sizes, time periods, and number of parameters displayed the closeness of Cox regression and discrete-time survival methods in situations typical of the cancer study.

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Książki na temat "Educational tests and measurements"

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Ojerinde, Dibu. Educational tests and measurements. Ibadan: Codat Audio-visual services, 1986.

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Gatumu, Haniel Nyaga. Criterion referenced tests (measurements) as opposed to norm referenced tests (measurements). [Nairobi]: Bureau of Educational Research, 1991.

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L, Linn Robert, National Council on Measurement in Education. i American Council on Education, red. Educational measurement. Wyd. 3. New York: American Council on Education, 1988.

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L, Finch Fredrick, red. Educational performance assessment. Chicago: Riverside Pub. Co., 1991.

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Close, Conoley Jane, i Murphy Linda L, red. The Twelfth mental measurements yearbook. Lincoln, Nebraska: The Buros Institute of Mental Measurements, The University of Nebraska-Lincoln : distributed by the University of Nebraska Press, 1995.

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Hopkins, Kenneth D. Educational and psychological measurement and evaluation. Wyd. 7. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Nitko, Anthony J. Educational assessment of students. Wyd. 4. Upper Saddle River, N.J: Merrill, 2004.

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Nitko, Anthony J. Educational assessment of students. Wyd. 6. Boston, Mass: Pearson Education, 2011.

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Hambleton, Ronald K. Guidelines for adapting educational and psychological tests. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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L, Murphy Linda, Conoley Jane Close, Impara James C i Buros Institute of Mental Measurements., red. Tests in print IV: An index to tests, test reviews, and the literature on specific tests. Lincoln, Neb: Buros Institute of Mental Measurements, University of Nebraska-Lincoln, 1994.

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Części książek na temat "Educational tests and measurements"

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Russell, Michael. "The Birth of Tests of Mental Ability". W Systemic Racism and Educational Measurement, 157–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003228141-9.

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Glas, Cees A. W. "Reliability Issues in High-Stakes Educational Tests". W Theoretical and Practical Advances in Computer-based Educational Measurement, 213–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_11.

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Powers, Donald E. "Understanding the Impact of Special Preparation for Admissions Tests". W Methodology of Educational Measurement and Assessment, 553–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_17.

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Moe, Eli, i Norman Verhelst. "Setting Standards for Multistage Tests of Norwegian for Adult Immigrants". W Methodology of Educational Measurement and Assessment, 181–204. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50856-6_11.

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Pedrero, Víctor. "Measurement of Factor Invariance in Large-Scale Tests". W Validity of Educational Assessments in Chile and Latin America, 205–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78390-7_9.

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Stenner, A. Jackson, June D. Bland, Earl L. Hunter i Mildred L. Cooper. "The Standardized Growth Expectation: Implications for Education Evaluation". W Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 1–15. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_1.

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AbstractThe purpose of this paper is to review some assumptions underlying the use of norm-referenced tests in educational evaluations and to provide a prospectus for research on these assumptions as well as other questions related to norm-referenced tests. Specifically, the assumptions which will be examined are (1) expressing treatment effects in a standard score metric permits aggregation of effects across grades, (2) commonly used standardized tests are sufficiently comparable to permit aggregation of results across tests, and (3) the summer loss observed in Title I projects is due to an actual loss in achievement skills and knowledge. We wish to emphasize at the outset that our intent in this paper is to raise questions and not to present a coherent set of answers.
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Seland, Idunn, i Elisabeth Hovdhaugen. "National Tests in Norway: An Undeclared Standard in Education? Practical and Political Implications of Norm-Referenced Standards". W Methodology of Educational Measurement and Assessment, 161–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50856-6_10.

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Stenner, A. Jackson, Ivan Horabin, Dean R. Smith i Malbert Smith. "Most Comprehension Tests Do Measure Reading Comprehension: A Response to McLean and Goldstein". W Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 57–62. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_5.

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AbstractThere is nothing wrong with the NAEP reading exercises, the sampling design, or the NAEP Reading Proficiency Scale, these authors maintain. But adding a rich criterion-based frame of reference to the scale should yield an even more useful tool for shaping U.S. educational policy.
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Wu, Margaret, Hak Ping Tam i Tsung-Hau Jen. "Test Design". W Educational Measurement for Applied Researchers, 41–57. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3302-5_3.

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Moser, Richard. "Pertinent Example Measurements". W Plastic Tests Plastics, 71–94. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10530-3_4.

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Streszczenia konferencji na temat "Educational tests and measurements"

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Jelonek, Jonas, Jonas Stephan, David Bochmann i Lars Gebken. "BEXUS30 – ELFI: Measuring Schumann resonances in the atmosphere". W Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.043.

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The ELFI project was one of nine BEXUS experiments carried in two stratospheric balloons in 2021. The aim of the experiment was to develop a system for the non-stationary measurement of electromagnetic waves in the extremely low frequency range. The Schumann resonances that are part of this range are especially important for meteorological research. For the planned use of the system on a stratospheric balloon, various requirements and aspects regarding the measurement environment had to be considered during the development. The system is based on a magnetic loop antenna connected to a signal processing unit, the Analog Front-End. The antenna has special characteristics to enable the measurement of Schumann resonances. Due to the necessary high sensitivity of the antenna, a deployment mechanism was developed to lower the antenna for the measurement, thus reducing the influence of interference from the electronics or actuators of other experiments on the gondola. After the balloon is launched, the mechanism is extended, and the antenna is lowered below the gondola. The Analog Front-End has several stages that filter, amplify and digitalize the signal measured with the antenna. An on-board computer, built from reliable general-purpose hardware, performs the measurement, organizes and stores the measurement data, and provides communication with the ground station. Hence, monitoring and control of the experiment through the ground station was possible. In addition, an algorithm for automatic gain control was integrated to allow flexible measurement of different amplitudes. In several testing periods the system was validated for functionality and reliability. Through numerous preliminary tests, frequencies from reference sources could be detected, e.g., 50 Hz of the power supply network or 16.67 Hz of the railroad power supply. Underground measurements confirmed that the system is suitable for detecting low frequencies. Furthermore, the system was tested and confirmed to be usable under extreme conditions like low temperatures and low air pressures. The developed deployment mechanism with scissor arms was proved to be robust and flexible. Both hardware and software worked as expected and are reliable and adaptable to different conditions. During final tests in an almost interference-free area our system was able to record optimal signals, in which the Schumann resonances could be detected. Based on these successful results, the system was ready to be deployed on the stratospheric balloon to perform measurements in the atmosphere
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Fico, Martin. "Teachers with Different Educational Background and Their Self-Efficacy". W ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.09.

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The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who have not pedagogical qualification (they have degree from university but not in teachers program). Quantitative measurement of teacher self-efficacy took place through the adapted Norwegian teacher self-efficacy scale (NTSES) for the Czech Republic, whose internal structure was verified by confirmatory factor analysis (CFA) and reliability measure by McDonald’s Omega and Cronbach’s Alpha. Statistical procedures used for data analysis were t-tests and ANOVA tests. The results in the text represent partial results from an ongoing research and suggest that teacher self-efficacy may be related to teachers’ educational background and that Czech version of NTSES is fit to be used for another measure of teacher self-efficacy in the Czech educational environment. Bigger and more representative sample is needed for the further research for more evidence of possible effect of educational background to teachers‘ self-efficacy.
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Passmann, Maximilian, i Stefan aus der Wiesche. "Development and Commissioning of a Supersonic Blow Down Wind Tunnel for Educational Purposes". W ASME 2017 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/fedsm2017-69196.

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A cost-effective test rig is presented that allows for the experimental investigation of supersonic flows for educational purposes. The individual units for the test rig were designed and built by students as part of their degrees. The test rig allows for operating times up to 10 seconds and features a nozzle test section, that can house different test objects. The divergent part of the de Laval nozzle geometry is designed using the method of characteristics for planar two-dimensional supersonic flow. State of the art 3D printing technology has been utilized to manufacture the nozzle geometry. Both optical and pneumatic measurement techniques have been adopted for the current setup. A z-type schlieren setup with two parabolic mirrors is used to perform flow visualization. The entire run can be recorded with a digital high speed camera. Stagnation pressure and temperature are measured in the pressure reservoir. Measurements are used to demonstrate basic thermodynamic effects such as the depressurization of gas-filled pressure vessels. Schlieren photography is used to graphically derive the Mach number and some aspects of Mach waves, oblique shock waves, and expansion waves are discussed. Finally, some effects of surface roughness on the flow field are addressed in this paper. Initial tests with the untreated nozzle geometry led to a fine pattern of very weak oblique shock waves in the supersonic part of the nozzle, that were caused by the finite layer thickness of the printer.
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Agustin, Ayu Tri, i Anggit Wicaksono. "Determine fitness of UNNES basketball players using sport-specific tests and measurements". W Proceedings of the 8th ACPES (ASEAN Council of Physical Education and Sport) International Conference, ACPES 2022, October 28th – 30th, 2022, Medan, North Sumatera, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.28-10-2022.2327468.

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Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment". W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.

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The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for improving classroom instruction’ – then this narrow conceptualisation must be extended. In this presentation, I will posit a simple model that reflects the simple one-test context described above, and then elaborate on it by adding in a) a framework for design of the assessments that is keyed to educational interpretation, b) further rounds of data collection that can indicate changes in a student’s underlying ability, and c) provision for varied assessment modes that will allow for i) classroom-independent tasks that operate at the summative and meso levels, and ii) classroom-dependent tasks that operate at the micro level. The former are designed to provide a basis for triangulating student responses across different contexts, and the latter are designed to closely track the variation of student performance over time in a classroom instructional context. This framing will be exemplified in a in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and arithmetic. The different levels of data collection will be instantiated by two different pieces of software, which operate at the micro level and the meso/summative levels respectively.
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Beck, B. Terry, i Nelson A. Pratt. "A Simple Device for Wind Tunnel Performance Testing of Small Scale Powered Propellers". W ASME 2005 Fluids Engineering Division Summer Meeting. ASMEDC, 2005. http://dx.doi.org/10.1115/fedsm2005-77191.

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Propellers represent an interesting application of the principles of aerodynamics. The basic physics of propeller operation can be modeled as a rotating wing section using classical blade element analysis procedure, which can also include flows induced by the propeller motion itself. Performance testing of small-scale powered propellers in modest size educational wind tunnels could yield important verification of these analysis tools, and also provide valuable experimental insight into important aspects of propeller design for the engineering laboratory. To provide useful data, measurements of propeller performance must include not only rotation speed and thrust, but also torque. These variables need to be investigated as a function of the imposed wind tunnel airspeed, which represents the forward speed of a powered propeller in flight. Rotation speed is easily measured using a variety of simple optical (including stroboscopic) techniques and thrust simply corresponds to the axial force measurement obtained directly from the typical “sting” balance used with educational wind tunnels. However, commercial devices for practical torque measurement can be quite expensive and are also typically of much higher torque range than that achieved by small-scale propellers designed for model airplane use, which limits their usefulness in the educational engineering wind tunnel laboratory. This paper presents a simple and inexpensive strain gage based device designed for measurement of low level torque developed by small-scale powered propellers. The operating principles of the torque measurement device are described, along with static calibration test results and experimental measurements of the performance characteristics of a small-scale electric motor driven powered propeller using our educational wind tunnel test facility. The torque sensor can be combined with rapid prototyping propeller design to allow investigation of a wide variety of propeller design features. Additional planned improvements and other wind tunnel applications for the torque measurement device are also discussed in the paper.
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Tomczyk, Lukasz. "DIGITAL LITERACY IN THE AREA OF E-SAFETY AMONG TEACHERS (SECOND STAGE OF THE PRIMARY SCHOOL) IN POLAND". W eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-087.

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The text shows the importance of digital literacy among teachers in Poland. The analysis presented in the article narrows the concept of digital literacy to security issues. The importance of the subject results from the fact that teachers constitute an important link in the development of digital security at the second educational stage. The research was carried out on a sample of 279 teachers throughout Poland in 2016. The research is part of a national studies into the field of digital security in the school and family environment. The analyzes were carried out on behalf of the Ministry of National Education, commissioned by the Cities on the Internet Association (Stowarzyszenie Miasta w Internecie). The sample amounted up to 279 educators. The research tool involved: a knowledge and skill test on e-threats and a diagnostic survey (measuring attitudes towards the new media and collecting the sociodemographic data). The DL measurement was carried out as for the following areas: ergonomics of using the digital tools, reliability of information available on the Internet, safe interactions with other users, secure logins and passwords, protection of online image, copyrights. Each area was measured using 3 questions; the total number of test questions was eighteen. The tests are the attempt to go beyond the hitherto measurements of DL based on self-declarations. The weakest results were obtained in the area of copyrights. The highest test results were obtained for question regarding the protection from hoax. Teachers-beginners got the lowest results, thus they should be provided with particular support. The research shows the heterogeneity of the DL concept and the need for a lifelong education in the area of e-threats.
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Gorbunova, Liudmila. "SOME ASPECTS OF THE CONSTRUCTION OF THE THEMATIC TESTS FOR THE DIAGNOSIS OF COGNITIVE LEARNING OUTCOMES CHEMISTRY ENGINEERING STUDENTS". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.48.

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The article discusses the procedure of the preparation of test materials for the diagnosis of cognitive learning outcomes in chemistry. It is shown that the use of the thesaurus approach to the selection of the content and methods of mathematical statistics provides a test with high reliability and validity coefficients. Key words: diagnostic test, chemistry, educational measurement.
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Okada, Yusaku, i Takafumi Aoyagi. "A Failure Event Virtual Learning Method that Replaces Field Experience and Its Effectiveness Measurement". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003033.

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Its known that 95 % of occupational accidents are caused by unsafe human behavior. Therefore, in order to prevent occupational accidents, various human resource education is implemented in each company, but due to the rut that accompanies continuation, many of them are only aimed at preventing serious accidents in steady state. Furthermore, since it takes time and manpower to conduct education, there is also a problem that these educational methods are not effectively utilized in the field. For example, in recent years, a method of supporting risk prediction using VR in high-place work has been considered, but it costs a lot of money to introduce it, and people who have little experience in the first place have the problem that it feels like a game. Merely continuing such a stereotyped education will not improve learning through experience, and it will be difficult to develop outstanding human resources with awareness. Furthermore, for those who have little experience in the field, even if they acquire knowledge through classroom lectures and group work, it is difficult to use it in the field and predict danger. Developing experienced and excellent human resources who can notice on-site is an urgent issue for the future of the company. Therefore, in this research, by investigating various conventional educational methods and sorting out their strengths and weaknesses, we will clarify the reasons why these educational methods are not being used in the field, improve the weaknesses, and improve the actual field. We propose a failure event virtual experience-based l learning method that replaces the field experience.In this study, we decided to measure the effect of the proposed learning method from the degree of awareness in the accident prevention activities carried out in Japanese companies. The reason for this is that in order to further improve the effectiveness of current safety education, it is most practical to measure awareness during activities that are actually carried out in the field, and it is not possible to measure with paper tests or questionnaires. Therefore, based on the characteristics of on-site workers, we decided to examine methods to improve their awareness and willingness to participate in safety activities. Furthermore, we decided to conduct an analysis based on an evaluation experiment to see if the subject's awareness improved by receiving the proposed educational method prior to the safety activities.
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Pérez Portero, Adrián, Lara Pilar Fernandez Capon, Marc Badia Ballús, P. Fabregat, L. Rayon, Amadeu Gonga Siles, Ieremia Crisan i in. "RITA: a 1U multi-sensor Earth observation payload for the AlainSat-1". W Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.077.

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The Remote sensing and Interference detector with radiomeTry and vegetation Analysis (RITA) is one of the Remote Sensing payloads selected as winners of the 2nd GRSS Student Grand Challenge in 2019, to fly on board of the 3U AlainSat-1. This CubeSat is being developed by the National Space Science and Technology Center (NSSTC), United Arab Emirates University. RITA has been designed as an academic mission, which brings together students from different backgrounds in a joint effort to apply very distinct sensors in an Earth Observation mission, fusing their results to obtain higher-accuracy measurements. The main payload used in RITA is a Total Power Radiometer such as the one on board the FSSCat mission. With these radiometric measurements, soil moisture and ice thickness will be obtained. To better characterize the extensive Radio-Frequency Interferences received by EO satellites in protected bands, several RFI Detection and Classification algorithms will be included to generate a worldwide map of RFI. As a novel addition to the 3Cat family of satellites and payloads, a hyper-spectral camera with 25 bands ranging from 600 to 975 nm will be used to obtain several indexes related to vegetation. By linking these measurements with the soil moisture obtained from the MWR, pixel downscaling can be attempted. Finally, a custom- developed LoRa transceiver will be included to provide a multi-level approach to in-situ sensors: On-demand executions of the other payloads will be able to be triggered from ground sensors if necessary, as well as simple reception of other measurements that will complement the ones obtained on the satellite. The antennas for both the MWR and the LoRa experiments have been developed in-house, and will span the entirety of one of the 3U sides of the satellite. In this work, the latest development advances will be presented, together with an updated system overview and information about the operations that will be conducted. Results obtained from the test campaign are also presented in the conference.
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Raporty organizacyjne na temat "Educational tests and measurements"

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Cascio, Elizabeth, i Douglas Staiger. Knowledge, Tests, and Fadeout in Educational Interventions. Cambridge, MA: National Bureau of Economic Research, maj 2012. http://dx.doi.org/10.3386/w18038.

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Burstein, Jill. Duolingo English Test Responsible AI Standards. Duolingo, marzec 2023. http://dx.doi.org/10.46999/vcae5025.

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Artificial intelligence (AI) is now instantiated in digital learning and assessment platforms. Many sectors, including tech, government, legal, and military sectors, now have used formalized principles to develop responsible AI standards. While there is a substantial literature around responsible AI more generally (e.g., Fjeld et al., 2020; Gianni et al., 2022; and, NIST, 20231 ), traditional validity frameworks (such as, Xi, 2010a; Chapelle et al., 2008; Kunnan, 2000; and, Kane, 1992) pre-date AI advances, and do not provide formal standards for the use of AI in assessment. The AERA/APA/NCME Standards (2014) pre-date modern AI advances, and include limited discussion about the use of AI and technology in educational measurement. Some research discusses AI application in terms of validity (such as Huggins-Manley et al., 2022, Williamson et al., 2012, and Xi, 2010b). In earlier work, Aiken and Epstein (2000) discuss ethical considerations for AI in education. More recently, Dignum (2021) proposed a high-level vision for responsible AI for education, and Dieterle et al (2022) and OECD (2023) discuss guidelines and issues associated with AI in testing. The Duolingo English Test (DET)’s Responsible AI Standards were informed by the ATP (2021) and ITC-ATP (2022) guidelines, which provide comprehensive and relevant guidelines about AI and technology use for assessment. New guidelines for responsible AI are continually being developed (Department for Science, Technology & Innovation, 2023).
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Glenzer, S. H. Critical tests of line broadening theories by precision measurements. Office of Scientific and Technical Information (OSTI), luty 1996. http://dx.doi.org/10.2172/226048.

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Sergeev, Alexander, Nikolay Litusov, Ekaterina Voroshilina, Alexey Kozlov, Yulia Grigoryeva, Danila Zornikov, Vasily Petrov i in. Electronic educational resource Microbiology, virology and immunology. SIB-Expertise, styczeń 2024. http://dx.doi.org/10.12731/er0769.29012024.

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"The electronic educational resource has been prepared as information support for the independent work of students, residents and graduate students mastering the main educational programs of higher professional education of the enlarged group of specialties Healthcare, developed on the basis of the Federal State Educational Standards of Higher Education and Professional Standards and providing for the formation of knowledge in microbiology and virology and immunology. The electronic educational resource provides information on the morphology, physiology, genetics, ecology of microorganisms, the basics of infectology and the epidemiology of infectious diseases. Each section is accompanied by control questions and practice tests. The manual contains extensive illustrative material that contributes to the assimilation of the issues under study. The electronic educational resource will help in the work of students, residents and graduate students both directly in practical classes and in preparation for classes, tests and exams."
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Burstein, Jill, Geoffrey LaFlair, Antony Kunnan i Alina von Davier. A Theoretical Assessment Ecosystem for a Digital-First Assessment - The Duolingo English Test. Duolingo, marzec 2022. http://dx.doi.org/10.46999/kiqf4328.

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The Duolingo English Test is a groundbreaking, digital­first, computer­adaptive measure of English language proficiency for communication and use in English­medium settings. The test measures four key English language proficiency constructs: Speaking, Writing, Reading, and Listening (SWRL), and is aligned with the Common European Framework of Reference for Languages (CEFR) proficiency levels and descriptors. As a digital­first assessment, the test uses “human­in­the­loop AI” from end to end for test security, automated item generation, and scoring of test­taker responses. This paper presents a novel theoretical assessment ecosystem for the Duolingo English Test. It is a theoretical representation of language assessment design, measurement, and test security processes, as well as the test­taker experience factors that contribute to the test validity argument and test impact. The test validity argument is constructed with a digitally­informed chain of inferences that addresses digital affordances applied to the test. The ecosystem is composed of an integrated set of complex frameworks: (1) the Language Assessment Design Framework, (2) the Expanded Evidence­Centered Design Framework, (3) the Computational Psychometrics Framework, and (4) the Test Security Framework. Test­taker experience (TTX) is a test priority throughout the test­taking pipeline, such as low cost, anytime/anywhere, and shorter testing time. The test’s expected impact is aligned with Duolingo’s social mission to lower barriers to education access and offer a secure and delightful test experience, while providing a valid, fair, and reliable test score. The ecosystem leverages principles from assessment theory, computational psychometrics, design, data science, language assessment theory, NLP/AI, and test security.
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Danko, G. A., S. R, III Low, R. deWit i R. J. Fields. Wide plate crack arrest tests: instrumentation for dynamic strain measurements. Gaithersburg, MD: National Bureau of Standards, styczeń 1985. http://dx.doi.org/10.6028/nbs.ir.85-3289.

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Moreno, Martín, Jesús Duarte, María Soledad Bos i Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, maj 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magnitude of these changes varies according to grade level and subject. Changes have been more notable in the fourth grade and in language than in the eighth grade and in math, and they have been minimal in the tenth grade. Furthermore, as a methodological contribution to studies on educational equity, we make use of a variety of tools in order to explore their consistency. Therefore, this document presents, in their respective sections: a) the results of national achievement tests from the past years and an analysis of trends in socioeconomic and academic segregation in schools; b) changes in the relationship of socioeconomic status to academic achievement between and within schools; and c) the evolution in learning gaps between students from different socioeconomic backgrounds.
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Muratore, J. Tests and Measurements of the CESR Phase III Interaction Region Superconducting Magnets. Office of Scientific and Technical Information (OSTI), czerwiec 2001. http://dx.doi.org/10.2172/1661624.

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Pitner, A. L. Aluminum hydroxide coating thickness measurements and brushing tests on K West Basin fuel elements. Office of Scientific and Technical Information (OSTI), wrzesień 1998. http://dx.doi.org/10.2172/10148407.

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Amimoto, S. T., D. J. Chang, E. W. Fournier i E. M. Yohnsee. Measurements of Acceleration on Delta GEM Boosters and Road Tests of GPS Position Sensing. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2000. http://dx.doi.org/10.21236/ada381456.

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